Finding Visualizations Tools and Integrating them into your

Classroom

Karin Kirk, Cathy Manduca, Carol Ormand

Science Education Resource CenterCarleton College

SERCSERCthethe Science Education Science Education

Resource CenterResource Center atat Carleton CollegeCarleton College

Outline

1. Where to find visualization tools2. Integrating them into your classroom3. Practice time: find a visualization, evaluate it

and think about how you’d apply it.

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 you’ve found it.

Some favorite places to look

Part II: Integrating Visualization Tools

Visualization tools are just that. Just as a hoe doesn’t 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.

Cognitive impacts of using visualizations

StrengthsInformation in multiple modes improves comprehensionOrganization improves memoryComplex relationships or processes can be easier to understand

WeaknessesSimple diagrams cannot accurately convey complexity of process or its time scaleComplex diagrams are too advanced for most learners

From Michelle Hall-Wallace, On the Cutting Edge visualization workshop

The cognitive processes required to make sense of visualizations are not a natural consequence of exposure to visualizations (Libarkin and Brick, 2002)

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/assignmentTo 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://serc.carleton.edu/NAGTWorkshops/climatechange/activities/21214.html

Description of the activity/assignmentTo 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://serc.carleton.edu/NAGTWorkshops/climatechange/activities/21214.html

Evaluating Potential VisualizationsTopic:___________________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?

Part III: Practice (30 minutes)

1. Find a partner2. Identify a geoscience topic that you might

teach. 3. Determine the goal for teaching with this

visualization(Don’t 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)

Where to starthttp://serc.carleton.edu/introgeo/visualizations/how.html

– Data Visualization Links– Visualization of Model Output– Visualization Software Links– Plus related links to other SERC sites