Workshop on visual learning analytics that was part of LASI 2014 - http://www.solaresearch.org/events/lasi-2/lasi2014/
Examples of learning dashboards were presented during the workshop by Sven Charleer:
http://www.slideshare.net/svencharleer/learning-dashboard-visual-learning-analytics-workshop-lasi2014-h-harvard
Teaching & Learning Online: It's All About the Pedagogy!! Day 2Leigh Zeitz
This is the 2nd day presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Presentation of Orna Farrell for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Teaching & Learning Online: It's All About the Pedagogy!! Day 2Leigh Zeitz
This is the 2nd day presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Presentation of Orna Farrell for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This presentation helps explain why 1:1 technology in classroom can help transform teaching. Included are reasons why to use 1:1, technology concepts to help teaching in 1:1 classes easier, and tips on lesson planning in 1:1 classrooms.
Step by step online learning for teachersJune Wall
Online learning is one of the more easily accessed professional learning for teachers. With the requirement for all teachers to maintain Proficient Standard by participating in and logging at least 100 hours of professional learning activities over a 5-year period, a range of options will be needed.
This webinar will take participants through the steps in developing an eLearning course for teachers using a range of digital tools and an understanding of the requirements of the Proficient Teacher level.
This webinar will help you:
Design a course specific to Proficient Teacher level standard
Build an eLearning course
Build awareness of some digital tools and the core requirements of a successful adult learning course
Embed digital tools in the course
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
Step by step online learning for studentsJune Wall
This was presented in a webinar with demonstrations on some tools and how to build an online course based on Stage 3 (Years 5 and 6) History unit - Australia as a Nation. Using online delivery can enhance or enable student learning. There are a range of pathways for online learning for students, whether it is totally online, blended or standalone activities.
The webinar took participants through the development and building of an online unit for students in a step by step process that participants could use later.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
AIE 2015 China Conference: Using the NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the Alliance of International Educators' (AIE) 2015 China Chapter Conference: Using the New Media Consortium's (NMC) K-12 Horizon Report to Chart Your School's Future. Given Oct. 24-25 in Shanghai, China. David is the Technology Integrator/Teacher for the Yew Wah International Education School in Yantai, China.
US-China Smart Education Conference: Collaborative Knowledge BuildingDavid W. Deeds
David W. Deeds' presentation for the US-China Smart Education Conference at Beijing Normal University. Model: Collaborative Knowledge Building. Specific project: Connect with China Collaborative, a Flat Connections project.
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
Quality Does Matter at Minnesota D2LigniteD2L Barry
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by Jenessa Gerling, Hennepin Technical College. Quality Does Matter…A Real Show-and-Tell!
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
Presentation to the Chairs of Academic Board Forum in Sydney, March 2018. The presentation addressed key changes in the higher education sector that institutions need to be aware of moving forward in technology enhanced learning and teaching.
This presentation helps explain why 1:1 technology in classroom can help transform teaching. Included are reasons why to use 1:1, technology concepts to help teaching in 1:1 classes easier, and tips on lesson planning in 1:1 classrooms.
Step by step online learning for teachersJune Wall
Online learning is one of the more easily accessed professional learning for teachers. With the requirement for all teachers to maintain Proficient Standard by participating in and logging at least 100 hours of professional learning activities over a 5-year period, a range of options will be needed.
This webinar will take participants through the steps in developing an eLearning course for teachers using a range of digital tools and an understanding of the requirements of the Proficient Teacher level.
This webinar will help you:
Design a course specific to Proficient Teacher level standard
Build an eLearning course
Build awareness of some digital tools and the core requirements of a successful adult learning course
Embed digital tools in the course
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
The Motivate-ing project continued recording data from the JISC SWaNI Motivate Project to include full academic year findings, and created a guide to the use of SMS and other messaging services in teaching & learning.This workshops aims to share and evaluate the findings, resources and guides developed.
