Presentación para ABRELATAM13 donde hablo de la necesidad de mejores estándares y tecnología para las iniciativas de Datos Abiertos y cómo la tecnología afecta la utilidad y transparencia de estas iniciativas.
In this talk I will show Visualbox, a "visualization server" based on LODSPeaKr that can make easy for non javascript experts to create simple but meaningful visualizations.
Creation of visualizations based on Linked DataAlvaro Graves
A common task with any relatively large amount of data is to create visual representations that help users to make sense of such data and observe trends that otherwise would be hard for them to appreciate. The creation of these visual- izations usually requires some knowledge in a programming language, making it difficult for non-technical savvy users to create visualizations. In this paper we present Visualbox, a system that makes it easier for non-programmers to create web visualizations based on Linked Data. These visualiza- tions can be accessed by any modern web browser and can be easily embedded in web pages and blogs. We describe how people can create visualizations using Visualbox and we show examples of work done by real users. Finally we present a study that shows that Visualbox makes it easier for users to create Linked Data-based visualizations.
Presentación para ABRELATAM13 donde hablo de la necesidad de mejores estándares y tecnología para las iniciativas de Datos Abiertos y cómo la tecnología afecta la utilidad y transparencia de estas iniciativas.
In this talk I will show Visualbox, a "visualization server" based on LODSPeaKr that can make easy for non javascript experts to create simple but meaningful visualizations.
Creation of visualizations based on Linked DataAlvaro Graves
A common task with any relatively large amount of data is to create visual representations that help users to make sense of such data and observe trends that otherwise would be hard for them to appreciate. The creation of these visual- izations usually requires some knowledge in a programming language, making it difficult for non-technical savvy users to create visualizations. In this paper we present Visualbox, a system that makes it easier for non-programmers to create web visualizations based on Linked Data. These visualiza- tions can be accessed by any modern web browser and can be easily embedded in web pages and blogs. We describe how people can create visualizations using Visualbox and we show examples of work done by real users. Finally we present a study that shows that Visualbox makes it easier for users to create Linked Data-based visualizations.
Scalable Learning Analytics and Interoperability – an assessment of potential...LACE Project
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integration, and b) efficient analytical and data management practices. There are a number of
considerations that are of particular relevance to learning analytics in addition to elements that are generic to analytics. This contribution to EUNIS 2015 seeks to clarify, by argument and through evidence, both where there are potential benefits and limitations to applying interoperability specifications (and standards) in the service of scalable learning analytics.
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Applying an intersectionality lens in data scienceData Con LA
Data Con LA 2020
Description
Data analytics is all about asking good questions and seeking informed answers that address a real need. But how do you decide which questions to ask, and whose needs are prioritized? Intersectionality, or overlapping race, gender, and other identity groupings that can result in discrimination, is a powerful framework to guide the design and execution of data science projects across industries and subject areas. An intersectionality framework challenges us to look more deeply at the structural and systemic underpinnings of the data and unpack assumptions around how the data is collected, analyzed, and presented in its context. At every stage of the data science project lifecycle, an intersectionality lens supports equitable results because it accounts for all identities within the scope of the project. In the definition and design phase, this requires attention to sources of subjectivity around the question or experiment to mitigate possible bias. During data collection, where and how data is collected determines whether the experiment is an accurate reflection of the environment and whether the representation of identities present leaves a population of people behind. Throughout the analysis, structuring and classifying data in traditional ways may not recognize the various groups that do not fall under "traditional" categories, opening the door to preconceived notions that can manifest as bias. Finally, this framework raises critical questions during the presentation and delivery phase: how is data from the experiment being framed? When presenting findings, are you subconsciously omitting negative outcomes?
*What is intersectionality?
*Opportunities for Bias in Data Science Projects
*Action Items
Speakers
Daphne Cheung, Disney, Data Scientist
Rachel Whaley, LA Tech4Good
Presentation that Knowledge Hives gave at the final conference of the SemLib EU FP7 Research4SMEs Project. Highlights our product digi.me in the context of the project deliverables: Pundit and SLDR.
I presented these slides as a keynote at the Enterprise Intelligence Workshop at KDD2016 in San francisco.
In these slides, I describe our work towards developing a Maslow's Hierarchy for Human in the Loop Data Analytics!
Slideshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media.
I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar.
Scalable Learning Analytics and Interoperability – an assessment of potential...LACE Project
A presentation given at the 2015 EUNIS Congress, held at Abertay University in Dundee, June 2015.
Learning analytics is now moving from being a research interest to topic for adoption. As this happens, the challenge of efficiently and reliably moving data between systems becomes of vital practical importance. In this context, “scalable learning analytics” is not intended to refer to infrastructural throughput, but to refer to the feasibility of a combination of: a) pervasive system
integration, and b) efficient analytical and data management practices. There are a number of
considerations that are of particular relevance to learning analytics in addition to elements that are generic to analytics. This contribution to EUNIS 2015 seeks to clarify, by argument and through evidence, both where there are potential benefits and limitations to applying interoperability specifications (and standards) in the service of scalable learning analytics.
