Overview of Cutting Edge Overview of Cutting Edge Resources on Teaching with Resources on Teaching with

Seismic VisualizationsSeismic Visualizationsand and

Advice on Creating Effective Advice on Creating Effective Instructional ResourcesInstructional Resources

Dave MogkDave Mogk

Dept of Earth SciencesDept of Earth Sciences

Montana State UniversityMontana State University

SERCSERCthe Science Education the Science Education

Resource CenterResource Center at Carleton College at Carleton College

http://serc.carleton.edu/15495

Virtual workshops: Our experiment in broadening our reach, and making it possible for colleagues to participate from their own workspace; building virtual communities. Your feedback is appreciated!

One of the primary goals of this workshop is to create a comprehensive visualization collection on seismic waves. We’ll help you identify topics, respond to instructional needs, and either locate or create the teaching resources we need.

We also want to develop teaching activities that are built around seismic visualizations. These are made available for discovery using ActivitySheets that describe the full context of the activity.

We also would like to develop a series of tutorials, that define the underlying principles, and then provide step-by-step instructions for students to either create their own visualizations from data, or to appropriately interpret data products from other sources

Visualizations in the GeosciencesVisualizations in the Geosciences

Geoscience is a highly visual field, and Geoscience is a highly visual field, and effective use of visual tools can enhance effective use of visual tools can enhance student learning, appeal to students’ student learning, appeal to students’ emotions and help them acquire skills for emotions and help them acquire skills for interpreting visual information. interpreting visual information.

This requires:This requires: The appropriate visual toolThe appropriate visual tool Applying it effectively in Applying it effectively in

the classroomthe classroom

What are different ways faculty What are different ways faculty use visualizations in the use visualizations in the

classroom?classroom? Presentation Presentation in lecture, illustrated examplein lecture, illustrated example Interactive lecture Interactive lecture – a visualization is paired – a visualization is paired

with a think-pair-share, minute paper, concept test, or with a think-pair-share, minute paper, concept test, or “clicker” question. “clicker” question.

Lab activity Lab activity – students are guided through an activity where they use – students are guided through an activity where they use visualizations to look at data sets and explore spatial or temporal visualizations to look at data sets and explore spatial or temporal relationshipsrelationships

Independent exploration Independent exploration – students follow instructions on their own, – students follow instructions on their own, often guided by questions provided by the instructoroften guided by questions provided by the instructor

Reflection/synthesisReflection/synthesis – students create a visualizations to confirm or – students create a visualizations to confirm or verify concepts, contentverify concepts, content

AssessmentAssessment – Visualizations are part of a problem set or exam, – Visualizations are part of a problem set or exam, especially after they have already seen something similar in class or lab.especially after they have already seen something similar in class or lab.

Pedagogic Reasons for Using VisualizationsPedagogic Reasons for Using Visualizations Supports inquiry and discoverySupports inquiry and discovery Permits observation of the unobservablePermits observation of the unobservable Renderings showing 3 dimensions or changes over time make complex processes much easier to understand Renderings showing 3 dimensions or changes over time make complex processes much easier to understand Visualizations allow students to construct their own mental images that promote long-term learningVisualizations allow students to construct their own mental images that promote long-term learning A data discovery, organization, and distribution tool for research projects A data discovery, organization, and distribution tool for research projects Visualizations are cool! (A strong affective response!)Visualizations are cool! (A strong affective response!) BUT….BUT….

Big take home message: Big take home message: students don’t see what you seestudents don’t see what you see

Geoscientists (you) have Geoscientists (you) have sophisticated spatial reasoning skillssophisticated spatial reasoning skills Mental models of processesMental models of processes Familiarity with reading maps, Familiarity with reading maps,

contours, scalescontours, scales Geography knowledgeGeography knowledge

Looking and seeing are learned Looking and seeing are learned skills.skills.

The knowledge you bring to the The knowledge you bring to the image affects your experience with image affects your experience with it.it.

