This document compares four emerging information visualization tools for higher education: U-Map, U-Multirank, University Autonomy in Europe, and Maunimo. It analyzes the tools based on their visualization methods, interaction patterns, and abilities for comparison. All tools use sunburst visualizations but are limited in other display types and interactions. University Autonomy in Europe allows the least comparison. None enable collaboration features despite the tools' online nature. Overall, the tools show similarities in visualization and interactions, but could be improved by allowing customization, saved views, and social sharing.
SHARPENING SKILLS IN USING PRESENTATION TOOLS: STUDENTS’ EXPERIENCESIJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
SHARPENING SKILLS IN USING PRESENTATION TOOLS: STUDENTS’ EXPERIENCESIJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
Sharpening Skills In Using Presentation Tools: Students' Experiences IJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
SHARPENING SKILLS IN USING PRESENTATION TOOLS: STUDENTS’ EXPERIENCESIJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
OPEN RESOURCES FOR IMPLEMENTING EPORTFOLIOS IN HIGHER EDUCATION
AUTHORS: Lourdes Guàrdia, Marcela Maina, Elena Barberà and Ivan Alsina
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Open resources for implementing e portfolios in HE by UOCEPNET-Europortfolio
“Open Resources for Implementing ePortfolios in Higher Education” by UOC. Communication presented at the 1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Creating spaces for students to demonstrate competencies in their professionMahara Hui
Presentation at Mahara Hui 2017 by Irene Yee Chief, Mojito Jione and Rajneel Totaram (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/J3gwoM9RMqo
Tracking African University Capacity Indicators and Emerging TrendsHillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
TRACER's presentation at INTED 2014, entitled "The use of communication technologies to support teaching and learning practices in portuguese higher education"
U-TRACER Mapear Tecnologias da Comunicação no Ensino SuperiorTRACER
U-Tracer é uma ferramenta online de visualização de informação, em desenvolvimento no projeto TRACER “Uso das Tecnologias da Comunicação no Ensino Superior Público Português”. Apresentação na conferência TRACER, 7 de fevereiro de 2014.
SHARPENING SKILLS IN USING PRESENTATION TOOLS: STUDENTS’ EXPERIENCESIJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
SHARPENING SKILLS IN USING PRESENTATION TOOLS: STUDENTS’ EXPERIENCESIJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
Sharpening Skills In Using Presentation Tools: Students' Experiences IJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
SHARPENING SKILLS IN USING PRESENTATION TOOLS: STUDENTS’ EXPERIENCESIJITE
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
OPEN RESOURCES FOR IMPLEMENTING EPORTFOLIOS IN HIGHER EDUCATION
AUTHORS: Lourdes Guàrdia, Marcela Maina, Elena Barberà and Ivan Alsina
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Open resources for implementing e portfolios in HE by UOCEPNET-Europortfolio
“Open Resources for Implementing ePortfolios in Higher Education” by UOC. Communication presented at the 1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Creating spaces for students to demonstrate competencies in their professionMahara Hui
Presentation at Mahara Hui 2017 by Irene Yee Chief, Mojito Jione and Rajneel Totaram (The University of the South Pacific) in Auckland, New Zealand, on 6 April 2017.
YouTube presentation link can be found here: https://youtu.be/J3gwoM9RMqo
Tracking African University Capacity Indicators and Emerging TrendsHillary Hanson
Scientific and Technical Partnerships in Africa: Technologies, Platforms, and Partnerships in support of the African agricultural science agenda, Abidjan, Cote d'Ivoire, April 4&5, 2017
TRACER's presentation at INTED 2014, entitled "The use of communication technologies to support teaching and learning practices in portuguese higher education"
U-TRACER Mapear Tecnologias da Comunicação no Ensino SuperiorTRACER
U-Tracer é uma ferramenta online de visualização de informação, em desenvolvimento no projeto TRACER “Uso das Tecnologias da Comunicação no Ensino Superior Público Português”. Apresentação na conferência TRACER, 7 de fevereiro de 2014.
Paulo Dias conferencia TRACER 2014 "Inovação e usabilidade pedagógica nos cen...TRACER
"Inovação e usabilidade pedagógica nos cenários emergentes de educação aberta e em rede" apresentação key note, a 7 de fevereiro de 2014 na conferência TRACER, Universidade de Aveiro.