Talk about Exploring the Semantic Web, and particularly Linked Data, and the Rhizomer approach. Presented August 14th 2012 at the SRI AIC Seminar Series, Menlo Park, CA
Applying an intersectionality lens in data scienceData Con LA
Data Con LA 2020
Description
Data analytics is all about asking good questions and seeking informed answers that address a real need. But how do you decide which questions to ask, and whose needs are prioritized? Intersectionality, or overlapping race, gender, and other identity groupings that can result in discrimination, is a powerful framework to guide the design and execution of data science projects across industries and subject areas. An intersectionality framework challenges us to look more deeply at the structural and systemic underpinnings of the data and unpack assumptions around how the data is collected, analyzed, and presented in its context. At every stage of the data science project lifecycle, an intersectionality lens supports equitable results because it accounts for all identities within the scope of the project. In the definition and design phase, this requires attention to sources of subjectivity around the question or experiment to mitigate possible bias. During data collection, where and how data is collected determines whether the experiment is an accurate reflection of the environment and whether the representation of identities present leaves a population of people behind. Throughout the analysis, structuring and classifying data in traditional ways may not recognize the various groups that do not fall under "traditional" categories, opening the door to preconceived notions that can manifest as bias. Finally, this framework raises critical questions during the presentation and delivery phase: how is data from the experiment being framed? When presenting findings, are you subconsciously omitting negative outcomes?
*What is intersectionality?
*Opportunities for Bias in Data Science Projects
*Action Items
Speakers
Daphne Cheung, Disney, Data Scientist
Rachel Whaley, LA Tech4Good
Presentation that Knowledge Hives gave at the final conference of the SemLib EU FP7 Research4SMEs Project. Highlights our product digi.me in the context of the project deliverables: Pundit and SLDR.
I presented these slides as a keynote at the Enterprise Intelligence Workshop at KDD2016 in San francisco.
In these slides, I describe our work towards developing a Maslow's Hierarchy for Human in the Loop Data Analytics!
Slideshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media.
I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar.
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Creating visualizations using Linked Data
1. Creating visualizations
using Linked Data
Alvaro Graves
gravea3@rpi.edu
@alvarograves
1
Friday, December 14, 12
2. Agenda
• Visualizations based on Linked Data
• Why they are useful?
• Challenges
• What is Visualbox
• Examples
2
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3. Linked Data Visualizations
• Why governments should publish Linked Data?
• Structured data on the Web
• Flexible to model multiple domains (health,
education, budgets)
• Open, machine-friendly standards to publish data
3
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4. Linked Data Visualizations
• Publishing is not enough!
• How do we make easier for users to consume it?
• How do we explore the data?
• How can we discover trends?
• How can we find errors or outliers?
4
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5. Linked Data Visualizations
• Why visualizations are useful?
• In many cases, visualizations make it easy to
consume data
• It helps to discover and explore trends in a
simply manner
• Errors that otherwise would be hard to find,
can be found easily
5
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6. Detect anomalies
Attraction in Berlin?
http://visualbox.org/demos/AttractionsInBerlin
6
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8. Challenges
• Using visualization tools is hard
• Many technologies
• JavaScript, Google Maps, SVG, D3.js, etc.
• Steep learning curve
• It’s not easy to create rapid prototypes
8
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9. Visualbox
• Environment for creating LD visualizations
• Provides multiple visualizations types
•Maps, graphs, charts, timelines
• Simple creation process
• Trivial to share (just pass a URL)
• http://myserver/myVisualization
9
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10. GUI Editor
1 Components list 3 Template Editor
Query and
4
visualization
helpers
7 Show results 2 Template Editor 5 Testing options
10
6 Testing results
Friday, December 14, 12
11. How do you create a
visualization in Visualbox?
Step 1: Create a SPARQL query
SELECT DISTINCT ?country ?population WHERE{
?country ex:hasPopulation ?population
}
Step 2: Add a visualization filter
{{models.main|GoogleVizColumnChart:"country,population"}}
11
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12. Example: Trends in
UK school system
Step 1: Create a SPARQL query (called main)
SELECT DISTINCT (SUM(?c) AS ?schoolCapacity)
(COUNT(?school) AS ?schoolsPerDistrict)
(SUM(?c)/COUNT(?school) as ?ratio)
(MAX(?districtl) AS ?l)
WHERE{
?school school:schoolCapacity ?c ;
school:districtAdministrative ?district.
?district rdfs:label ?districtl .
}GROUP BY ?district
ORDER BY ?schoolCapacity
Step 2: Add a visualization filter
{{models.main|GoogleVizColumnChart:"l,schoolsPerDistrict"}}
12
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15. Average school size vs. number of schools per district
{{models.main|GoogleVizColumnChart:"districtLabel,schoolCapacity"}}
15
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16. Average school size vs. number of schools per district
{{models.main|GoogleVizColumnChart:"districtLabel,schoolCapacity"}}
15
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17. Further questions
• What if we have
• Average scores in Math, Language, etc.?
• Poverty level of each area?
• Other social metrics
• Compare to other countries?
• Linked Data makes it easy to
query and mix data
• Visualbox makes it easy to
visualize it
16
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