Visualization concept maps

1,960 views

Published on

Published in: Lifestyle, Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,960
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide
  • http://www.nytimes.com/2008/08/31/technology/31novel.html?_r=3&th&emc=th&oref=slogin&oref=slogin&oref=slogin
  • Hi-res simulation of water vapor and precip
  • Think about this image for a moment. What might be challenging for students about it?
  • Much better, but students may be confused by the oceans being black, and by the image being centered on Greenland – not their usual frame of reference. A few geographic labels would help most students immensely.
  • Rationale for periodic table: Lengler, R. & Eppler, M. (2007) Towards a Periodic Table of Visualization Methods for Management. IASTED Proceedings of the Conference on Graphics and Visualization in Engineering (GVE 2007), Clearwater, Florida, USA it can provide a descriptive over- view over the domain [1, p. 12] and can function as an inventory or repository like a structured toolbox. Reveals similarities and differences * Goal: to help users and practitioners recognize different types of visualizations and make relevant places
  • From Many Eyes: “A tag cloud is a visualization of word frequencies. Our tag cloud enables you to see how frequently words appear in a given text, or see the relationship between a column of words and a column of numbers. The size of the word corresponds to the quantity associated with that word. For instance, if your dataset is a plot summary of "The Godfather", you will be likely to see frequently-occurring words like "corleone" and "mafia" drawn in a larger size than words like "open" or "restaurant". ”
  • Many Eyes on Word Trees: “a visual search tool for unstructured text, such as a book, article, speech or poem. It lets you pick a word or phrase and shows you all the different contexts in which it appears. The contexts are arranged in a tree-like branching structure to reveal recurrent themes and phrases.”
  • Highway Africa 2001 Minard Source: http://www.napoleonic-literature.com/1812/1812-t.htm Napoleonic Literature Losses Suffered by the Grande Armée during the Russian Campaign Following is a reproduction of a map drawn by Charles Joseph Minard in 1861, and is reputed to be the best statistical graphic ever drawn — by anyone. Crossing the Niemen on 24 June 1812 with an army of 442,000 men, Napoleon entered Moscow on 14 September with a mere 100,000.  On the way, 72,000 men were diverted to other locations. Of these 30,000 managed to rejoin the main column shortly before the crossing of the Berezina River during the retreat, and another 6,000 shortly before it reached the comparative safety of the Niemen River.  This means that the main army; that is, the portion that continued on to Moscow numbered approximately 370,000.  Casualties were extremely high for a campaign in which almost no combat took place — 270,000!   This is a staggering 73% casualties, and that's only on the way to the objective.  Napoleon's problems started immediately after crossing the Niemen.  The weather was uncooperative; the summer started two weeks late, which affected the ripening of the crops, and this in turn robbed Napoleon of the grain he had planned on for feeding his horses.  The cold, heavy rain made quagmires of the roads and fields.  The result of all this was that, from the very outset,  thousands of men and horses died daily.  But that was just the beginning.  The harsh Russian summer now struck with a vengeance.  Coupled with this was the lack of food and water, sickness, privations of every description, and losses to the enemy through capture of stragglers, foraging parties and other unlucky souls, as well as combat.  Although there was relatively little combat, it was brutal and resulted in tremendous casualties on both sides.  Finally, on 14 December 1812, the last of the Grande Armée limped across the Niemen.  Marshal Ney was the last to cross the Niemen and was himself the army's rear guard.  Barely 10,000 members of the Grande Armée survived.  In all, the Grande Armée suffered a staggering 97.7% casualties! The map plots six variables:  the size of the army, its location on a 2-dimensional surface, direction of the army's movement, and temperature on various dates during the retreat from Moscow. Temperatures are given in degrees Réaumur (R), which the Russians used until just prior to World War I. You can obtain a rough idea of the temperatures in centigrade (C) and fahrenheit (F) by the following comparison:  80 o R = 100 o C = 212 o F. The conversions from degrees Réaumur to degrees Celcius were provided to me by Pedro Barquin on 3 May 2000. I then converted the Celcius temperatures to Fahrenheit using the JavaScript Temperature Converter. This will assist you to realize the extremely cold temperatures that the French and Russian armies had to endure during the retreat. The temperatures Minard shows on his map, in degrees Réaumur and their Centigrade (Celcius) and Fahrenheit equivalents are as follows. The temperatures are listed in the sequence in which they were encountered from the beginning to the end of the retreat; that is, from right to left on the map:   DatePlaceRéaumurCelciusFahrenheit 18 Oct Malojaroslavetz 0 0 32   9 Nov Dorogobongr -9 -11.25 11.75 14 Nov Smolensk -21 -26.25 -15.25 20 Nov Botr -11 -13.75 7.25 23 Nov Berezina River -20 -25 -13   1 Dec Minsk -24 -30 -22   6 Dec Molodeczno -30 -37.5 -35.5   7 Dec Vilna -26 -32.5 -25.6
  • Visualization concept maps

