Synopsis Project: visualisation and storytelling with maps
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The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals. Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society. The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability. Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially. This presentation deals with visualisation and using maps in storytelling with maps as part o the training programme
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Synopsis Project: digital storytelling
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation explores digital storytelling and used in the training programme
Synopsis Project: storytelling with maps
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation introduces storytelling with maps as part of the training programme
Hum@n Project: Digital Storytelling module: Storytelling with maps
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Hum@n Project: Digital Storytelling module: Digital Storytelling in the Human...
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Hum@n Project: Digital Storytelling module: Stories, narratives and storytelling
Digital storytelling can be used as an effective teaching tool in education. It involves combining elements like setting, characters, plot, events, climax, and conclusion to engage students and help explain difficult concepts. Storytelling helps to build communities and share experiences in a social and memorable way. It facilitates the transfer of knowledge by making information more accessible and easier to understand through narrative. Digital storytelling also supports teaching, learning, and research by capitalizing on the power of stories to communicate and make connections.
Hum@n Project: Digital Storytelling module: Storytelling narratives
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
digital, storytelling, narratives, humanities, higher education, digital humanities
Hum@n Project: Digital Storytelling module: Storytelling Processes
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Synopsis Project: narratives and storytelling
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation looks at narratives and their uses in storytelling in the SYNOPSIS training programme
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Synopsis Project: digital storytelling
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation explores digital storytelling and used in the training programme
Synopsis Project: storytelling with maps
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation introduces storytelling with maps as part of the training programme
Hum@n Project: Digital Storytelling module: Storytelling with maps
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Hum@n Project: Digital Storytelling module: Digital Storytelling in the Human...
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Hum@n Project: Digital Storytelling module: Stories, narratives and storytelling
Digital storytelling can be used as an effective teaching tool in education. It involves combining elements like setting, characters, plot, events, climax, and conclusion to engage students and help explain difficult concepts. Storytelling helps to build communities and share experiences in a social and memorable way. It facilitates the transfer of knowledge by making information more accessible and easier to understand through narrative. Digital storytelling also supports teaching, learning, and research by capitalizing on the power of stories to communicate and make connections.
Hum@n Project: Digital Storytelling module: Storytelling narratives
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
digital, storytelling, narratives, humanities, higher education, digital humanities
Hum@n Project: Digital Storytelling module: Storytelling Processes
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Synopsis Project: narratives and storytelling
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation looks at narratives and their uses in storytelling in the SYNOPSIS training programme
Hum@n Project: Digital Storytelling module: Using StroyMaps
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learning
Authors: Vojko Strahovnik, Biljana Mećava
Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
Synopsis Project: an introduction to storytelling
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation introduces storytelling in the training programme.
Hum@n Project: Digital Storytelling module: Story-based learning
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Hum@n Project: Digital Storytelling module: Serious Storytelling
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Synopsis Project: storytelling processes
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation considers the processes for convincing storytelling as part of the project training programme
Digital Storytelling Workshop
This document provides an overview of a digital storytelling workshop. It discusses the power of stories and storytelling, defines digital storytelling as telling stories using digital technologies like words, images and sound. The document outlines the agenda which includes examples of animation and video stories. It describes the seven elements of digital storytelling like point of view, dramatic question, emotional content and pacing. Participants are given links to examples and an exercise to apply the concepts.
Power In Between Conference Analysis
The document discusses the role of research brokers and information intermediaries in supporting evidence-based policymaking for development. It notes that intermediaries play a critical role in connecting different actors and facilitating information flows between policy, practice, and research. The document outlines various roles of intermediaries, such as summarizing and translating information, enabling access to information, promoting research, and connecting different spheres of action. It recommends that intermediaries engage with the political aspects of their role, collaborate to improve information flows, and develop standards to professionalize the field. Intermediaries can contribute by making information more accessible and creating demand, as well as bringing in alternative perspectives and supporting marginalized voices.
