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Stenliden, L. (2015). Visual Analytics and K 12 Students - Emerging Dimensions of Complexity. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering,, 9(2), 663-671
Open this publication in new window or tab >>Visual Analytics and K 12 Students - Emerging Dimensions of Complexity
2015 (English)In: International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering,, ISSN 1307-6892, Vol. 9, no 2, p. 663-671Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to understand emerging learning conditions, when a visual analytics is implemented and used in K 12 (education). To date, little attention has been paid to the role visual analytics (digital media and technology that highlight visual data communication in order to support analytical tasks) can play in education, and to the extent to which these tools can process actionable data for young students. This study was conducted in three public K 12 schools, in four social science classes with students aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations and analyzed with help of metaphors within Actor-network theory (ANT). The learning conditions are found to be distinguished by broad complexity, characterized by four dimensions. These emerge from the actors’ deeply intertwined relations in the activities. The paper argues in relation to the found dimensions that novel approaches to teaching and learning could benefit students’ knowledge building as they work with visual analytics, analyzing visualized data.

Place, publisher, year, edition, pages
World Academy of Science, Engineering and Technology, 2015
Keywords
Analytical reasoning, complexity, data use, problem space, visual analytics, visual storytelling, translation.
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-124189 (URN)
Available from: 2016-01-21 Created: 2016-01-21 Last updated: 2017-02-23Bibliographically approved
Stenliden, L. (2015). Visual Analytics in K 12 Education: Emerging Dimensions of Complexity. In: World Academy of Science, Engineering and Technology, International Science Index: Computer and Information Engineering. Paper presented at XIII International Conference on Visual Analytics an Information Visualisation (pp. 761-766). London
Open this publication in new window or tab >>Visual Analytics in K 12 Education: Emerging Dimensions of Complexity
2015 (English)In: World Academy of Science, Engineering and Technology, International Science Index: Computer and Information Engineering, London, 2015, p. 761-766Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this paper is to understand emerging learning conditions, when a visual analytics is implemented and used in K 12 (education). To date, little attention has been paid to the role visual analytics (digital media and technology that highlight visual data communication in order to support analytical tasks) can play in education, and to the extent to which these tools can process actionable data for young students. This study was conducted in three public K 12 schools, in four social science classes with students aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations and analyzed with help of metaphors by Latour. The learning conditions are found to be distinguished by broad complexity characterized by four dimensions. These emerge from the actors’ deeply intertwined relations in the activities. The paper argues in relation to the found dimensions that novel approaches to teaching and learning could benefit students’ knowledge building as they work with visual analytics, analyzing visualized data.

Place, publisher, year, edition, pages
London: , 2015
Keywords
analytical reasoning, complexity, data use, problem space, visual analytics, visual storytelling, translation
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-113617 (URN)
Conference
XIII International Conference on Visual Analytics an Information Visualisation
Available from: 2015-01-26 Created: 2015-01-26 Last updated: 2015-02-02Bibliographically approved
Stenliden, L., Johansson, J. & Nissen, J. (2015). Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization. In: L. Gómez Chova, A. López Martínez and I. Candel Torres (Ed.), ICERI2015 Proceedings: 8th International Conference of Education, Research and Innovation. Paper presented at 8th International Conference of Education, Research and Innovation, Seville, Spain, 18-20 November, 2015 (pp. 5189-5198). International Academy of Technology, Education and Development (IATED)
Open this publication in new window or tab >>Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization
2015 (English)In: ICERI2015 Proceedings: 8th International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, International Academy of Technology, Education and Development (IATED) , 2015, p. 5189-5198Conference paper, Published paper (Other academic)
Abstract [en]

In a world of massively mediated information and communication, ordinary educational models might fail in both using those tools to improve education and to prepare the students for their future. Therefore this on-going research project investigates how a Visual Analytics (VA) and tools for Knowledge Visualization (KV) in school settings (within social science as school subject) could be combined to generate synergies in a learning process which not only aims at unveiling hidden facts but also to develop knowledge that includes all its accompanying facets such as experiences, attitudes, perspectives and opinions. The aim is to explain how VA together with KV interfere and can shape learning in social science classes in K 12 schools (from visualization on the screens to a growing body of personal knowledge). Another aim is to develop guidelines for didactic design and develop a web-based information visualization and visual analytics framework for educational purposes. The study is conducted in K 12 schools and empirical data is gathered through three case studies. The results will contribute to knowledge about visual literacy and its relations to different didactic designs. Researchers in the field of VA and KV can as well be supported in their questions to construct useful tools for these kind of analyse processes and different ways of knowledge formation.

