Understanding education involving geovisual analytics
2013 (English)In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, 283-300 p.Article in journal (Refereed) Published
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. Vol. 12, 283-300 p.
Geovisual Analytics; data; visual storytelling; learning activities; multiple learning;education, educational practices
IdentifiersURN: urn:nbn:se:liu:diva-99443OAI: oai:DiVA.org:liu-99443DiVA: diva2:657163
FunderSwedish Research Council, No. 721-2007-3671Knut and Alice Wallenberg Foundation