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This presentation was given as part of Tech 2002, Social Media Production, at De Montfort University Leicester on 7th February 2014. The purpose of the session was to reflect on how the definition of digital literacy has developed over the last two decades, and how digital literacy has been defined within the context of the DigiLit Leicester Project (www.digilitleic.com)
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Digital storytelling uses digital tools to tell narratives, while new media refers to interactive technologies like websites and apps. Story maps simplify complex information by combining maps with narrative text, images, and multimedia. They engage readers and have various uses in technical communication, education, healthcare, and more. Effective story maps apply principles of information design like chunking text topics and displaying them visually through annotations, data visualizations, and more.
Principles of data visualisation 2021
Visualizing data tells compelling stories that increase research impact. It is important to know the audience and find the key story or message in the data. The type of visualization should be chosen based on the data, goals, and audience. Effective use of color, choosing the right visualization type, and understanding visual literacy principles are important for communicating with visualizations.
principlesofdatavisualisation2021-210407141546.pdf
Visualizing data tells compelling stories that increase research impact. It is important to know the audience and find the key story or message in the data. The type of visualization should be chosen based on the data, goals, and audience. Effective use of color, choosing the right visualization type, and understanding visual literacy principles are important for communicating with visualizations.
Teaching visualization: effective communication in visual formats
This document discusses effective strategies for teaching visual literacy. It defines a visually literate person as someone who can interpret visual media, use images effectively to design and communicate, and understand ethical issues related to visuals. It provides examples of visual literacy standards and competencies, such as determining needed visual materials and interpreting meanings from images. Effective practices for presentations using visuals are also outlined, such as using images and words together, limiting one idea per slide, and making slides understandable within three seconds. Sample assignments are proposed to help students develop visual communication skills.
Create a Georeferred Guide with Your Students
StoryMapJS is an open-source tool that allows users to create interactive georeferenced guides. It provides a simple editor to create a story map as a sequence of presentation slides, each describing a map location with header text, explanatory text, and optional media. The document discusses how StoryMapJS can be used to visualize existing content or create new content with geographical references. Examples provided include guides on locations in Florence and Prato, Italy created by teachers and students. Features of StoryMapJS allow users to add text, images, videos, and locate points on a map.
Principles of data visualisation 2020
This document provides guidance on principles of data visualization. It discusses why we visualize data, such as to communicate findings and inspire action. The visualization process involves getting and cleaning data, setting goals, and choosing visual types based on the data and audience. Effective use of color, narrative, and networks are also covered. The document emphasizes knowing the audience to select the right visual type and story to engage them. Overall it provides a helpful overview of best practices for data visualization design and communication.
Towards Digital Fluency
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
The use of graphic novels in information literacy instruction for malta
The use of comics in educational resources is not a new thing. In fact one can find multiple articles outlining how comics are used in fields of study such as English language (James, 2007), Mathematics and Social Sciences (Boerman-Cornell, 2013), Media (Doyle, 2008), etc... Comics are also being featured in University degree courses both as undergraduate or post-graduate studies. For example, the University of Florida in the US has a Comics studies credit where students and professionals study and teach comics; The University of Oregon, also in the US, has a whole faculty dedicated to Comics and Cartoon Studies; The University of Dundee, Scotland, offers a unique MLitt in Comics Studies and students can pursue their studies further after completion of the Master with a PhD in comics studies.
So how do comics and graphic novels teach readers to be information literate?
Designed visualisation: good design doing good?
The talk introduces ideas around design as an agent of change and how designed visual communications can operate within the field of argument visualisation.The opportunities present within the the EPSRC-funded platform for Election Debate Visualisation in 2015 allow for design to (re)invent within an area of critical need, situating the power of design and data visualisation in the service of telling compelling, engaging and illuminating stories to the audiences of the Prime Ministerial debates. Focusing on the inherent tensions between neutrality and visual clarity, and the power for beautiful design to allow for accessibility, the presentation will outline some challenges for the team in the creation of research tools, interfaces and visualisations and will touch upon some thoughts around methods for making and methods for testing the platform’s design prototypes.