Projeto TRACER "Uso das Tecnologias da Comunicação no Ensino Superior Público...TRACER
Projeto TRACER "O uso das tecnologias da comunicação no ensino superior público português" é um projeto promovido pela Universidade de Aveiro, através dos Departamentos de Educação e de Comunicação e Arte. Tem a duração de 3 anos (2011-2014) e é financiado pela Fundação para a Ciência e a Tecnologia e pelo Programa Compete, sob a referência Nº PTDC/CPE-CED/113368/2009COMPETE:FCOMP-01-0124-FEDER-014394. Apresentação na conferência TRACER, 7 de fevereiro de 2014.
TRACER apresenta no eL@IES 2013 o trabalho desenvolvido ao longo de quase 3 anos do projeto da Universidade de Aveiro, sobre "O uso das Tecnologias da Comunicação nas instituições de Ensino Superior Publico Portugês"
Tracer survey1 relatorio preliminar_perspetiva institucional do uso das tecno...TRACER
O uso das Tecnologias da Comunicação no ensino superior público português: perspetiva dos dirigentes e responsáveis de Tecnologias da Comunicação. Relatório preliminar de resultados, Julho 2012.
Apresentação dos objetivos e resultados pretendidos com o projeto TRACER "O uso das Tecnologias da Comunicação nas Instituições de Ensino Superior Público Português" - fórum FICPE 2012.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
IV2012_TRACERpresentation_PhDwork
1. Information Visualization Application | 13 July 2012
COMPARISON OF EMERGING INFORMATION
VISUALIZATION TOOLS FOR HIGHER EDUCATION
Marta Pinto | Rui Raposo | Fernando Ramos
Montpellier, France
1
2. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
Information Visualization (IV) is being used in many fields, including Education.
In a society driven by knowledge economy, information is relevant for all the stakeholders
of any field, and Higher Education is one the many fields which are gradually grasping
the advantage of the adoption of IV solutions in activities linked to:.
• Decision making
• Sharing data and information of interest to institutions, decision makers at a political or
financial level, and to a wide range of public [Anderson,2008; Powell, 2004].
• Accessing and manipulating massive data-sets, to benefit research, help to visualize
more complex systems and strengthen international communication and collaboration
in research [OECD, 2012].
2
3. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
The evolution of IV is enabling its massive use worldwide by recognized governmental and non-
governmental organizations, institutions, services, entities, which have realized the power of this
type of communication and understanding of data and information on a large scale.
3
4. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
Over the last few years IV has also gone beyond its focus on individual singled out objects with their
own sets of variables, to increasing the number of tasks of comparison of complex data. Complex
networks represented in IV [Lima, 2011]:
4
5. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
Interest in researching IV for HIGHER EDUCATION?
• Benchmarking
exercises.
Diversity • Classifying and
European ranking HEI study
Higher transparent, programs.
Education details about • Creating quality
Area profiles.
institutions • Comparable
information.
https://www.facebook.com/ProjetoTracer
5
6. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
HIGHER EDUCATION: the vast majority of data and deriving information is not available from open
databases, this means that it will need to be collected directly from institutions, a time consuming
task for whomever collects data and for institutions who may be see it as a burden [van Vught,
2012].
Open and
public
use Use for
DATASETS research
and
knowledg
e transfer
Data regarding HE is valuable to decision makers, and its visibility on the web may give institutions
prestige, helping them attract students, scholars and financial investment [Ortega, et al, 2008;
Butler, 2012].
6
7. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
METHODOLOGY | TOOL SELECTION
Search results in 4 IV tools for European Higher Education, with data regarding the Higher Education
Intitutions, propose to map diversity of HE and characterize HEI according to their autonomy,
mobility, ranking and classification.
1*. U-MAP TOOL: a classification tool
of European HE intitutions, with a
description of the profiles through 6
comparable dimensions. Decision
makers, general public.
(ongoing, demo stage, final report)
7
8. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
2*. U-MULTIRANK TOOL: derives from U-map. A global multi-ranking tool,
aiming to allow users to select HEIs performance indicators according to
their own preferences and priorities, and define the institutional profile of
their interest. Decision makers, general public. (ongoing, final report)
3*. UNIVERSITY AUTONOMY IN
EUROPE TOOL: lets the user
compare 28 HE systems regarding
their academic, organizational,
financial and staffing autonomy.
Decision makers. (finalized)
4. MAUNIMO TOOL: aiming to draw attention to various forms
and types of academic mobility.
(ongoing) 8
9. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
METHODOLOGY | COMPARISON of TOOLS
Focusing on the design and interaction patterns of the tools, sustained on the 3 tools
compared
work of the three authors, we propose 3 tables to establish a comparison:
Heer and Shneiderman (2012) : taxonomy of tools that support the fluent and flexible use of
visualizations.
