Course support for the Digital Innovation and Analytics track

1. Introduction
©2016 L. SCHLENKER
Visual Communication
January 17 2016
Working in the Digital Age
http://Dsign4.biz

2. Introduction
How do we remember anything?

3. ©2016 L. SCHLENKER
Frame
Cloud
Figure (s)
Oracle
Leon Battista Alberti
the Frame, the Figures, the Horizon and
the Oracle
Imagery

4. ©2014 L. SCHLENKER
H. DAMISCHH
People remember 10% of
what they hear, 20% of what
they read, but 80% of what
they see
Learning
The Noun Project
83% of human learning occurs
visually

5. ©2014 L. SCHLENKER
Symbols communicate a lot of
information without taking up a lot of
space
Symbols communicate information
faster than words
Symbols can define a concept
Learning
Many symbols are universal
The Noun Project

6. How effectively will you tell this story to customer ?
• Disti Engagement
• Disti PAM
Engagement
• SMB Engagement
Challenges Skills Roadmap
• A story begins
with conflict
•What business
problems are we
trying to solve
•Transform a
conflict into
opportunity?
• How does changing
the roles move this story
forward?
•Is it a question of
people, process or
technology?
•What is the next step?
Introduction
• Why does this
situation exist?
•What knowledge
and skills are
missing?
• Who are the
heros of this
story?

7. Introduction
Storytelling in business
• The conflict
• The context
• The way forward
• The happy end (a
call to action)

8. • Disti Engagement
• Disti PAM
Engagement
• SMB Engagement
Sources ? Results ? Metrics ?
Where does this story start?
• Where does
value come
form?
•Do your
sponsors believe
in people ,
process or
technology?
•This is your
value lever
• Where are they
looking for proof
of concept?
•With individuals,
with teams or
with customers?
•This is where
you need to
focus
• How do they
qualify success?
•Efficiency,
utilization,
passion?
•This is your
happy end
The Business Value
Matrix™
Introduction

9. Visual literacy
- a set of skills used to interpret the content, social
impact, purpose and audience.
- judging the accuracy, validity and worth of images.
- influenced by the experiences of each individual.
Visual Communication is a process of
sending and receiving messages using
images.
Visual literacy can be defined as the “ability to
construct meaning from visual images”.
Introduction
Visual Communication

10. Introduction
Being visually literate means
working with a combination
of syntax and semantics.
Syntax is the actual form or
building blocks of an image -
its structure and
organization.
Semantics concern how
meaning or content is
created through:
form and structure, context,
icons/symbols

11. The Visual Communication Circle Dance
The more you know; the more you sense (notice)
The more you sense; the more you select (you will pay attention more)
The more you select; the more you perceive (you will understand more)
The more you perceive; the more you remember (memory is enhanced)
The more you remember; the more you learn (compare and contrast)
The more you learn; the more you know (use more of what you see) ©2016 L. SCHLENKER
Introduction
Aldous Huxley

12. Enhance textual messages
Replace verbal messages
Convey complex information
Hold people’s attention
Communicate with diverse audiences
Convey connotative meaning
Imagery

13. • Perceptions of clutter depend upon
the communication medium
• The danger of that your audience
won’t take the time to understand
Imagery
• Clutter makes communication more
complicated than necessary
• Processing clutter takes up mental
resources without enhancing the
message.