Digital Literacy | Why it matters
Sildeset for discussion. Moving from a Freirian foundation to explore implications of digital literacy for civic and educational participation.
Ual2007
Mapping techniques can be useful for organizing academic research. Knowledge maps help researchers visualize their thinking, integrate information, and structure arguments. Mapping software like Compendium allows researchers to connect ideas, concepts and documents. It also facilitates collaboration by enabling groups to cumulatively build knowledge maps online.
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The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learning
Authors: Vojko Strahovnik, Biljana Mećava
Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
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The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation introduces storytelling in the training programme.
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A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Hum@n Project: Digital Storytelling module: Serious Storytelling
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Synopsis Project: storytelling processes
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation considers the processes for convincing storytelling as part of the project training programme
Digital Storytelling Workshop
This document provides an overview of a digital storytelling workshop. It discusses the power of stories and storytelling, defines digital storytelling as telling stories using digital technologies like words, images and sound. The document outlines the agenda which includes examples of animation and video stories. It describes the seven elements of digital storytelling like point of view, dramatic question, emotional content and pacing. Participants are given links to examples and an exercise to apply the concepts.
Power In Between Conference Analysis
The document discusses the role of research brokers and information intermediaries in supporting evidence-based policymaking for development. It notes that intermediaries play a critical role in connecting different actors and facilitating information flows between policy, practice, and research. The document outlines various roles of intermediaries, such as summarizing and translating information, enabling access to information, promoting research, and connecting different spheres of action. It recommends that intermediaries engage with the political aspects of their role, collaborate to improve information flows, and develop standards to professionalize the field. Intermediaries can contribute by making information more accessible and creating demand, as well as bringing in alternative perspectives and supporting marginalized voices.
Defining Digital Literacy: in the context of the DigiLit Leicester Project
This presentation was given as part of Tech 2002, Social Media Production, at De Montfort University Leicester on 7th February 2014. The purpose of the session was to reflect on how the definition of digital literacy has developed over the last two decades, and how digital literacy has been defined within the context of the DigiLit Leicester Project (www.digilitleic.com)
Digital Literacy
Digital literacy is the ability to understand and use information from various sources presented through computers in an ethical manner. It involves skills like critical thinking, writing, social networking, collaboration, and information processing. Researchers have studied how technology and digital literacy can enhance learning in schools. Teaching digital literacy does not need to be difficult and can involve using various online tools and technologies to extend knowledge, collaborate, develop skills, and be creative. Embracing technology and digital literacy allows interaction at the human-computer interface and construction of texts to share experiences.
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Similar to Synopsis Project: visualisation and storytelling with maps
Lecture: Digital Storytelling and New Media Design
Digital storytelling uses digital tools to tell narratives, while new media refers to interactive technologies like websites and apps. Story maps simplify complex information by combining maps with narrative text, images, and multimedia. They engage readers and have various uses in technical communication, education, healthcare, and more. Effective story maps apply principles of information design like chunking text topics and displaying them visually through annotations, data visualizations, and more.
Principles of data visualisation 2021
Visualizing data tells compelling stories that increase research impact. It is important to know the audience and find the key story or message in the data. The type of visualization should be chosen based on the data, goals, and audience. Effective use of color, choosing the right visualization type, and understanding visual literacy principles are important for communicating with visualizations.
principlesofdatavisualisation2021-210407141546.pdf
Visualizing data tells compelling stories that increase research impact. It is important to know the audience and find the key story or message in the data. The type of visualization should be chosen based on the data, goals, and audience. Effective use of color, choosing the right visualization type, and understanding visual literacy principles are important for communicating with visualizations.
