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  • 1.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Educating official statistics using geovisual analytics storytelling methods2010In: INTED2010 Proceedings / [ed] L. Gómez Chova, D. Martí Belenguer, I. Candel Torres, IATED, Valencia, Spain: International Association of Technology, Education and Development (IATED) , 2010, p. 2736-2747Conference paper (Refereed)
    Abstract [en]

    Official statistics are used as a more or less important background for decisions especially in public planning and policy making. However, in education, official statistics are much less recognized and used than they could be and among the informed public they are even less used. Web-enabled Geovisual Analytics is a technique that can help illustrating spatio-temporal statistical data which for the eye are hard to uncover or even are not possible to perceive or interpret. We introduce novel “storytelling” means for the educator to 1) select any spatio-temporal and multidimensional national or sub-national statistical data, 2) explore and discern trends and patterns, 3) then orchestrate and describe metadata, 4) collaborate with colleagues to confirm and 5) finally publish essential gained insight and knowledge embedded as dynamic visualization “Vislet” in blogs or wikis with associate metadata. The educator can guide the reader in the directions of both context and discovery while at the same time follow the analyst’s way of logical reasoning. This emerging technology could in many ways change the terms and structures for learning, especially for the young generation. A better understanding of how educators and students can exploit visualization and its associated science of perception and learning is the focus of this paper in relation to the use of official statistical data. The results show that the geovisual analytics can be effective for students and it is easy for them to understand and control the interactive tools. It is sufficient for supporting the apprehension of connections between different kinds of statistical data. The user satisfaction and learning possibilities are extensive.

  • 2.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Learning Conditions in Education Supported by Geovisual analytics2014Manuscript (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.

  • 3.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Understanding education involving geovisual analytics2013In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, p. 283-300Article in journal (Refereed)
    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.

  • 4.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Visual Analytics and K 12 Students - Emerging Dimensions of Complexity2015In: International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering,, ISSN 1307-6892, Vol. 9, no 2, p. 663-671Article in journal (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 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.

  • 5.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Visual Analytics in K 12 Education: Emerging Dimensions of Complexity2015In: World Academy of Science, Engineering and Technology, International Science Index: Computer and Information Engineering, London, 2015, p. 761-766Conference 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.

  • 6.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom2014Doctoral thesis, comprehensive summary (Other academic)
    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.

    List of papers
    1. Visual Storytelling applied to educational world statistics
    Open this publication in new window or tab >>Visual Storytelling applied to educational world statistics
    2011 (English)In: EDULEARN11 Proceedings, IATED , 2011, p. 983-992Conference paper, Published paper (Other academic)
    Abstract [en]

    The paper focuses on the most ancient of social rituals: “storytelling” – exemplified through telling a geovisual analytics story about a country’s development over time and shape the measure of economic growth and well-being, applied in an educational setting to 1) customize a geovisual analytics application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning. Our tool “World Statistics eXplorer” with a database link to the public World dataBank with more than 400 indicators for 1960-2009 will help to improve the students knowledge and understanding of a variety in national demographics, healthcare, environment and economic structures and their performances over a longer time period. Teachers might be able to, individually and together, develop a dynamic teaching material about the progress in the world through storytelling accessed on 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 and 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
    IATED, 2011
    Keywords
    geovisual analytics education, web-based learning, statistics visualization, statistics database, world databank
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-92568 (URN)978-84-615-0441-1 (ISBN)
    Conference
    3rd International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July, 2011
    Available from: 2013-05-13 Created: 2013-05-13 Last updated: 2015-02-02Bibliographically approved
    2. Educating official statistics using geovisual analytics storytelling methods
    Open this publication in new window or tab >>Educating official statistics using geovisual analytics storytelling methods
    2010 (English)In: INTED2010 Proceedings / [ed] L. Gómez Chova, D. Martí Belenguer, I. Candel Torres, IATED, Valencia, Spain: International Association of Technology, Education and Development (IATED) , 2010, p. 2736-2747Conference paper, Published paper (Refereed)
    Abstract [en]

    Official statistics are used as a more or less important background for decisions especially in public planning and policy making. However, in education, official statistics are much less recognized and used than they could be and among the informed public they are even less used. Web-enabled Geovisual Analytics is a technique that can help illustrating spatio-temporal statistical data which for the eye are hard to uncover or even are not possible to perceive or interpret. We introduce novel “storytelling” means for the educator to 1) select any spatio-temporal and multidimensional national or sub-national statistical data, 2) explore and discern trends and patterns, 3) then orchestrate and describe metadata, 4) collaborate with colleagues to confirm and 5) finally publish essential gained insight and knowledge embedded as dynamic visualization “Vislet” in blogs or wikis with associate metadata. The educator can guide the reader in the directions of both context and discovery while at the same time follow the analyst’s way of logical reasoning. This emerging technology could in many ways change the terms and structures for learning, especially for the young generation. A better understanding of how educators and students can exploit visualization and its associated science of perception and learning is the focus of this paper in relation to the use of official statistical data. The results show that the geovisual analytics can be effective for students and it is easy for them to understand and control the interactive tools. It is sufficient for supporting the apprehension of connections between different kinds of statistical data. The user satisfaction and learning possibilities are extensive.

