Presented at MES 2016, Rome

1. +
Co-designing Infographics:
The case of the RiotID Eucational Material Project
Isabella Rega and Anna Feigenbaum
Bournemouth University

2. +
Using Data Visualisation in Education:
“Visual literacy is generally understood
as a process that includes finding images, analysing
them, evaluating them, applying them to a purpose,
and producing them.” (Conner 2012)

3. +
Using Data Visualisation in Education:
"Illustrations have immediate impact:
they are thoughtfully constructed, with multiple layers
of symbolic meaning, and yet, somehow, still instantly
accessible –a quality only achieved by the best visual
storytelling.” (McCabe 2015)

4. +
Using Data Visualisation in Education:
“Perhaps visual data stories will become the way of
preserving information about complex
data and processes in the future, to pass on
knowledge –not unlike they once were the main
means of preserving and passing on information
before reading and writing were common skills."
(Kosara and Jock 2013, p.11)

5. +
Using Data Visualisation in Education:
“Graphic representation is not only important for
visualising the disease but the experiences of the
patient and loved ones. In medical education these
graphics enhance the student's
understanding of patient
experience.” (Green and Kimberly 2010)

6. +
Data Visualisation for Social Change and
Civic Engagement
(Plutchick 1980)

7. +
RiotID Educational Material
 A visual information resource on tear gas and
pepper spray
 A visual information resource on impact
munitions
 A guide for teachers on approaching issues of
protest policing and riot control technologies in
the classroom

8. +
The Design Model (Andy Kirk)
Establish
Purpose &
Identify key
factors
Acquire,
prepare and
explore your
data
Establish
Editorial
Focus
Conceive
your
visualisation
design
Construct
your data
visualisation
solution

9. +
The Co-Creation Process: Impact
Munitions

10. +
The Co-Creation Process: Impact
Munitions
• 5 words: rubber
bullet
• Sketch “a
protester”
Intro and Intro Task
• What is data?
• What is story?
• What is visual?
Designing
Information • Timeline starting
with British use
• Key types and
company today
• Injuries and death
Intro on the 4
Dataset on Impact
Munition

11. +
The Co-Creation Process: Impact
Munitions
• How do we condense
information into a visual
story? What’s most
important? What stories
could the infographic tell?
• Highilight 10 piece of
information
Editorial: Sifting
through the
Information
• Parameters: black and
white, print-based, static,
social-media friendly
Visualization
Activity • Students present their work
• 5 words on impact
munitions
Presentations on
Briefs and Debrief
Reflections

12. +

13. +
The Co-Creation Process: Impact
Munitions

14. +
The Co-Creation Process: Impact
Munitions
THE
SCENE
THE
CONSEQUENCES
JUDGMENT

15. +
Empathy and Social Change: Tear
Gas – the draft

16. +
Empathy and Social Change: Tear
Gas – the draft

17. +
Empathy and Social Change: Tear Gas

18. +
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2
4
6
8
10
12
14
16
18
20
I am glad
that the
police use
tear gas
Other I would
be
unlikely
to go to a
protest
because
there
might be
tear gas
I would
join a
campaign
around
tear gas
I am
shocked
and
horrified
that tear
gas is
used
against
people
I am
surprised
that
police are
allowed
to use
tear gas
I would
like to
learn
even
more
about
tear gas
I feel sad
that
people
get hurt
by tear
gas
I feel
afraid of
being tear
gassed
I feel
angry
that tear
gas is
used
against
people
I now feel
informed
about
what tear
gas does
Empathy and Social Change: Tear Gas

19. +
Thank You!
 Anna Feigenbaum, Bournemouth University
 Isabella Rega, Bournemouth University
 RIOT ID Project: http://riotid.com/