Teaching visualization: effective communication in visual formats
This document discusses effective strategies for teaching visual literacy. It defines a visually literate person as someone who can interpret visual media, use images effectively to design and communicate, and understand ethical issues related to visuals. It provides examples of visual literacy standards and competencies, such as determining needed visual materials and interpreting meanings from images. Effective practices for presentations using visuals are also outlined, such as using images and words together, limiting one idea per slide, and making slides understandable within three seconds. Sample assignments are proposed to help students develop visual communication skills.
Create a Georeferred Guide with Your Students
StoryMapJS is an open-source tool that allows users to create interactive georeferenced guides. It provides a simple editor to create a story map as a sequence of presentation slides, each describing a map location with header text, explanatory text, and optional media. The document discusses how StoryMapJS can be used to visualize existing content or create new content with geographical references. Examples provided include guides on locations in Florence and Prato, Italy created by teachers and students. Features of StoryMapJS allow users to add text, images, videos, and locate points on a map.
Principles of data visualisation 2020
This document provides guidance on principles of data visualization. It discusses why we visualize data, such as to communicate findings and inspire action. The visualization process involves getting and cleaning data, setting goals, and choosing visual types based on the data and audience. Effective use of color, narrative, and networks are also covered. The document emphasizes knowing the audience to select the right visual type and story to engage them. Overall it provides a helpful overview of best practices for data visualization design and communication.
Towards Digital Fluency
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
The use of graphic novels in information literacy instruction for malta
The use of comics in educational resources is not a new thing. In fact one can find multiple articles outlining how comics are used in fields of study such as English language (James, 2007), Mathematics and Social Sciences (Boerman-Cornell, 2013), Media (Doyle, 2008), etc... Comics are also being featured in University degree courses both as undergraduate or post-graduate studies. For example, the University of Florida in the US has a Comics studies credit where students and professionals study and teach comics; The University of Oregon, also in the US, has a whole faculty dedicated to Comics and Cartoon Studies; The University of Dundee, Scotland, offers a unique MLitt in Comics Studies and students can pursue their studies further after completion of the Master with a PhD in comics studies.
So how do comics and graphic novels teach readers to be information literate?
Designed visualisation: good design doing good?
The talk introduces ideas around design as an agent of change and how designed visual communications can operate within the field of argument visualisation.The opportunities present within the the EPSRC-funded platform for Election Debate Visualisation in 2015 allow for design to (re)invent within an area of critical need, situating the power of design and data visualisation in the service of telling compelling, engaging and illuminating stories to the audiences of the Prime Ministerial debates. Focusing on the inherent tensions between neutrality and visual clarity, and the power for beautiful design to allow for accessibility, the presentation will outline some challenges for the team in the creation of research tools, interfaces and visualisations and will touch upon some thoughts around methods for making and methods for testing the platform’s design prototypes.
Digital Literacy | Why it matters
Sildeset for discussion. Moving from a Freirian foundation to explore implications of digital literacy for civic and educational participation.
Ual2007
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now. They are very often used not only in technical publications but these words and collocations are also used by the public. It is possible to say that primarily social media could
be described as buzzword (fashion word and vogue word).
Virtual Heritage Techniques to improve paper selection
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Library trends and_theory
This document discusses how information seeking has changed with new technologies and the importance of libraries adapting to remain relevant. It covers several key points:
1) The rise of digital information has created new challenges for information seekers to evaluate and make sense of vast amounts of data.
2) Libraries must help patrons navigate this environment by facilitating understanding, problem-solving and decision making.
3) Emerging technologies like mobile access, eReaders, social networking and cloud storage are shifting how users interact with information and each other.
4) Libraries are exploring new tools and platforms like apps, tutorials and social media to engage patrons wherever they are accessing information.
PresentationByQiyuZhengZ3234485
1. The document discusses visuals as a text and a means of meaning making through various modalities like images, colors, and layouts on mediums such as newspapers, websites, and visual art.
2. It outlines both optimistic and pessimistic concerns regarding the use of visuals, noting potential benefits like unique and effective information reaching larger audiences but also risks like visuals being misleading or sensational.