Jisc conference 2012
Step by step online learning for studentsJune Wall
This was presented in a webinar with demonstrations on some tools and how to build an online course based on Stage 3 (Years 5 and 6) History unit - Australia as a Nation. Using online delivery can enhance or enable student learning. There are a range of pathways for online learning for students, whether it is totally online, blended or standalone activities.
The webinar took participants through the development and building of an online unit for students in a step by step process that participants could use later.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
AIE 2015 China Conference: Using the NMC K-12 Horizon ReportDavid W. Deeds
David W. Deeds' presentation for the Alliance of International Educators' (AIE) 2015 China Chapter Conference: Using the New Media Consortium's (NMC) K-12 Horizon Report to Chart Your School's Future. Given Oct. 24-25 in Shanghai, China. David is the Technology Integrator/Teacher for the Yew Wah International Education School in Yantai, China.
US-China Smart Education Conference: Collaborative Knowledge BuildingDavid W. Deeds
David W. Deeds' presentation for the US-China Smart Education Conference at Beijing Normal University. Model: Collaborative Knowledge Building. Specific project: Connect with China Collaborative, a Flat Connections project.
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
Quality Does Matter at Minnesota D2LigniteD2L Barry
Presentation at Minnesota Brightspace Ignite on April 24, 2015, by Jenessa Gerling, Hennepin Technical College. Quality Does Matter…A Real Show-and-Tell!
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
Presentation to the Chairs of Academic Board Forum in Sydney, March 2018. The presentation addressed key changes in the higher education sector that institutions need to be aware of moving forward in technology enhanced learning and teaching.
Cloud CMS: The Best Marketing Investment You Can Make this YearMarqui CMS
If you're an ambitious marketer who understands the potential of harnessing digital channels, but feels held back (or held hostage!) by legacy technology, an agency or IT, this webinar is for you. Transform your marketing efforts and seize control of your web presence, with the help of Content Management delivered as a service (SaaS).
In this webinar, you will learn:
• The definition of a "next generation" CMS
• How the next generation of CMS is converting content into revenue
• How to determine if your marketing team is ready for a next generation CMS
• How to build a business case for the investment
If there's one marketing initiative to champion in 2011, this is it!
Avance de Programa del “XX Congreso Nacional de Medicina General y de Familia” , que se celebrará en la ciudad de Zaragoza durante los días 22 a 25 de mayo de 2013, organizado por la Sociedad Española de Médicos Generales y de Familia- SEMG
Support du webinaire présentant l'offre Mice de Zurich lors d'une balade virtuelle à travers la ville. Une sélection de lieux événementiels, d'hôtels séminaires et d'activités incentives.
Trinitas, hoja informativa de la Real, Muy Ilustre y Venerable Cofradía de Nazarenos de Nuestro Padre Jesús Cautivo, María Santísima de la Trinidad Coronada y del Glorioso Apóstol Santiago. Málaga
José y Asenet es un antiguo libro apócrifo que cuenta el matrimonio del patriarca José y Asenet de Génesis.
Según Génesis 41:45, el faraón da a Asenet, la hija de Potifera (Pentephres en la Septuaginta), sacerdote de On a José como esposa. Génesis 41: 50-52 narra que Asenet dio a luz a José dos hijos, Manasés y Efraín. Esto es todo lo que se dice de ella. Al igual que muchos relatos del Génesis, la historia bíblica es tentadoramente breve, y plantea preguntas que estaban fascinando a intérpretes posteriores. ¿Por qué un descendiente vertical de Jacob (Israel) se casó con la hija de un sacerdote pagano, y como puede ser justificable? ¿Cómo dos de las tribus principales pueden ser descendientes de unión con un pueblo extraño, prohibido por la ley mosaica? La historia de José y Asenet se propone responder a algunas de estas preguntas.
Los veintinueve capítulos de José y Asenet narran la transformación de Asenet, de la idolatría al monoteísmo y el culto de Adonai.
[Webinar] Gestión Identidades y Control de Acceso en los Servicios usando WSO...Roger CARHUATOCTO
Gestión Identidades y Control de Acceso en los Servicios usando WSO2 IS.
