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Finding Visualizations Tools and Integrating them into your Classroom

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Where to find visualization tools. Integrating them into your classroom. Practice time: find a visualization, evaluate ... Part I: Finding Visualization Tools ... – PowerPoint PPT presentation

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Title: Finding Visualizations Tools and Integrating them into your Classroom


1
Finding Visualizations Tools and Integrating them
into your Classroom
  • Karin Kirk, Cathy Manduca, Carol Ormand
  • Science Education Resource CenterCarleton
    College

the Science Education Resource Center at
Carleton College
SERC
2
Outline
  1. Where to find visualization tools
  2. Integrating them into your classroom
  3. Practice time find a visualization, evaluate it
    and think about how youd apply it.

3
Part I Finding Visualization Tools
  • Begin with learning goals what do you want
    students to learn?
  • Degree of complexity tailored to students
    level of understanding
  • Context for use how will you apply this tool in
    class?
  • The clearer you are about what you are looking
    for, the easier it will be to recognize when
    youve found it.

4
Some favorite places to look
5
Part II Integrating Visualization Tools
  • Visualization tools are just that. Just as a hoe
    doesnt do the weeding without a gardener
    attached to it, a new GIS platform requires
    careful integration and guidance from the
    instructor in order for it to be successful.

6
Cognitive impacts of using visualizations
Strengths Information in multiple modes improves
comprehension Organization improves
memory Complex relationships or processes can be
easier to understand Weaknesses Simple diagrams
cannot accurately convey complexity of process or
its time scale Complex diagrams are too advanced
for most learners From Michelle Hall-Wallace,
On the Cutting Edge visualization workshop
7
  • The cognitive processes required to make sense of
    visualizations are not a natural consequence of
    exposure to visualizations (Libarkin and Brick,
    2002)

8
Some things to scaffold
  • Geoscience content
  • Visual cues perspective, 3-dimensions, scale
  • Degree of inquiry directed vs. free exploration
  • Technical requirements and how to interact with
    the visualization

Description of the activity/assignment To prepare
for this assignment students have already used
Google Earth to examine beach erosion, but they
have not yet created any new content with Google
Earth. Students are already competent navigators
and are accustomed to the perspective views used
in Google Earth. In this assignment students
first go through a prepared Google Earth tour on
Juneau Icefield glaciers, and answer questions
about glacier features. Then students create
their own Google Earth tour, using placemarks to
identify key features of their glacier. http//ser
c.carleton.edu/NAGTWorkshops/climatechange/activit
ies/21214.html
9
Evaluating Potential Visualizations
  • Topic___________________
  • Learning goal____________
  • Audience level___________
  • 1. Does the visualization
  • Match my classroom goals?
  • Build on what students already know?
  • Clearly illustrate the concepts at hand?
  • Emphasize or isolate the key concept?
  • Contain sufficient arrows, labels, scale and
    other information so that students can orient
    themselves?
  • Match the mental model I want students to create?
  • Helps students overcome common areas of
    difficulty?
  • (Optional) Allows students to work with data and
    manipulate the imagery to create a deeper
    understanding?
  • Allow opportunities for reflection, discussion,
    and synthesis?
  • 2. Is the tool flexible enough to customize for
    my specific use? (if applicable)
  • 3. In what type of context would you use this
    visualization? (illustrated lecture, interactive
    lecture, lab activity, independent exploration,
    reflection/synthesis, assessment)
  • 4. What kind of scaffolding, guidance, or
    instructions will you provide along with the
    visualization?
  • 5. How would you assess if the students are
    achieving the learning goals?

10
Part III Practice (30 minutes)
  1. Find a partner
  2. Identify a geoscience topic that you might teach.
  3. Determine the goal for teaching with this
    visualization(Dont spend too much time on steps
    1-3)
  4. Find a visualization that fits the goal,
  5. Use the checklist to evaluate it.
  6. Consider how you would scaffold this
    visualization.
  7. Discussion (last 10 minutes)

11
Where to start
  • http//serc.carleton.edu/introgeo/visualizations/h
    ow.html
  • Data Visualization Links
  • Visualization of Model Output
  • Visualization Software Links
  • Plus related links to other SERC sites
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