3. The document analyzes how visual strategies on a specific website case study both provide freedom of expression as a multimedia experience, but also limitations as an authorized narrative from an institutional perspective.
Crafting poems for data analysis?
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
The development of digital literacy in adapting to the UK learning environment
This document summarizes a study on the development of digital literacy among Chinese international postgraduate students adapting to the UK learning environment. It outlines the research background, methodology, and conceptual framework. Key findings from interviews suggest students' digital literacy practices transitioned as they relied more on institutional resources like Blackboard and email for communication. Practices were shaped by individual and contextual factors like discipline, technology access, and expectations of study.
The Academic Book of the Future - Dr Samantha Rayner and Simon Tanner
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This document discusses a project examining the role and purpose of academic books in serving scholarship and learning. The project has two phases: the first involves literature reviews and evidence gathering to understand issues, and the second establishes a community coalition to conduct focused mini-projects. The goal is to investigate opportunities and challenges of technological developments while extensively consulting the academic, publishing, and library communities. The project aims to sustain and enhance the impact of arts and humanities research by navigating breadth and depth of impact from all perspectives.Similar to Synopsis Project: visualisation and storytelling with maps (20)
Lecture: Digital Storytelling and New Media Design
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principlesofdatavisualisation2021-210407141546.pdf
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Teaching visualization: effective communication in visual formats
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Making connections through multimodal tasks in virtual exchanges- IAEI Interc...
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The development of digital literacy in adapting to the UK learning environment
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The Academic Book of the Future - Dr Samantha Rayner and Simon Tanner
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More from Karl Donert
The role of Geography in climate education: science and active citizenship
“Climate change concerns all of us, and everyone can take action for the climate” (European Commission, 2020). Our planet is experiencing significant and accelerated change caused by greenhouse gases emitted by human activities. We are gathering significant scientific data looking to understand and then seek solutions to the issue. The effects of climate are being felt on all continents and are predicted to become more and more intense, with severe consequences for our economies and societies.
To stop climate change from getting worse, the European Commission confirmed we must take urgent climate action so that we can adapt to the changes happening now, and in the future, to limit the damage. The European Commission has established an “Education for Climate” initiative which promotes education for and about climate change as a flagship initiative of the European Education Area. Developing relevant, high-quality teaching in schools will be fundamental for the future.
EUROGEO responded by sharing its experience and expertise in developing and promoting a series of innovative educational projects to help empower teachers and educators to establish active citizenship approaches, embracing scientific studies through geographical education.
This presentation establishes the framework of the EC “Education for Climate” initiative and share the tools and resources generated, including data dashboards and training materials (Teaching the Future project), an e-Book and application (MyEcoTrack), a teacher MOOC using GIS in teaching about climate (GIS-T) a teaching resource gallery (GeoDem), training resources of GEA (Growing into Eco-conscious adults) and an initial teacher education climate curriculum (TECCHED).
GEOLAND Landscape Policy Case Study: Flanders
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Flanders (Belgium)
Geoland Policy-Briefing For Students
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a ;policy briefing on Europe, the Paliament, European Commission and Council of Europe
Geoland-policy-Spain.pptx
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Spain
GEOLAND Landscape Policy Case Study: Bulgaria
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Bulgaria
GEOLAND Landscape Policy Case Study: Greece
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Greece
GIS-T Training Course introduction
This document discusses the importance of using GIS (geographic information systems) in teaching climate change. It notes that the current approach of focusing only on individual mitigation actions is ineffective. GIS should be a core teaching tool as it allows students to visualize climate processes geographically. The document also reviews literature on effective climate education, noting it needs to include alternative visions of the future, accept complexity, incorporate different types of knowledge, focus on justice and collective decision-making, and empower students as agents of change.
EAT Project Assessment Mapping
EAT is an Erasmus Plus KA2 Project which seeks to address enhancing Equity, Agency, and Transparency in Assessment practices in higher education.
EAT aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed participatory assessment framework (EAT; Evans, 2016).