Aplicar seguridad a los Servicios/Microservicios, REST/API, conocer cómo aplicar SAML, OAuth y JWT para gestionar seguridad en los servicios consumidos en las aplicaciones móviles.
International Perspectives: Visualization in Science and EducationLiz Dorland
Overview of the international and interdisciplinary Gordon Research Conference on Visualization in Science and Education and info on key cognitive science and learning sciences researchers. History of the conference, NSF workshop, and research on learning with visualizations.
presents the foundational aspects of web analytics and some specifics such as the hotel problem. Discusses trace data, behaviorism, and other cool web analytics stuff
Introduction to information visualisation for humanities PhDsMia
Training workshop for the CHASE Arts and Humanities in the Digital Age programme. (
This session will give you an overview of a variety of techniques and tools available for data visualisation and analysis in the humanities. You will learn about common types of visualisations and the role of exploratory and explanatory visualisations, explore examples of scholarly visualisations, try some visualisation tools, and know where to find further information about analysing and building data visualisations.
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Starting - kickoff notes for PhD Candidates of the ABC Program, at Politecnico di Milano, Italy (A=Architecture, B=Built Environment, C=Construction Engineering)
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
Similar to Bring your own idea - Visual learning analytics (20)
My talk regarding measuring reader engagement through the use of physiological sensors at the one hand, and visualizing this information at the LICT workshop on "Information Processing in Social Media"
Visualisation - techniques, interaction dynamics, big dataJoris Klerkx
Module 3 - cursus Big Data - Visualisation - deel 2
Instituut voor Permanente Vorming
Various visualisation techniques
(adapted from Heer, J., Bostock, M., & Ogievetsjy, V. (2010, May). A Tour through the Visualization Zoo - A survey of powerful visualisation techniques, from the obvious to the obscure. ACM Graphics , 8 (5), https://queue.acm.org/detail.cfm?id=1805128 )
Various interaction techniques
(adapted from Heer, J., & Shneiderman, B. (2012, February). Interactive Dynamics for Visual Analysis. Magazine Queue - Microprocessors , 10 (2), p. 30. http://queue.acm.org/detail.cfm?id=2146416 )
Big data to big to visualize?
Introduction to the course at the KU Leuven on fundamentals of human computer interaction - http://onderwijsaanbod.kuleuven.be/syllabi/n/G0Q55AN.htm#activetab=doelstellingen_idp1326000
Techniques to optimize the pagerank algorithm usually fall in two categories. One is to try reducing the work per iteration, and the other is to try reducing the number of iterations. These goals are often at odds with one another. Skipping computation on vertices which have already converged has the potential to save iteration time. Skipping in-identical vertices, with the same in-links, helps reduce duplicate computations and thus could help reduce iteration time. Road networks often have chains which can be short-circuited before pagerank computation to improve performance. Final ranks of chain nodes can be easily calculated. This could reduce both the iteration time, and the number of iterations. If a graph has no dangling nodes, pagerank of each strongly connected component can be computed in topological order. This could help reduce the iteration time, no. of iterations, and also enable multi-iteration concurrency in pagerank computation. The combination of all of the above methods is the STICD algorithm. [sticd] For dynamic graphs, unchanged components whose ranks are unaffected can be skipped altogether.
Chatty Kathy - UNC Bootcamp Final Project Presentation - Final Version - 5.23...John Andrews
SlideShare Description for "Chatty Kathy - UNC Bootcamp Final Project Presentation"
Title: Chatty Kathy: Enhancing Physical Activity Among Older Adults
Description:
Discover how Chatty Kathy, an innovative project developed at the UNC Bootcamp, aims to tackle the challenge of low physical activity among older adults. Our AI-driven solution uses peer interaction to boost and sustain exercise levels, significantly improving health outcomes. This presentation covers our problem statement, the rationale behind Chatty Kathy, synthetic data and persona creation, model performance metrics, a visual demonstration of the project, and potential future developments. Join us for an insightful Q&A session to explore the potential of this groundbreaking project.