Gleicher, et al. (2008): visual comparison for IV, by. Both the work of these authors focus in a
more broad analysis of IV and its design.
Behrens (2008): comparison at a deeper level of the patterns in the IV tools, according to the
compiling of visualization methods.
* U-Multirank tool is not active online, analysis according to the information in the final report.
* U-Map tool , analysis according to the online available demonstration mode and final report.
9
10. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
COMPARISON 1: Heer, Shneiderman (2012) - Taxonomy of Tools that Support the Fluent and Flexible
Use of Visualizations
PROCESS & PROVENANCE VIEW MANIPULATION DATA & VIEW SPECIFICATION
Record Annotate Share views Guide Select Navigate to Coordinate Organize Visualize Filter Sort Derive
analysis patterns to and users items to examine views for multiple data by out data items to
histories document annotations through highlight, high-level linked, windows choosing to focus expose
for findings to enable analysis filter, or patterns multi- and visual on patterns
revisitation collaboration tasks or manipulat and low- dimensiona workspace encodings relevant
, review stories. e them level detail l s items
and sharing
Tools
U-Map
University
Autonomy
in Europe
U-
Multirank
10
11. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
COMPARISON 2: Gleicher, et al (2011) - VISUAL COMPARISON FOR INFORMATION VISUALIZATION
Explicit
Juxtaposition Superposition representation
Tools of relations
U-Map
University
Autonomy in
Europe
U-Multirank *
11
12. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
COMPARISON 3: Behrens (2008) - VISUALIZATION METHODS
Tools University Interaction patterns most
U-
U-Map autonomy in
Multirank
common in use are
Visualzation Methods Europe
the selection of elements by
Discrete quantities (Simple Bar Charts, interacting with the checkboxes
Display Patterns Multiset Bar Charts and Stacked Bar
Charts).
or dropdown menus of the
interface.
Filtering (Layering, Active Objects,
Boundary Filters, Facet Browsing and
Dynamic Query).
Behaviour Arrangement (Selective Arrangement,
U-Map and U-Multirank tools,
Patterns Sortable Columns, Custom Dimensions allow the users to have behavior
and Isolated Comparisons). patterns such as filtering the
Exploration ("Details on Demand" and
information to access and
DataTips).
arranging it facilitate
Boolean selection (usually done with
interface elements such as radio buttons,
understanding and
Interaction comparison tasks, and allowing
checkboxes, and dropdown menus)
Patterns include:
Spatial navigation (Drag and Drop and
no data for a deeper exploration of
SelectionMasks).
data and information by giving
details on demand as well as
data tips.
12
13. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
DISCUSSION & CONCLUSIONS
All tools have adopted the visual presentation of data in a sunburst layout, and only offer one
type of visualization method, what makes this set of tools limited in what it concerns the
exploration of visual displays and interface interactions design.
Each sunburst line represents a unique indicator, made up by its length, or a multitude of squares.
In University Autonomy in Europe the more squares are filled, the more autonomous the HE
system. 13
14. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
Comparison by having visual
representation of 2 or more
instituions, according to specific
variables of interest to the user.
University Autonomy tool,
comparison is not allowed by
putting the sunburst graphs side by
side, visualization is not dynamic.
14
15. Comparison of Emerging IV Tools for Higher Education
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt Fernando Ramos| fernando.ramos@ua.pt
U-Multirank enables the creation of the user-selected groups of sufficiently comparable
institutions.
This two-step approach is completely new in international and national rankings.
3 set of tools are very similar in the visualization , and have non hierarchical data presentation.
2 set of tools are very similar in the interactions provided.
In such a strong social web context, it is noted that none of the IV tools allow the user to
collaborate, annotate or share visualizations.
There would be advantages to allow the user to save the result of his interaction patterns, and
to be able to export the visualization, or share it with others on the social web.
15
16. Information Visualization Application | 13 July 2012
THANK YOU!
COMPARISON OF EMERGING IV TOOLS FOR
Marta Pinto| martapinto@ua.pt Rui Raposo| raposo@ua.pt HIGHER EDUCATION
Fernando Ramos| fernando.ramos@ua.pt
This research is financed by FEDER grants under Programa Operacional Factores de Competitividade – COMPETE and by National Funds16
under FCT – Fundação para a Ciência e Tecnologia PTDC/CPECED/113368/2009COMPETE:FCOMP-01-0124-FEDER-014394