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PhD research

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Presentation of the PhD research plan. The research focuses on how to design interaction in information visualization in order to support awareness and reflection in learning. …

Presentation of the PhD research plan. The research focuses on how to design interaction in information visualization in order to support awareness and reflection in learning.

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  • TITLE
  • a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciations” (p.19, Boud et al., 1985) ”(1) a state of doubt, hesitation, perplexity, mental diculty in which think- ing originates, and (2) an act of searching, hunting inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity” Dewey p.12
  • Learning Hierarchies of reflectionShould I add authors??
  • Schneiderman, 1996; Tufte 1990 and 1997
  • Schneiderman, 1996; Tufte 1990 and 1997
  • “Some researchers in the field of technology-enhanced learning have presented that technology could be used to support reflection in learning (Price et al, 2003; Yukawa, 2003). For instance, computers could be used to encourage and support reflective learners’ and teachers’ practices.”
  • design philosophy underlying slow technology. According to [6], slow technology responds to the need of actively promoting moments of reflection. Reproducing their words “A key issue in slow technology, as a design philosophy, is that we should use slowness in learning, understanding and presence to give people time to think and reflect” (p.203). Hallnäs, L., Redström, J.: Slow Technology - Designing for Reflection. Personal Ubiquitous Computing 5, 201-212 (2001)
  • TITLE
  • Design of a visual dashboard that combines data about students’ well-being with their learning patterns.
  • Research-based DesignContextual Inquiry + workshopInterviews
  • By focusing in a personal matter such as well-being, the tool connects with some of the elements outlined by [4] about reflective thinking: a state of perplexity, hesitation and doubt; (in case that the data collected doesn’t correlate to the learners assumptions) and an act of search directed to corroborate or to invalidate the suggested belief (people may feel motivated to understand why the data collected by the system contradicts their initial thoughts
  • Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs. (wikipedia)The 2013 Horizon Report describes learning analytics as the "Field associated with deciphering trends and patterns from educational big data, or huge sets of student-related data, to further the advancement of a personalized, supportive system of higher education.” (Educause)
  • Quantified Self is a collaboration of users and tool makers who share an interest in self knowledge through self-tracking.The Quantified Self is a movement to incorporate technology into data acquisition on aspects of a person's daily life in terms of inputs (e.g. food consumed, quality of surrounding air), states (e.g. mood, arousal, blood oxygen levels), and performance (mental and physical). Such self-monitoring and self-sensing, which combines wearable sensors (EEG, ECG, video, etc.) and wearable computing, is also known as lifelogging or sousveillance. Other names for using self-tracking data to improve daily functioning are “self-tracking”, "auto-analytics", “body hacking” and “self-quantifying”.
  • CHANGE GRAPHIC!! UPDATEResearch relating physical activity – rest with concentration levelsResearch shows relationship between sport and increase of focus and memory. Also as an anti-depressiveCheck medical research about sleep and concetration
  • Research-based DesignContextual Inquiry + workshopInterviews
  • Research-based DesignContextual Inquiry + workshopInterviews
  • Research-based DesignContextual Inquiry + workshopInterviews
  • Concepts related to:Well-being:Health:Mindfulness:
  • Research-based DesignContextual Inquiry + workshopInterviews
  • Difficulty for defining measurable aspects of learning.
  • Prototyping question? How would you quantify your level of well-being in your learning performance? Proposal in which they monitor brain waves in order to detect the level of concentration/relaxation of the person. Inmediate feedback is provided through heat and texture of the (plantillas) with the aim of encouraging the person to relax or to be more active.
  • Prototyping question? How would you quantify your level of well-being inyour learning performance?
  • Prototyping question? How would you quantify your level of well-being inyour learning performance?
  • Fitbit or other sports device. We moveRELATED TO HEALTH
  • Fitbit or other sports device. We moveRELATED TO HEALTH
  • A respiration sensor is integrated into the dress to detect the breaths and it visualizes it in order to encourage the user of the dress to control their respiration and to breath deeply. http://www.stretchable-circuits.com/projects/healthcare/pneuma
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  • Transcript