Project Team: Jay Requarth, Jana Avery, John Andrews, Dr. Dick Davis II, Nee Buntoum, Nam Yeongjin & Mat Nicholas
As Europe's leading economic powerhouse and the fourth-largest hashtag#economy globally, Germany stands at the forefront of innovation and industrial might. Renowned for its precision engineering and high-tech sectors, Germany's economic structure is heavily supported by a robust service industry, accounting for approximately 68% of its GDP. This economic clout and strategic geopolitical stance position Germany as a focal point in the global cyber threat landscape.
In the face of escalating global tensions, particularly those emanating from geopolitical disputes with nations like hashtag#Russia and hashtag#China, hashtag#Germany has witnessed a significant uptick in targeted cyber operations. Our analysis indicates a marked increase in hashtag#cyberattack sophistication aimed at critical infrastructure and key industrial sectors. These attacks range from ransomware campaigns to hashtag#AdvancedPersistentThreats (hashtag#APTs), threatening national security and business integrity.
🔑 Key findings include:
🔍 Increased frequency and complexity of cyber threats.
🔍 Escalation of state-sponsored and criminally motivated cyber operations.
🔍 Active dark web exchanges of malicious tools and tactics.
Our comprehensive report delves into these challenges, using a blend of open-source and proprietary data collection techniques. By monitoring activity on critical networks and analyzing attack patterns, our team provides a detailed overview of the threats facing German entities.
This report aims to equip stakeholders across public and private sectors with the knowledge to enhance their defensive strategies, reduce exposure to cyber risks, and reinforce Germany's resilience against cyber threats.
1. Visual learning analytics
Joris Klerkx
Research Expert, PhD.
@jkofmsk
Sven Charleer
Phd candidate
@svencharleer
Erik Duval
Professor
@erikduval
http://www.slideshare.net/jkofmsk
6. Agenda (more or less)
• BEFORE THE BREAK:
• Information visualization (theory)
• Group work - Design & Sketch your first visualizations
• AFTER THE BREAK:
• (Visual) Learning Analytics Dashboards
• Tips `n tricks
• Group work - Design your own learning analytics dashboard
10. Anscombe`s quartet
!
uX = 9.0
uY = 7.5
sigma X = 3.317
sigma Y = 2.03
Y = 3 + 0.5X
Discover patterns in the data
http://en.wikipedia.org/wiki/Anscombe's_quartet
11. Tell the story behind the data
Will there be enough food?
Communicate data
http://www.footprintnetwork.org/en/index.php/gfn/page/earth_overshoot_day/
15. Humans have advanced perceptual abilities
Our brains makes us extremely good at recognizing visual patterns
16. ¡ Law of Symmetry
Objects must be balanced or
symmetrical to be seen as complete or
whole (Chang, 2002).
Gestalt Principles
http://www.slideshare.net/chelsc/gestalt-laws-and-design-presentation
¡ Law of Proximity
The closer objects are to each other, the
more likely they are to be perceived as a
group (Ehrenstein, 2004)
17. ¡ Law of Similarity
Objects that are similar, with like
components or attributes are
more likely to be organised
together (Schamber, 1986).
Objects are viewed in vertical rows because of
their similar attributes.
¡ Law of Common Fate
Objects with a common movement, that
move in the same direction, at the same
pace , at the same time are organised as a
group (Ehrenstein, 2004).
Gestalt Principles
http://www.slideshare.net/chelsc/gestalt-laws-and-design-presentation
18. ¡ Law of Continuation
Objects will be grouped as a whole if they are co-
linear, or follow a direction (Chang, 2002; Lyons, 2001).
¡ Law of Isomorphism
!
Is similarity that can be behavioural or perceptual,
and can be a response based on the viewers
previous experiences (Luchins & Luchins, 1999;
Chang, 2002). This law is the basis for symbolism
(Schamber, 1986).