All of this improves with guided All of this improves with guided practice.practice. Frequency distribution of particles in the

atmosphere by size as developed by Whitby (1978). Classroom scenario described by Perry Samson, Univ. Michigan.

http://serc.carleton.edu/NAGTWorkshops/visualization

1. Clearly articulate the learning goals and 1. Clearly articulate the learning goals and expected outcomesexpected outcomes

Goals and learning outcomes Goals and learning outcomes Content or concept mastery?Content or concept mastery? Skill development?Skill development? Affective (motivation, curiosity, overcoming barriers…)Affective (motivation, curiosity, overcoming barriers…) Higher order thinking skills, life-long and purposeful learners Higher order thinking skills, life-long and purposeful learners

Determine what constitutes acceptable evidence of Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).competency in the outcomes and results (assessment).Plan instructional strategies and learning experiences Plan instructional strategies and learning experiences that bring students to these competency levels.that bring students to these competency levels.

(Wiggins and McTighe, 2005; Understanding by Design)(Wiggins and McTighe, 2005; Understanding by Design)

2. Students don't always see2. Students don't always see what faculty are seeing what faculty are seeing when viewing a visualization.when viewing a visualization.Just as in other aspects of Just as in other aspects of learning, what students see learning, what students see and learn is built on what and learn is built on what they already know. they already know.

Understanding what students know and see can be addressed Understanding what students know and see can be addressed on four levels: on four levels: Cognitive: what do students focus on in a visualization?Cognitive: what do students focus on in a visualization? Educational: how does the visualization build on what they already Educational: how does the visualization build on what they already

know?know? Geoscience: how do students understand and interpret the processes Geoscience: how do students understand and interpret the processes

that are represented?that are represented? Affective: how does the visualization make students feel?Affective: how does the visualization make students feel?

2. (continued) How can we better align what we want 2. (continued) How can we better align what we want students to see with what they are actually seeing?students to see with what they are actually seeing?

Map the structure and content of the information to be Map the structure and content of the information to be conveyed on the structure and content of the diagram.conveyed on the structure and content of the diagram.

Use extra-pictorial devices like arrows and guidelines Use extra-pictorial devices like arrows and guidelines unambiguously.unambiguously.

Craft diagram to explain, not just show.Craft diagram to explain, not just show. Check to see if students learn what is intended; embed Check to see if students learn what is intended; embed

assessmentsassessments Extraneous detail can interfere with learningExtraneous detail can interfere with learning

(Barbara Tversky, (Barbara Tversky,

On the Cutting Edge On the Cutting Edge workshop)workshop)

The intended lesson—trajectory of a falling ball….

What students actually see based on eye-tracking studies

3. Simple is usually* better.3. Simple is usually* better.The power of visualizations comes from their ability to The power of visualizations comes from their ability to clarifyclarify relationships rather than from reproducing exactly relationships rather than from reproducing exactly the natural world. Thus, a design which emphasizes the the natural world. Thus, a design which emphasizes the desired relationships or information is likely to be more desired relationships or information is likely to be more successful than one that makes every effort to be successful than one that makes every effort to be realistic. Students can become confused when elements realistic. Students can become confused when elements of a diagram closely resemble the actual entity they of a diagram closely resemble the actual entity they represent in the real world represent in the real world

(Uttal et al., 2006).(Uttal et al., 2006).

*Over-simplification can create misconceptions*Realism is helpful is some cases

4. Context is important and is easily lost.4. Context is important and is easily lost.Effective visualizations maintain the contextual Effective visualizations maintain the contextual relationships between the different parts of the relationships between the different parts of the visualization and between the visualization and whatever visualization and between the visualization and whatever it represents. it represents.

For example, when a series of diagrams are used to For example, when a series of diagrams are used to explain a process, it is important to keep the student explain a process, it is important to keep the student aware of how each step in the progression relates to the aware of how each step in the progression relates to the overall process.overall process.

5. Visualizations are most effective if their organization 5. Visualizations are most effective if their organization reflects the mental organization that the student is reflects the mental organization that the student is creating.creating.