Place, publisher, year, edition, pages
International Academy of Technology, Education and Development (IATED), 2015
Series
ICERI Proceedings, ISSN 2340-1095 ; V-2722-2015
Keywords
visual analytics, knowledge visualization, visual literacy, silent reading, reading as design.
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-123674 (URN)000377304005041 ()978-84-608-2657-6 (ISBN)
Conference
8th International Conference of Education, Research and Innovation, Seville, Spain, 18-20 November, 2015
Available from: 2016-01-07 Created: 2016-01-07 Last updated: 2017-02-23Bibliographically approved
Stenliden, L. (2014). Learning Conditions in Education Supported by Geovisual analytics.
Open this publication in new window or tab >>Learning Conditions in Education Supported by Geovisual analytics
2014 (English)Manuscript (preprint) (Other academic)
Abstract [en]

The aim of this paper is to understand emerging learning conditions, with a focus on complexity, in primary schools social science education, when a geovisual analytics’ visual storytelling methods are employed. To date, little attention has been paid to the role geovisual analytics (digital media and technology that highlight visual data communication in order to support analytical tasks) can play in education, and to the extent to which these tools can process actionable data for pupils in school. This study was conducted in three public primary schools, in four different social science classes, with pupils aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations. The learning conditions are distinguished by broad complexity emerging from the actors’ deeply intertwined relations in the activities. The paper argues that novel approaches to teaching and learning could benefit pupils’ knowledge building as they work with and analyse visualised data.

Keywords
Geovisual analytics; visual storytelling, data communication; task characteristics; data use; complexity; analytical reasoning
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-106884 (URN)
Available from: 2014-05-23 Created: 2014-05-23 Last updated: 2015-02-02Bibliographically approved
Stenliden, L. (2014). Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Visual storytelling interagerar i skolan : Lärandevillkor i klassrum med samhällsorienterad undervisning
Abstract [en]

The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis.

Abstract [sv]

Syftet i denna avhandling är, att förstå hur teknik för visual storytelling kan vara utformad och användas i relation till samhällsorienterande undervisning i grundskolan (årskurs 4 – 6), men också hur sociala dimensioner, tekniska och andra faktorer skapar villkor för lärande i ett sådant undervisningssammanhang. I studien introduceras datavisualiseringsteknik för visual storytelling: ‘the Statistics eXplorer platform’, ett geovisual analytics. Den teoretiska referensramen har sin grund i ett social konstruktionistiskt synsätt Ett socio-kulturellt perspektiv används för att analysera social aktivitet, men även aktörnätverks teori används för att analysera både sociala och materiella aktörer. Avhandlingen bygger på tre empiriska material som genereras med hjälp av 16 lärare i samhällsorienterande ämnen, och 126 elever tillhörande fem olika klassrum i tre olika svenska grundskolor. Materialet innehåller: fältanteckningar ifrån introduktion av tekniken, fokusgrupps-intervjuer med lärare, ‘tänka högt’-intervjuer med elever och två sorters videoinspelningar ifrån klassrum (dels med vanlig videokamera och dels med mjukvara som spelar in aktiviteter på datorskärmen och elevernas aktiviteter vid datorn, liksom ljudet). Analysen visar hur lärare, elever, teknik, information, uppgifter, data-typer, etc. tillsammans, i nära samarbete i de studerade klassrummen, skapar mycket komplexa villkor för lärande. De läraktiviteter som uppstår i klassrummen där teknik för visuell analys inkluderas, erbjuder elever support att: hantera stora datamängder, bli delaktiga i olika läraktiviteter och uppnå olika utbildningsmål, men även andra sorters elevrelaterade mål. Därför kan tekniken sägas vara relevant för denna sorts undervisning. Vidare visar analysen hur komplexiteten tillsammans med elevernas uppfattningar av hur kunskap skall visas, skapar påtagliga ‘problem spaces’ i läraktiviteterna. Lärandevillkoren kan därför förstås som en klassrumspraktik som inte fullt ut överensstämmer med den introducerade teknikens erbjudanden för visuell analys. Därför efterfrågas en förändrad syn på didaktisk design och elevers kunskapsformering, vilket blir betydelsefullt för kunskapens kvalitet i förhållande till visuell analys.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. p. 118 + Appendicies A-G
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 20Linköping studies in education and social sciences ; 6
Keywords
Data visualization, geovisual analytics, visual storytelling, interaction, learning activities, learning conditions, social science education, Data visualisering, geovisual analytics, visual storytelling, interaktion, läraktivitet, lärandevillkor, samhällsorienterande undervisning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-106885 (URN)10.3384/diss.diva-106885 (DOI)978-91-7519-338-0 (ISBN)
Public defence
2014-06-13, Domteatern, Visualiseringscenter C, Campus Norrköping, Linköpings universitet, Norrköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2014-05-23 Created: 2014-05-23 Last updated: 2018-12-04Bibliographically approved
Stenliden, L. (2013). Understanding education involving geovisual analytics. Journal of Information Technology Education, 12, 283-300
Open this publication in new window or tab >>Understanding education involving geovisual analytics
2013 (English)In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, p. 283-300Article in journal (Refereed) Published
Abstract [en]

