Visualization Within Education

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  • We need awareness of the interconnections, possibilities, and creative approaches for innovative and practical solutions to the problems facing us
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  • NEMAC WWC ELC Applied Visualization Lab
  • Visualization Within Education

    1. 1. Visualization, Simulation, and Gaming as Effective Educational Tools Applied Visualization Symposium Asheville, NC November 10 th , 2006 David McConville [email_address] Director of Noospheric Research The Elumenati
    2. 2. Preferred State A community that understands and utilizes the interconnections and synergies between individuals, communities, and the planet to maximize wealth, health, and innovation.
    3. 3. Current Problem State <ul><li>Global warming </li></ul><ul><li>Biosphere degradation </li></ul><ul><li>Mass extinctions </li></ul><ul><li>Wars over resources </li></ul><ul><li>Lack of access to basic needs (water, food, shelter) </li></ul><ul><li>Destruction of cultures, cities, & countries with criminally negligent governmental response </li></ul><ul><li>Rise of fundamentalism and lack of cultural understanding, empathy, and compassion </li></ul>
    4. 4. The Problem: Disconnection <ul><li>There is a disconnect between our values </li></ul><ul><li>and our behavior. </li></ul>
    5. 5. The Problem: Disengagement <ul><li>40% to 60% of students from all economic backgrounds are chronically disengaged from learning. </li></ul><ul><li>47% of dropouts left school because classes weren't interesting. </li></ul>
    6. 6. The Problem: Denial
    7. 7. Current Educational Model
    8. 8. Solution: Awareness <ul><li>There is no energy shortage. </li></ul><ul><li>There is no energy crisis. </li></ul><ul><li>There is a crisis of ignorance. </li></ul><ul><li>R. Buckminster Fuller </li></ul>
    9. 9. Solution: Inspiration <ul><li>Inspiration and genius </li></ul><ul><li>are one in the same. </li></ul><ul><li>Victor Hugo </li></ul>
    10. 10. Solution: Cooperation <ul><li>The whole is greater </li></ul><ul><li>than the sum of its parts. </li></ul><ul><li>Aristotle, in Metaphysics </li></ul>
    11. 11. Obtain a global perspective from experiential learning AirOcean Dymaxion Map
    12. 12. Obtain a global perspective from experiential learning AirOcean Dymaxion Map
    13. 13. Use innovative tools for more intuitive learning
    14. 14. Make better decisions by understanding interconnected systems 2004 Biltmore Flood Visualization
    15. 15. Make better decisions by understanding interconnected systems 2004 Biltmore Flood Visualization
    16. 16. Components of Engaging Educational Vis/Sim & Gaming <ul><li>Accurate data incorporation </li></ul><ul><li>Graphical interface design </li></ul><ul><li>Temporal/spatial simulation/visualization </li></ul><ul><li>Game engine design </li></ul><ul><li>Gameplay design </li></ul><ul><li>Narrative (interactive & linear) </li></ul><ul><li>Audio/Video production design </li></ul><ul><li>Appropriate input devices </li></ul><ul><li>Immersion </li></ul>
    17. 17. Serious Games: Learn By Doing <ul><li>Drill deep in subject matter </li></ul><ul><li>Self-directed learning </li></ul><ul><li>Explore choice and consequence </li></ul><ul><li>Play with complex variables </li></ul><ul><li>Simulate real-world processes </li></ul><ul><li>Create peer-to-peer teaching opportunities </li></ul><ul><li>Create immersive and highly motivated learning environment </li></ul><ul><li>Dr. Henry Jenkins, Director, Comparative Media Studies, MIT </li></ul><ul><li>http://cms.mit.edu/ </li></ul>
    18. 18. Benefits of Virtual Environments <ul><li>Assist in learning complex spatial concepts </li></ul><ul><li>Increase student engagement </li></ul><ul><li>Ability to view 3D models from multiple spatial & temporal perspectives </li></ul><ul><li>Increased motivation from interactions in a well-designed environment </li></ul>Ka Chun Yu’s “ Digital Full-Domes: The Future of Virtual Astronomy Education”, Planetarian magazine, Sept. 2005
    19. 19. Benefits of Immersion <ul><li>“ Perceptualizing” complex datasets in immersive environments can be more effective than the same visualization in non-immersive virtual environments </li></ul><ul><li>Virtual environments offer better task performance </li></ul><ul><li>Virtual environments provide higher satisfaction levels for users </li></ul>Raja, D., Bowman, D.A., Lucas, J., & North, C. 2004, “ Exploring the Benefits of Immersion in Abstract Information Visualization ,” Proceedings of the Immersive Projection Technology Workshop
    20. 20. Benefits of Large-Scale Displays <ul><li>Increased sense of “presence” (called “telepresence” by Marvin Minsky) </li></ul><ul><li>A sense of “being there” </li></ul><ul><li>Users respond psychologically to a mediated environments as if it were local, not remote </li></ul><ul><li>Increased attention </li></ul><ul><li>Increased persuasiveness of the message </li></ul><ul><li>Improvements in memory and retention </li></ul><ul><li>Enhancements in tasks performance and navigation </li></ul><ul><li>An increase in presence can potentially increase the effectiveness of teaching any material </li></ul>Ka Chun Yu’s “ Digital Full-Domes: The Future of Virtual Astronomy Education”, Planetarian magazine, Sept. 2005
    21. 21. Trends & Tipping Points <ul><li>International networking, dialogue, collaboration & resource development </li></ul><ul><ul><li>Massive multiplayer online gaming, open source applications, Wikipedia </li></ul></ul><ul><li>Availability of Data at Every Scale </li></ul><ul><ul><li>Molecular </li></ul></ul><ul><ul><li>Geospatial </li></ul></ul><ul><ul><li>Astronomical </li></ul></ul><ul><ul><li>Social (http://www.gapminder.org) </li></ul></ul><ul><li>Increasingly available and effective virtual environment technologies </li></ul><ul><ul><li>Video gaming engines </li></ul></ul><ul><ul><li>GPUs </li></ul></ul><ul><ul><li>Displays </li></ul></ul><ul><li>Games for Learning (“Serious” Gaming) </li></ul><ul><ul><li>http://www.seriousgames.org </li></ul></ul>
    22. 22. Visualization for Education & Outreach <ul><li>Astronomy </li></ul><ul><li>Archaeology/World Heritage </li></ul><ul><li>Architecture </li></ul><ul><li>Atmospheric Science </li></ul><ul><li>Biology/Biotechnology </li></ul><ul><li>Chemistry </li></ul><ul><li>Computation Fluid Dynamics </li></ul><ul><li>Earth Sciences </li></ul><ul><li>Engineering </li></ul><ul><li>Geographical Information Systems </li></ul><ul><li>Mathematics </li></ul><ul><li>Marine Biology </li></ul><ul><li>Material Science/Nanotechnology </li></ul><ul><li>Municipal Planning </li></ul><ul><li>Physics </li></ul><ul><li>Rapid Prototyping </li></ul><ul><li>Urban Visualization/Simulation </li></ul><ul><li>Any dataset (!) </li></ul>Galaxies Forming on Filamentary Sturctures Donna Cox, NCSA/SDSC Visualization of an F3 Tornado Within a Supercell Simulation Donna Cox, NCSA
    23. 23. Educational Outcomes <ul><li>Develop understanding of systems thinking and cause/effect to better predict outcomes of our decisions & actions </li></ul><ul><li>Provide informal and self-directed educational systems for both linear and visual/spatial learners </li></ul><ul><li>Develop understanding of and connections between numerous disciplines to move beyond extreme specialization to more comprehensive, anticipatory perspectives </li></ul>

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