    • 1. Research Seminar Visualizing learning processes for fostering awareness and reflection Eva Durall. Helsinki, 2013
    • 2. Agenda 1. 2. 3. 4. Introduction Research Question Objectives 1rst Prototype: Feeler 4.1 Description 4.2 Scenario of Use 4.3 Research Areas 4.4 Method 4.5 Benchmarking 4.6 Prototype Skecthes Eva Durall. Helsinki, 2013
    • 3. 1. Introduction > Reflection > Information Visualization > Learning Environments Eva Durall. Helsinki, 2013
    • 4. 1. Introduction > Reflection Reflection “A serious thought or consideration” Compact Oxford English Dictionary Eva Durall. Helsinki, 2013
    • 5. 1. Introduction > Reflection Sense-making Reflection supports New understandings Problem-solving Decision making Change/ Transformation Eva Durall. Helsinki, 2013
    • 6. 1. Introduction > Reflection >> Reflection as a process I. AWARENESS Hierarchies of reflection in learning z • Kember et al. (2000) • Peltier, Hay & Drago (2005) • Grossman (2009) • II. CRITICAL ANALYSIS Fleck & Fitzpatrick (2010) III. CHANGE Eva Durall. Helsinki, 2013
    • 7. 1. Introduction > Information Visualization Infovis supports Reflection Eva Durall. Helsinki, 2013
    • 8. 1. Introduction > Information Visualization Shneiderman (1996), Tufte (1990, 1997): Infovis supports Reflection Synthesize complex information Reduces cognitive load can Offloads short-term memory Eva Durall. Helsinki, 2013 Allows easier Comparisons Inferences
    • 9. 1. Introduction > Information Visualization >> Infovis as a process I. DATA Masud et al. (2010): Data – Information – Knowledge Continuum z II. INFORMATION provides Awareness III. KNOWLEDGE Social and reflective insights Eva Durall. Helsinki, 2013
    • 10. 1. Introduction > Learning Environments Learning Environment is a collection of physical, psychological and social factors that together consist an environment where studying and learning take place Pantzar & Väliharju ( 1996) Eva Durall. Helsinki, 2013
    • 11. 1. Introduction > Learning Environments Approach in the design of Learning Environments Student-centered Context-dependent Technology as a mediator Eva Durall. Helsinki, 2013 CONSTRUCTIVIST (Dewey, Vygostky)
    • 12. 1. Introduction > Learning Environments How to design for reflection? Eva Durall. Helsinki, 2013
    • 13. 1. Introduction > Learning Environments How to design for reflection? Need to understand Conditions for reflection (Moon, 1999) • Time SLOW TECHNOLOGY (Hallnäs & Redström, 2001) • Support PEERS / COLLABORATIVE • Reason/ motivation PROBLEM SOLVING Inquiry-based Learning Eva Durall. Helsinki, 2013
    • 14. 2. Research Question How to design interaction in information visualization that supports awareness and reflection in learning? Eva Durall. Helsinki, 2013
    • 15. 2. Research Question How to design interaction in information visualization that supports awareness and reflection? > What are key elements of information visualization design in learning? > Which visualization design patterns are more suitable for supporting reflection? > What is the role of time and space in reflection? Eva Durall. Helsinki, 2013
    • 16. 3. Objectives • Identify students’ challenges when engaging in reflection. • Explore visualization strategies that support reflection and awareness • Detect strengths and weakness of information visualization for developing reflection and awareness. • Exploring designs for reflective learning tools. Eva Durall. Helsinki, 2013
    • 17. 4. 1st prototype Feeler Feel good and learn better Eva Durall. Helsinki, 2013
    • 18. 4.1. Description Eva Durall. Helsinki, 2013