For example, if students create a series of still images in their mind to For example, if students create a series of still images in their mind to represent a geologic process, a series of still images will be most represent a geologic process, a series of still images will be most effective in conveying information. Similarly, if students create a effective in conveying information. Similarly, if students create a mental movie, an animation may be more effective. mental movie, an animation may be more effective. (Tversky et al., 2002 )(Tversky et al., 2002 )

6. Guided discovery helps. Open-ended discovery should 6. Guided discovery helps. Open-ended discovery should be reserved for more sophisticated instruction.be reserved for more sophisticated instruction.Visualizations present a large number of relationships at a Visualizations present a large number of relationships at a single time. Visual or textual clues can focus attention on single time. Visual or textual clues can focus attention on meaningful items or guide the learner through the meaningful items or guide the learner through the visualization in a particular order.visualization in a particular order.

Building Seismic Visualization Building Seismic Visualization Teaching CollectionsTeaching Collections

SERCSERC 3 Million unique visitors; 100,000 repeat visitors (5+), multiple 3 Million unique visitors; 100,000 repeat visitors (5+), multiple

page visits (10+), 20+ minute dwell timepage visits (10+), 20+ minute dwell time On the Cutting Edge On the Cutting Edge

50% US Geo faculty are aware of and use CE; 12,000 multiple 50% US Geo faculty are aware of and use CE; 12,000 multiple page visitors (5600 Geo faculty in US…so we’re reaching a page visitors (5600 Geo faculty in US…so we’re reaching a much larger audiencemuch larger audience

Benefits of building collections in this environmentBenefits of building collections in this environment Dedicated audienceDedicated audience Advanced search/browseAdvanced search/browse Repurposing of materials for multiple pathways to discoveryRepurposing of materials for multiple pathways to discovery Linkages to full range of related resourcesLinkages to full range of related resources

Assessment, Visualization, Affective Domain, Metacognition, Assessment, Visualization, Affective Domain, Metacognition, Research on Learning….Research on Learning….

Seismic Visualizations for use Seismic Visualizations for use Across the Geoscience CurriculumAcross the Geoscience Curriculum What is needed:What is needed:

Tutorials, with step-by-step instructions for Tutorials, with step-by-step instructions for teachers about how to create their own teachers about how to create their own visualization exercisesvisualization exercises

Collections of teaching activities using seismic Collections of teaching activities using seismic visualizations; visualizations; aggregated, organized, reviewedaggregated, organized, reviewed

Special thematic collectionsSpecial thematic collections Image collectionsImage collections

Developing the CollectionsDeveloping the Collections

We provide web authoring services in our CMSWe provide web authoring services in our CMS ContextContext

Community needsCommunity needs Linking Science, pedagogy, teaching activities, Linking Science, pedagogy, teaching activities,

assessments, research on learningassessments, research on learning Search/browse; controlled vocabularies and free textSearch/browse; controlled vocabularies and free text Learning objects contain essential background Learning objects contain essential background

information, annotations, related resources…information, annotations, related resources… ConfidenceConfidence

Useful materials will be foundUseful materials will be found Reviewed (scientific veracity, Reviewed (scientific veracity,

pedagogic effectiveness, pedagogic effectiveness, robustness—it works)robustness—it works)

Community of users/contributors Community of users/contributors

Please ContributePlease Contribute

Content from your Site/ProjectContent from your Site/Project We create ActivitySheets to provide context and to aid We create ActivitySheets to provide context and to aid

discoverydiscovery EVERY RESEARCH PROJECT CAN DEVELOP EVERY RESEARCH PROJECT CAN DEVELOP

AN INSTRUCTIONAL MODULE!!!AN INSTRUCTIONAL MODULE!!! You get an added “broader impact”You get an added “broader impact”

We can develop/hold content for youWe can develop/hold content for you Web authoring servicesWeb authoring services

To Submit an Activity To Submit an Activity

http://serc.carleton.edu/NAGTWorkshops/geophysics/activity-http://serc.carleton.edu/NAGTWorkshops/geophysics/activity-submission.htmlsubmission.html