The project produces a suite of practical resources to support academic staff in developing a student-centred approach to assessment, and to share good practice.
This presentation is part of the training course for higher education teachers, supporting development of learner self regulatory skills through development of a self-regulatory competency framework.
GEODEM Krakow 2023 Presentation
This document discusses the GeoDem project, which aims to connect geography, democracy, European citizenship, and the digital age. It focuses on using geo-technology and open data to empower citizens. The project received a Jean Monnet Award and will address issues like climate change, migration, and the EU Green Deal. It will also work to improve geographic education and digital competencies. The document advocates for teaching geography in European schools to help students understand regional diversity and solidarity, and their place in an interdependent world. It provides examples of themes and learning outcomes for teaching European geography.
GEODEM Project IGU 2022
A presentation of aims and outcomes of the GeoDem project: Geography democracy, European citizenship in a digital age. The work of EUROGEO is established and the products from the project are described. GeoDem will continue until August 2023.
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the EUROGEO conference in Krakow, 27-28 April 2023.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
This presentation presents a workshop on establishing a benchmark statement about what should be taught about Europe
BALANCE Green SMEs
A presentation about the Balance: green and stable project. The project seeks to create an environment within which Small and Medium Enterprises are able to develop sustainably and thereby increase their efficiency and profitability.
The presentation introduces why SMEs are an important target group. It then explore sustainability policy in the EU and the Green Deal and Green Jobs. It concludes by exploring sustainability management .
ONLIFE Project
This is a presentation introducing the Erasmus Plus ONLIFE Project, prepared as part of first module of the training course developed for teachers and educators.
Since Covid-19 emerged as a pandemic in 2020 many governments around Europe were compelled to take extreme measures of lock down.
As a result, millions of Europeans were forced to stay home for an extended period of time. Unexpectedly all teachers had to teach from home, students continued learning from home and parents had to support their kids becoming in some ways home teachers.
This new reality found most teachers, unprepared to adapt their teaching.
In order to help address this, the ONLIFE project aims to develop a methodology which will support the life adaptability of teachers in the online teaching process in School Education so they can have hybrid competences as teachers.
ONLIFE aims at supporting the European Union priority Digital Educational Action Plan
ONLIFE stands for Empower hybrid Competences for Onlife Adaptable Teaching in School Education in times of pandemic.
The project aims at empowering teachers and school leaders to face the digital transformation of the educational system in time of crisis. Indeed, the goal is to reinforce the schools to provide high quality and inclusive digital education to their students through the development of:
1. A Guidebook “Pattern for enhancing digital technologies in School education
2. A Training course for teaching in School education
3. ONLIFE Learning Paradigm (OLP): Teacher Competences, Methods & Approaches in School education
4. Recommendation and guidelines for School System bodies in providing useful framework instruments to improve teaching quality.
What is Onlife?
A presentation introducing the concept of Onlife, prepared as part of the Erasmus Plus ONLIFE project examining online education and training.
The information era, along with the technologization process, makes it difficult to avoid the use of technological devices and the hyperconnectivity that they entail. In recent years, advances in technology have generated a considerable and extensive wave of changes and transformations in all areas of life, including the self. In the case of young people, the effects of this hyperconnectivity are being experienced with greater intensity since they are in the middle of their identity development. Hence, digital devices may be influencing the identity definition of our younger generations.
GEOLAND Presentation UN-GGIM
The GEOLAND Project was presented at the United Nations as part of the twelfth session of the United Nations Committee of Experts on Global Geospatial Information Management (UN-GGIM). The meeting was held from 3 – 5 August 2022.
GEOLAND deals with the concepts, data, tools and technologies concerning the monitoring of landscapes based on the rules of the European Landscape Convention (ELC). As a result the project aims to inform and advise students and their professors concerning the policy implications of undertaking landscape monitoring and assessment. GEOLAND will help students and professors to comprehend the problems that arise from heterogeneous applications of ELC and suggest possible solutions to these issues.