Handling the vast amounts of data and information available in contemporary society is a chal-lenge. Geovisual Analytics provides technology designed to increase the effectiveness of infor-mation interpretation and analytical task solving. To date, little attention has been paid to the rolesuch tools can play in education and to the extent to which they can process actionable data for students. The aim of this paper is to examine students’ learning activities involving a GeovisualAnalytics tool in order to understand education in such settings. The paper builds on a study con-ducted in three public primary schools in grades 4 through 6. The implemented technology wasused in four different social science classes, each for a period of two to four weeks. Empiricaldata were collected via video observations and speak-aloud interviews conducted using softwarethat allows recordings by computer webcams and captures the actions on the computer screen.The interactions were analyzed, applying constructs and metaphors developed by Latour. Theresults indicate that, together, the data-rich setting and the students create intelligibility, whereknowledge emerges from heterogeneously constructed networks. These show that learning iscomplex in character, continuously ongoing in an intertwined, multimodal, multiple, and content-focused mode.

Place, publisher, year, edition, pages
Informing Science Institute, 2013
Keywords
Geovisual Analytics; data; visual storytelling; learning activities; multiple learning;education, educational practices
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-99443 (URN)
Funder
Swedish Research Council, No. 721-2007-3671Knut and Alice Wallenberg Foundation
Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2017-12-06Bibliographically approved
Stenliden, L. (2013). Visuell kultur – barns kreativa och lärande öga (1ed.). In: Ingrid Pramling Samuelsson, Ingegerd Tallberg Broman (Ed.), Barndom, lärande och ämnesdidaktik: (pp. 129-142). Lund: Studentlitteratur
Open this publication in new window or tab >>Visuell kultur – barns kreativa och lärande öga
2013 (Swedish)In: Barndom, lärande och ämnesdidaktik / [ed] Ingrid Pramling Samuelsson, Ingegerd Tallberg Broman, Lund: Studentlitteratur, 2013, 1, p. 129-142Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Bokens kapitel handlar om hur barn lär sig språk och kommunikation, naturvetenskap och teknik, samt estetik i förskolan. Alla kapitel är baserade på olika empiriska och praktiknära studier från förskolans värld.Bokens inledande kapitel problematiserar barndom, lärande och ämnesdidaktik i dagens Sverige och belyser frågor kring barndom och förskola i förändring och förskolan som utvecklings- och läromiljö. I bokens avslutande och sammanfattande kapitel diskuterar bokens redaktörer det som undersökts i de olika studierna i relation till dagens krav på en mer kunskapsorienterad förskola.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2013 Edition: 1
Keywords
Teaching, Förskolepedagogik, Didaktik
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-92571 (URN)978-91-44-09103-7 (ISBN)
Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2015-02-02
Stenliden, L. & Jern, M. (2012). How Can We Study Learning with Geovisual Analytics Applied to Statistics?. Future Internet, 4(1), 22-41
Open this publication in new window or tab >>How Can We Study Learning with Geovisual Analytics Applied to Statistics?
2012 (English)In: Future Internet, ISSN 1999-5903, E-ISSN 1999-5903, Vol. 4, no 1, p. 22-41Article in journal (Refereed) Published
Abstract [en]