    Place, publisher, year, edition, pages
    Valencia, Spain: International Association of Technology, Education and Development (IATED), 2010
    Keywords
    Distributed/network graphics, Interaction Techniques, Applications
    National Category
    Computer and Information Sciences Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-67465 (URN)978-84-613-5538-9 (ISBN)
    Conference
    INTEC 2010, International Technology, Education and Development Conference, 2010, March 8-10, Valencia, Spain
    Available from: 2011-04-14 Created: 2011-04-13 Last updated: 2018-01-12Bibliographically approved
    3. How Can We Study Learning with Geovisual Analytics Applied to Statistics?
    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
    4. Understanding education involving geovisual analytics
    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
    5. 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
  • 7.
    Stenliden, Linnéa
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Visuell kultur – barns kreativa och lärande öga2013In: 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.

  • 8.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jern, Mikael
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    How Can We Study Learning with Geovisual Analytics Applied to Statistics?2012In: Future Internet, ISSN 1999-5903, E-ISSN 1999-5903, Vol. 4, no 1, p. 22-41Article in journal (Refereed)
    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)

  • 9.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jern, Mikael
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Visual Storytelling – Knowledge and Understanding in Education2012In: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, Vol. 10, no 5, p. 7-13Article in journal (Refereed)
    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.

  • 10.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jern, Mikael
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Visual Storytelling – Understanding and Knowledge in Education2011In: 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 (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.

  • 11.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Jern, Mikael
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Visual Storytelling applied to educational world statistics2011In: EDULEARN11 Proceedings, IATED , 2011, p. 983-992Conference paper (Other academic)
    Abstract [en]

    The paper focuses on the most ancient of social rituals: “storytelling” – exemplified through telling a geovisual analytics story about a country’s development over time and shape the measure of economic growth and well-being, applied in an educational setting to 1) customize a geovisual analytics application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning. Our tool “World Statistics eXplorer” with a database link to the public World dataBank with more than 400 indicators for 1960-2009 will help to improve the students knowledge and understanding of a variety in national demographics, healthcare, environment and economic structures and their performances over a longer time period. Teachers might be able to, individually and together, develop a dynamic teaching material about the progress in the world through storytelling accessed on 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 and 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. 

  • 12.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Johansson, Jimmy
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Nissen, Jörgen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization2015In: 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 (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.

  • 13.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Nissen, Jörgen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    HOW TO OUTLINE DIDACTIC DESIGNS THAT COMBINE VISUAL ANALYTICS, KNOWLEDGE VISUALIZATION, ASSIGNMENTS AND ASSESSMENTS FOR K 12 STUDENTS2017In: INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT , 2017, p. 3793-3802Conference paper (Refereed)
    Abstract [en]

    We study how a specific Visual Analytics (VA), the Statistics eXplorer, and tools for Knowledge Visualization (KV) in school settings can be combined in a learning process. The goals are to explain how VA together with KV shape learning in social science classes in K 12 schools and to develop guidelines for didactic designs as well as a visual analytics framework for educational purposes. There is a huge divergence between the large amount of information that is produced and the capacity of humans to make sense of it. VA deals with designing and applying tools that support insights in unexplored data sets, where interactions with screens are directed through eye attention. KV on the other hand deals with expression and organisation of such insights and utilizing the knowledge thus created. Together, these could support learning. Recent research, however, point out that current methods for learning processes often only supports basic visual analysis but not the entire process of the analysis. This means that methods that include the process of making visual discoveries (VA) combined with methods that support the process to express them (KV) are lacking. We know it is easy for both students and teachers to use a VA. It is easy for teachers to learn how to maneuver a VA to produce visualizations for educational use. Despite this, the full potential of the VA has been found difficult to reach. In this world of massively mediated information and communication, current educational models therefore might fail. It looks as teachers lack of experience of how to arrange a didactic design of the classroom, when it comes to combining suitable tools that can facilitate analytical reasoning (VA) with a process that support students to construct meaning from visual information (KV), hampers the development of a suitable learning processes. Hence, the aim of this paper is to describe a "set up" of a cooperation in between teachers and researchers in order to support the creation of such combinations of VA and KV in educational settings where didactic designs can be tried out. In order to explore this a teacher-researcher team (TRT) has been formed by four researchers together with 15 social science teachers in Sweden. The researchers have provided theory and earlier research findings in relation to the topic. The teachers have provided their classroom experiences, their well-tried methods and didactic skills. The team members have together shared their views and knowledge through in depth discussions in order to develop lesson plans that take into consideration not only to modify a VA to be used in the lessons but also to develop task for the students that make them benefit from the strengths of the visualization. In this paper the didactic designs that the teachers intend to implement are presented as well as preliminary findings from an analyses of these lessons plans. The analyses show that the teachers are aware of the importance of not only concentrate on how to use the powerful VA, but also carefully think through how students can demonstrate their growing knowledge. However this is a more challenging task than to introduce the VA for students and teachers. In the next phase of the project the implementation of the lesson plans will be followed in case-studies. The field of VA and KV can be supported by findings reported in this paper in efforts to construct useful tools for these kind of analyze processes and different ways of knowledge formation.

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