The GEOLAND project also seeks to reinforce European Policy in landscape conservation as well as national and local actions regarding the implementation of the European Landscape Convention.
It will seek to provide essential recommendations for policy makers and maintain a dialogue with relevant stakeholders, open for future development. The methodology employed is eventually expected to constitute a road map for relevant studies not only in Europe but also worldwide.
UN-GGIM is the relevant inter-governmental body on geospatial information in the United Nations, UN-GGIM reports on all matters relating to geography, geospatial information and related topics to the United Nations Economic and Social Council (ECOSOC).
GeoDem: Geography democracy, European citizenship in a digital age
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the IGU centenial conference in Paris, July 18th 2022.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
MyEcoTrack Use Your Voice - Protect the Climate
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Climate friendly lifestyle from the My Ecotrack project
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Synopsis Project: training - Guide to specific fundraising tools for cultural...
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with a range of specific tools necessary for fundraising for cultural heritage organisations
Synopsis Project: training - Fundraising Tools - Part 2
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation provides information about the generic tools necessary for developing a fundraising campaign for cultural heritage
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Synopsis Project: visualisation and storytelling with maps
- 1. Storytelling With Maps Module: Storytelling for Cultural Organisations
- 2. Digital Maps 1 • Digital maps are a gateway to discover the physical and cultural world • Maps transmit spatially-related information, including oral or written stories about places • Maps are useful for understanding issues and for solving real problems • Maps stimulate the imagination, providing orientation to places and people (Fox, 2016). Fox, C., 2016. The Value of Story Mapping for Coastal Managers, Doctoral dissertation, University of Rhode Island, http://www.edc.uri.edu/mesm/Docs/MajorPapers/Fox_2016.pdf Image source: https://commons.wikimedia.org/wi ki/File:Great_Salt_Lake_Map.jpg
- 3. Digital Maps 2 • Maps offer a visual model that helps to organise thoughts • Maps help you tell a clear, compelling story • They encourage communication about aspects in the story • Maps can highlight the questions and answers that anchor a presentation • Maps provides a clear visual reference for identifying information gaps and exploring potential new directions Image source: https://pxhere.com/en/photo/1569701
- 4. Visualisation Research (Lee et al., 2015) • Storytelling with maps encourages visualisation as a medium to tell compelling stories • Story elements can be visualised to support intended messages • Visualisation provides design elements that form a story and presentation methods that are used to “tell” it • Data visualisation contributes to communication and information presentation Lee, B., Riche, N.H., Isenberg, P. and Carpendale, S., 2015. More than Telling a Story: A Closer Look at the Process of Transforming Data into Visually Shared Stories. IEEE computer graphics and applications, 35(5), 84-90
- 5. Visualisation Techniques 1 Image Source: https://commons.wikimedia.org/wiki/File:Social_ Network_Analysis_Visualization.png • Visualisation can include annotations as labels, pointers, text, or narration to clearly highlight and emphasize the message, and to avoid ambiguity. • Story pieces can be presented in a meaningful order and connections made between them to support high-level communication.
- 6. Visualisation Techniques 2 • Boy et al. (2015) used narrative visualisation techniques • Information visualisation was both interactive and exploratory • Maps can be used as creative tools where findings can be presented and share their findings. • Making your own StoryMap helps demonstrate your understanding of the subject matter. • StoryMaps can be used to plan, summarise, and write your own main ideas, issues, problems, characters, setting, and plot for a story. Boy, J., Detienne, F. and Fekete, J.D., 2015, Storytelling in Information Visualizations: Does it Engage Users to Explore Data? In Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems. 1449-1458. ACM.
- 7. For example: the use of a photo gallery and map encourages exploration and questioning Image Source: https://www.flickr.com/photos/ecologywa/33166246473/
- 8. World Heritage Sites https://storymaps.esri.com/stories/2017/world-heritage/ For example: digital magazine
- 9. Congratulations! You have successfully completed this presentation Storytelling for Cultural Organisations