    1. 2. Why Visualize? <ul><li>“ The great fun of information visualization is that it gives you answers to questions you didn ’ t know you had. ” (Ben Shneiderman, NYT) </li></ul>http://www.nytimes.com/2008/08/31/technology/31novel.html
    2. 5. <ul><li>More ideas fro concept maps- http://www.writedesignonline.com/organizers/evaluate.html </li></ul>
    3. 6. <ul><li>Pedagogic reasons to use visualizations </li></ul><ul><li>Permits observation of the unobservable </li></ul><ul><li>Renderings showing 3 dimensions or changes over time make complex processes much easier to understand (reduces cognitive load) </li></ul><ul><li>Visualizations allow students to construct their own mental images that stick with them </li></ul><ul><li>They ’re cool! </li></ul>
    4. 7. <ul><ul><ul><li>What do you see illustrated in this diagram? </li></ul></ul></ul><ul><ul><ul><li>How much of what you see is a function of geoscience that you have learned? </li></ul></ul></ul>
    5. 8. An example of using visual data in the classroom
    6. 9. Another example
    7. 11. How do seasons occur?
    8. 12. Examples of Information Visualizations <ul><li>Pie chart </li></ul><ul><li>Timeline </li></ul><ul><li>Gantt Chart </li></ul><ul><li>Metaphoric, e.g. iceberg </li></ul><ul><li>Cartoon </li></ul><ul><li>Org chart </li></ul>http://www.visual-literacy.org/periodic_table/periodic_table.html
    9. 13. Textual Visualizations
    10. 14. Tag Clouds http://chir.ag/phernalia/preztags/ “ a visualization of word frequencies.” (Many Eyes)
    11. 15. Word Trees <ul><li>Show relationships between key words and what comes next </li></ul>http://services.alphaworks.ibm.com/manyeyes/view/Shcc1QsOtha6g0UuTPr1Q2~ Word Tree: Obama ’s Acceptance Speech
    12. 16. Comparison: Document Cloud Comparison http://www.neoformix.com/2008/ObamaSpeechComparison.html
    13. 17. <ul><li>http://www.tagxedo.com/gallery.html </li></ul>
    14. 18. Wordle: Text Toy <ul><li>Wordle of George W. Bush ’ s Inaugural (2001) </li></ul>
    15. 19. Visualization as art http://www.visualcomplexity.com/vc/
    16. 20. The Shape of Song <ul><li>Visualizes musical patterns as arcs </li></ul><ul><li>Developed by Martin Wattenberg (like many of the visualizations we looked at) </li></ul><ul><li>http://www.turbulence.org/Works/song/ </li></ul>Madonna, “Like A Prayer” “ Clementine”
    17. 21. Concept Maps <ul><li>Concept mapping is a technique for visualizing the relationships among different concepts . A concept map is a diagram showing the relationships among concepts. </li></ul><ul><li>Use Graphic Organizers/ Concepts Maps For: </li></ul><ul><ul><li>Brainstorming </li></ul></ul><ul><ul><li>Organizing </li></ul></ul><ul><ul><li>Prewriting </li></ul></ul><ul><ul><li>Concept Mapping </li></ul></ul><ul><ul><li>Planning </li></ul></ul><ul><ul><li>Outlining </li></ul></ul><ul><ul><li>Diagramming </li></ul></ul><ul><ul><li>Webbing </li></ul></ul><ul><ul><li>Project Development </li></ul></ul><ul><ul><li>Administrative Tasks </li></ul></ul><ul><ul><li>Charting </li></ul></ul>
    18. 25. Another Example- Online CM <ul><li>Source: http://trumpet.sdsu.edu/m345/Knowledge_Webs/2Arab_MusicY/Arab_music.htm#text </li></ul>
    19. 28. Software <ul><li>Download free software- http://cmap.ihmc.us/   </li></ul><ul><li>OR another one you can try- Inspiration </li></ul><ul><li>or </li></ul><ul><li>http://www.inspiration.com/WebspirationClassroom </li></ul>
    20. 29. Database “Not Easy to Interpret”
    21. 30. Visualization “Worth a Thousand Words”
    22. 32. GIS is used to enable policy makers to more easily detect patterns pertaining to: <ul><li>Census demographics </li></ul><ul><li>Public health concerns </li></ul><ul><li>Crime </li></ul><ul><li>Tax rates </li></ul><ul><li>Transportation routes </li></ul><ul><li>Pollution levels </li></ul><ul><li>Real estate development </li></ul><ul><li>Weather patterns </li></ul><ul><li>Gas/electric power consumption </li></ul><ul><li>The impact of various types of natural and human made disasters </li></ul>
    23. 33. Loss of Land <ul><li>Title of Presentation: Palestinian Refugees </li></ul><ul><li>Nabil Marshood </li></ul><ul><li>Fulbright Association, NJ Chapter, October 15, 2011 </li></ul>
    24. 35. 2004 Presidential Election <ul><li>Example of a cartogram map in which the size of the states have been rescaled according to their population. That is, states are drawn with a size proportional not to their sheer topographic acreage </li></ul>
    25. 36. How is GIS being used in classrooms? <ul><li>Learning about GIS: </li></ul><ul><ul><li>Focus on learning the software </li></ul></ul><ul><ul><li>Teacher is “sage at the stage” </li></ul></ul><ul><ul><li>Focus on procedural tasks </li></ul></ul><ul><ul><li>vs </li></ul></ul><ul><li>Learning with GIS: </li></ul><ul><ul><li>Focus on learning subject matter </li></ul></ul><ul><ul><li>Project based learning </li></ul></ul><ul><ul><li>Problem solving </li></ul></ul><ul><ul><li>Community based interaction </li></ul></ul><ul><ul><li>Authentic assessment </li></ul></ul>
    26. 37. New ways to think about data collection: <ul><li>Who collected the data? </li></ul><ul><li>What was collected and what was neglected? </li></ul><ul><li>Where was the data collected? </li></ul><ul><li>When was the data collected? </li></ul><ul><li>Why was it collected? </li></ul><ul><li>How was the data collected? </li></ul>
    27. 38. Proto-GIS: Napoleon's march to Moscow Drawn by Charles Joseph Minard in 1861; reputed to be the best statistical graphic ever drawn.
    28. 39. The presentation today was beneficial to my understanding of how to use clickers in teaching. <ul><li>True </li></ul><ul><li>False </li></ul><ul><li>Abstain </li></ul>
    29. 40. I have enjoyed this presentation. <ul><li>Yes </li></ul><ul><li>No </li></ul><ul><li>Abstain </li></ul>

    ×