There are many more!http://www.slideshare.net/chelsc/gestalt-laws-and-design-presentation
Gestalt Principles
21. A limited set of visual properties that are detected very rapidly (< 250 ms)
in multi-element display and accurately by the low-level visual system.
Pre-attentive characteristics
Find the red dot
<> Hue
Find the dot
<> shape
Find the red dot
conjunction
not pre-attentive
http://www.csc.ncsu.edu/faculty/healey/PP/
23. Do not help with showing exact quantitative differences
Pre-attentive characteristics help to spot differences in
multi-element display
E.g. size & radius
24. How to start your visualization?
Data set Visualisation
25. Step 1. Get to know your data
Time? hierarchical? 1D? 2D? nD? network? …
Quantitive, ordinal, categorical?
S. Stevens “On the theory of scales and measurements” (1946)
26. What is the average amount of students that bought the course book ?
Step 2. Formulate questions about your data
What? When? How much? How often? (why?)
When did students start looking at the course material?
How much hours did Peter work on this assignment?
(Why did Peter have to redo his assignment?)
How often did Peter retake the course before he passed?
27. Encode data characteristics into visual form
Step 3: Apply a visual mapping
Simplicity is the ultimate sophistication.
Leonardo da Vinci
Each mark (point, line, area,…) represents a data element
Think about relationships between elements (position)
28.
29.
30. Find all possible ways to visualize a
small data set of two numbers { 75, 37 }
http://blog.visual.ly/45-ways-to-communicate-two-quantities/
+/- 15 minutes
Small groups - sketch
EXERCISE
32. Collecting traces that learners leave behind
and using those traces to improve learning
http://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/
Learning analytics
32
34. Example traces of Students
access to learning resources
posts in discussion fora
logins to learning management systems
posts of assignments
replies to posts
votes in lecture response systems
time on page in electronic textbook
location of device used to access course
(and thus proximity to other users)
software lines produced
contributions to shared documents or wikis
etc.
Who?
!
!
What?
!
!
When?
34
36. email, twitter, facebook, web reading, physical
movement, location, proximity, food intake,
sleeping, drinking, emotion tracking, weather
info, attention, brainwaves, …
As learning moves online,
traces also include…
36
37. EXERCISE
1. Brainstorm about a learning analytics data set
!
Choose +/- 5 types of user traces
2. Get to know this data
!
Time? hierarchical? Quantitative? Categorical? …
3. What questions do you have about this data
!
what? when? How much? etc.
4. Apply a visual mapping
!
Marks, position, color, shape,
gestalt principles, pre-attentive characteristics
42. Real data is ugly and needs to be cleaned
http://www.netmagazine.com/features/seven-dirty-secrets-data-visualisation
https://code.google.com/p/google-refine/
http://vis.stanford.edu/wrangler/
Pre-process your data
http://hcil2.cs.umd.edu/trs/2011-34/2011-34.pdf
43. Forget about 3D graphs
Occlusion
Complex to interact with
Doesn’t add anything
44. Size & angle are not pre-attentive: difficult to compare
Limited Short term (visual) memory
Save the pies for dessert (S.Few)
Which student has more blogposts?
47. 0" 10" 20" 30" 40" 50" 60"
Student"1"
Student"2"
Student"3"
Student"4"
blogposts"
tweets"
comments"on"blogs"
reports"submi:ed"
0%# 20%# 40%# 60%# 80%# 100%#
Student#1#
Student#2#
Student#3#
Student#4#
blogposts#
tweets#
comments#on#blogs#
reports#submi;ed#
What/how are you comparing?
What story do you get from it?
Use common sense
48. http://www.perceptualedge.com/
Which graph makes it easier to focus on the pattern of change through
time, instead of the individual values?
Choose graph that answers your questions about
your data
52. Humans have little short term (visual) memory
Our brain remembers relatively little of what we perceive
Humans have advanced perceptual abilities
Our brains makes us extremely good at recognizing visual patterns
Interaction techniques and visual cues can help