    • 19. 4.2. Scenario of use Eva Durall. Helsinki, 2013
    • 20. 4.3. Research areas Eva Durall. Helsinki, 2013
    • 21. 4.3. Research areas > Learning Learning Analytics Based on DATA for improving Eva Durall. Helsinki, 2013 Teaching ASSESSMENT Learning SELF-REGULATION
    • 22. 4.3. Research areas > Learning Learning Analytics Based on DATA for improving Eva Durall. Helsinki, 2013 Teaching ASSESSMENT Learning SELF-REGULATION
    • 23. 4.3. Research areas > Learning Duval (2012), Clow (2012), Kruse & Pongsajapan (2012): Learning Analytics = Tool for STUDENTS Eva Durall. Helsinki, 2013 Self-knowledge supports Self-regulation
    • 24. 4.3. Research areas > Quantified Self Eva Durall. Helsinki, 2013
    • 25. 4.3. Research areas > Quantified Self Li, Dey & Forlizzi (2011): Awareness of own behavior Self-Reflection Decision-making supports Behavior change Eva Durall. Helsinki, 2013
    • 26. 4.3. Research areas > Wellbeing Physical activity Memory & concentration Sleep Russo-Neustadt AA, Beard RC, Huang YM, Cotman CW. (2000), Ratey (2008) Eva Durall. Helsinki, 2013
    • 27. 4.4. Method Research based design process (based on Leinonen et al. 2008, 2010). Eva Durall. Helsinki, 2013
    • 28. 4.4. Method > RBD > Contextual Inquiry Interviews Adults aged 24 - 65 Engaged in learning Busy agendas Concerned about their wellbeing Eva Durall. Helsinki, 2013
    • 29. 4.4. Method > RBD > Contextual Inquiry Interviews Health Wellbeing 6 interviewees DATA COLLECTION Photos + text Mindfulness audio recording of the interviews card printing of the images and texts produced by the interviewees. Eva Durall. Helsinki, 2013
    • 30. Eva Durall. Helsinki, 2013
    • 31. Interviews HEALTH Food Nature Sleep Travel Eva Durall. Helsinki, 2013
    • 32. Interviews WELLBEING Communication Security Sports Therapy Balance Nature Eva Durall. Helsinki, 2013
    • 33. Interviews MINDFULNESS Meditation Music Transitions Feelings Sports Nature Eva Durall. Helsinki, 2013
    • 34. 4.4. Method > RBD > Participatory Design Workshop Summer School: Design as Inquiry. 13-16 June 2013, Helsinki Mapping of concepts dealing with Learning & Wellbeing Prototyping Eva Durall. Helsinki, 2013
    • 35. Workshop Mapping session Eva Durall. Helsinki, 2013
    • 36. Workshop Prototyping session Proposal I Measurement of: Brain activity Eva Durall. Helsinki, 2013
    • 37. Workshop Prototyping session Proposal II Measurement of: Water consumption Eva Durall. Helsinki, 2013
    • 38. Workshop Prototyping session Proposal III Measurement of: Movement / Breaks Eva Durall. Helsinki, 2013
    • 39. 4.5. Benchmarking Moves Mobile app that tracks your movement Moves. http://www.moves-app.com/ Eva Durall. Helsinki, 2013
    • 40. 4.5. Benchmarking Beddit Band sensor that tracks sleeping patterns, heart rate, breathing, snoring, movem ents and environment. http://www.beddit.com/ Eva Durall. Helsinki, 2013
    • 41. 4.5. Benchmarking Melon band Headband for tracking activity Melon headband. http://www.usemelon.com/ Eva Durall. Helsinki, 2013
    • 42. 4.5. Benchmarking Smart textiles Visualizing body data For creating awareness Pneuma. Developped by Synne Frydenberg, e-motion project Eva Durall. Helsinki, 2013
    • 43. 4.6. Prototype sketches Eva Durall. Helsinki, 2013
    • 44. 4.6. Prototype sketches Eva Durall. Helsinki, 2013
    • 45. 4.6. Prototype sketches Eva Durall. Helsinki, 2013
    • 46. 4.6. Prototype sketches Eva Durall. Helsinki, 2013
    • 47. Thanks! eva.durall@aalto.fi Eva Durall. Helsinki, 2013

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