It is vital to understand what kind of processes for learning that Geovisual Analytics creates, as certain activities and conditions are produced when employing Geovisual Anlytic tools in education. To understand learning processes created by Geovisual Analytics, first requires an understanding of the interactions between the technology, the workplace where the learning takes place, and learners’ specific knowledge formation. When studying these types of interaction it demands a most critical consideration from theoretical perspectives on research design and methods. This paper first discusses common, and then a more uncommon, theoretical approach used within the fields of learning with multimedia environments and Geovisual Analytics, the socio-cultural theoretical perspective. The paper next advocates this constructivist theoretical and empirical perspective when studying learning with multiple representational Geovisual Analytic tools. To illustrate, an outline of a study made within this theoretical tradition is offered. The study is conducted in an educational setting where the Open Statistics eXplorer platform is used. Discussion of our study results shows that the socio-cultural perspective has much to offer in terms of what kind of understanding can be reached in conducting this kind of studies. Therefore, we argue that empirical research to analyze how specific communities use various Geovisual Analytics to evaluate information is best positioned in a socio-cultural theoretical perspective.(This article belongs to the Special Issue Geovisual Analytics)

Keywords
Geovisual Analytics; geovisualization; multiple representations; multimedia learning environment; learning studies; socio-cultural theoretical perspective; empirical methods
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-92567 (URN)10.3390/fi4010022 (DOI)
Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2017-12-06Bibliographically approved
Stenliden, L. & Jern, M. (2012). Visual Storytelling – Knowledge and Understanding in Education. Journal of Systemics, Cybernetics and Informatics, 10(5), 7-13
Open this publication in new window or tab >>Visual Storytelling – Knowledge and Understanding in Education
2012 (English)In: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, Vol. 10, no 5, p. 7-13Article in journal (Refereed) Published
Abstract [en]

This paper presents an ongoing research project of use and learning with geographic information visualization and Visual Storytelling (geovisual analytics) in education. The fully developed study will be applied in school settings in order to 1) customize the application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning. - The application "Open Statistics eXplorer" will be used to improve the students knowledge and understanding of sophisticated statistical relations, - Teachers will be able to, individually and together, develop a dynamic teaching material through storytelling, through the web, - Students will be able to, with help of powerful geographical statistics, explore statistical relations on their own. A better understanding of how educators and their students can elicit deeper user understanding and participation by exploiting dynamic web-enabled statistics visualization is of importance. Results from an usability study in this project are promising. Together with the associated science of perception in learning in relation to the use of multidimensional spatio-temporal statistical data this research will contribute to the research fields of geovisual analytics as well as educational science.

Place, publisher, year, edition, pages
International Institute of Informatics and Cybernetics, 2012
Keywords
Geovisual Analytics, Storytelling, Geographical Statistics, Interaction, Learning, Social Science
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-92570 (URN)
Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2017-12-06Bibliographically approved
Stenliden, L. & Jern, M. (2011). Visual Storytelling – Understanding and Knowledge in Education. In: N. Callos, H.-W. Chu, W. Lesso, M.J. Savoie, F. Welsch, C.D. Zinn (Ed.), The  2nd International Multi-conference on Complexity, Informatics and Cybernetics: IMCIC 2011. Paper presented at International Symposium on Academic Informing Science & Engineering: isAISE 2011. Orlando, Florida: International Institute of Informatics and Systemics
Open this publication in new window or tab >>Visual Storytelling – Understanding and Knowledge in Education
2011 (English)In: The  2nd International Multi-conference on Complexity, Informatics and Cybernetics: IMCIC 2011 / [ed] N. Callos, H.-W. Chu, W. Lesso, M.J. Savoie, F. Welsch, C.D. Zinn, Orlando, Florida: International Institute of Informatics and Systemics , 2011Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents a study of how geographic information visualization and Visual Storytelling (geovisual analytics) will be applied in school settings in order to 1) customize the application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning.  - The application “Open Statistics eXplorer” will be used to improve the students knowledge and understanding of sophisticated statistical relations, - Teachers will be able to, individually and together, develop a dynamic teaching material through storytelling, through the web, - Students will be able to, with help of powerful geographical statistics, explore statistical relations on their own. A better understanding of how educators and their students can elicit deeper user understanding and participation by exploiting dynamic web-enabled statistics visualization is of importance. Together with the associated science of perception in learning in relation to the use of multidimensional spatio-temporal statistical data this will contribute to the research fields of geovisual analytics as well as educational science.

Place, publisher, year, edition, pages
Orlando, Florida: International Institute of Informatics and Systemics, 2011
National Category
Pedagogical Work Computer and Information Sciences
Identifiers
urn:nbn:se:liu:diva-67461 (URN)ISBN-13: 978-1-936338-21-4 (ISBN)
Conference
International Symposium on Academic Informing Science & Engineering: isAISE 2011
Available from: 2011-04-14 Created: 2011-04-13 Last updated: 2018-01-12
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3115-9060

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