14. Cognition is the mental faculty or
process of acquiring knowledge
by the use of reasoning, intuition
or perception.
We recognize (re-cognize) images
because they have a form that
triggers an association stored in
our brains – a physical or
emotional connection.
Imagery
Cognition

15. Refers to the total amount of mental
effort being used in the working
memory
Intrinsic cognitive load is the
inherent level of difficulty associated
with a specific instructional topic
Extraneous cognitive load is
generated by the manner in which
information is presented to an
audience
Germane cognitive load is that load
devoted to the processing,
construction and automation
of schemas
Imagery
Cognitive load
Chandler and Sweller 1991

16. We can best perceive a design that is well organized. A
design that is composed well has a structure that is
easily understood and experienced.
Designers call good form “Gestalt”. It is our innate
tendencies that see as "belonging together" elements
that look alike (called "similarity grouping"), are close
together ("proximity grouping") or have structural
economy ("good continuation").
This symbol is easily read due to the
organization of the figure.
We ‘fill in’ the missing information or do
what is called ‘closure’.
The faces are implied, not fully
described. The relationship of parts
makes the faces recognizable.
Imagery
http://www.metgroup.com/projects/

17. Proximity— we perceive objects that are close
to each other as forming a group
Similarity— an assortment of similar objects are
perceptually grouped together
Closure—letters, pictures, etc., as seen as whole
even when they are not complete
Symmetry— the mind perceives objects as
being symmetrical around a center point
Continuity— objects tend to be grouped if they
are aligned within an object
Imagery

18. •Replace the descriptive title with an
active one
•Add insights with text
•Flip the chart on it's side
•Orderthe data from greatest to
least.
•Eliminate unnecessary clutter
•Used color strategically within the
graph
Horizontal Graphs
http://www.storytellingwithdata.com/
Data

19. •Think about what you're trying
to communicate
•Draw attention to the data
through the preattentive
attribute of coulor
• Push everything else into the
background
• By showing each trendline in
its own graph prompts a
different sort of data discovery
Line Graphs
http://www.informationisbeautiful.net/

20. • How can you make sense of
survey responses ?
• Connect the story to the data
visualization via colored
markers
• Are there any useful
comparisons to other groups
that could aid in the
interpretation of the results?
•Is there qualitative data (that
can be pulled in to help bring
the data to life?
•Have any specific actions been
taken that are impacting the
results?
The Bar Graph
http://www.storytellingwithdata.com/

21. • When representing data, we
typically think tables and
graphs
• The 9% who
responded yes are dwarfed by
the 88% who don't see a need
for change
•Showing the numbers tcan be
more powerful than burying
them
Simple text
http://www.storytellingwithdata.com/

22. • The visual leaves out an
important part of the
picture
• Why do preferences for
both men and women seem
to go up?
• Are we talking about 20 or
60 years
• Replace the line graphs
with stacked bars
representing100%
• Use the titles to guide the
audience
Stacked bar graph
http://www.storytellingwithdata.com/

23. • Open the SAS VA Explore menu
• Choose the “INSIGHT_TOY_DEMO”
data source and click OPEN
• Create an automatic chart that
shows the Product Cost of Sale by
Facility Continent.
• After you’re done, minimize the
chart named Visualization
Build a bar graph Practice
Review the video SAS Visual Analytics:
An Overview

24. • Create a box plot that shows the
Product Cost of Sale by Product Line.
• After you’re done, minimize the
chart named Visualization 2
Design a box map Practice
Create a basic visualization using SAS Visual
Analytics Explorer

25. • Create an automatic chart that
shows the Unit Capacity
• Change the Transaction Date to the
format is in “Year, Quarter”.
• After you’re done, minimize the
chart named Visualization 3
Filters and scale Practice
Watch Modify data item properties

26. • Create a tree map visualization that
shows Product Sale by Facility
Country.
• Drag and drop Product Cost of Sale
as color.
• After you’re done, minimize the
chart named Visualization 4
• Export your assignment in PDF
format
Create a tree map Practice
Create a TreeMap visualization

27. • What is the Product Sale for each
country in South America?
•Use at least three types of charts
and suggest which one in your
opinion works better in answering
this question.
•After you created the first chart,
duplicate your chart by clicking
Visualization Duplicate.
• Rename your chart as
“Visualization 2” and “Visualisation
3” and use a different chart to show
the answer.
Working with data Practice
Filter data in SAS Visual Analytics Explorer