map-based data visualization instructional design project

8/10/2019 Map-based Data Visualization Instructional Design Project

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Instructional Design Project: Map-based data visualization

Part 1. Topic

Goal statement:

Students will learn how to create effective (geographic) map driven news stories so asto support capstone project execution.

Audience description:

The audience for this instruction is undergraduates at Lafayette College enrolled in atraditionally taught Film and Media studies course entitled Visualizing Information.

Part 2. Analysis Report

Need assessment survey:

With our needs assessment survey we were not only seeking to assess learner needs,

attitudes and past experiences, but also trying to build enthusiasm and allay potential

fears regarding the topic of data visualization.

Based on first-hand experience with the students relative to the adoption of othertechnology in the course and discussion with the instructor, it was evident prior to

deploying the survey, that this would be a subject matter that few of the learners had

any experience with.

The questionnaire was intentionallydesigned in Typeform as this was a tool

the learners had previously utilized in thecourse and we were seeking to reinforce.

Typeform was also chosen because of itsclean design and ability to easilyaccommodate visuals. We wanted to

include visual examples to help explainthe concepts we were asking about and

to generate some cool factor.

The questionnaire mainly focuses on assessing prior knowledge/experience with datavisualization and related tools, but also included questions designed to assess attitudes

towards the topic. Furthermore, we probed for specific data visualization capabilitiesthat students would like to acquire by asking them to provide the link of a news story

visualization that they would like to be able to create

A complete set of screenshots from the learner survey can be found in the appendix.

The actual survey can also be accessed via http://tinyurl.com/p27vhvh

Note: The needs assessment questionnaire addressed the broader topic of data

visualization. This ID project was subsequently focused on map driven news stories.

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Part 2. Analysis Report (contd)

Needs assessment data:

Out of 21 enrolled students, we received 15 responses to our survey. The following

summarizes the key findings and implications regarding learners needs based on thesurvey results.

Key Findings:

Relative to self-assessed competency with Excel or Google Spreadsheets

(common programs leveraged in data analysis and map creation), there is

significant experience. No one was completely new to such programs.

Majority of learners have experience creating the most basic data visualizations --bar/column charts and pie/doughnut charts.

0% 10% 20% 30% 40% 50% 60%

Power User

Proficient

Novice

Never Touched

Level of Spreadsheeting Experience

0% 20% 40% 60% 80% 100%

Yes

No

Experience creating bar/column charts?

Yes

73%

No

27%

Experience creating piecharts?


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There is significantly less experience amongst the learners in leveraging mapcreation programs.

o Only !of learners have used Google Maps (arguably the most common

map creation program). These learners all source from the proficient

and power user group relative to spreadsheeting.

o And no learner had any experience with data visualization packages

typically leveraged to create heat maps (e.g., Tableau or Google Fusion)

Similarly, there is little learner experience with infographic creation or less

common data visualizations.

o 13% had any experience with the leading custom infographics creationprograms such as Piktochart.

o Experience creating less common data visualizations: scatter plots (40%),pictorial charts (7%) and tree maps (0%).

Relative to data acquisition (downloading data sets) and manipulation (creating

pivot tables -- a common mechanism for working with larger data sets), learner

experience is minimal (13% and 0%, respectively)

Implications: Relative to more complex data visualizations, this is a start from scratch

instructional scenario. We can rely on basic learner competency navigating

spreadsheets and some degree of familiarity with Google Maps.

Ability to create a realistic and effective instructional design plan that covers

both map and infographic driven new stories in 2-3 days of class time isunrealistic. As such, this ID plan will focus on map driven news stories.

If group work is leveraged in instruction, it may make sense to purposefullydistribute more experienced spreadsheeters across the groups.

0% 20% 40% 60% 80%

Yes

No

Have used Google Maps for map creation


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Appropriate software tutorials will need to be identified (or created) and madeavailable to learners

Description of the learners

This section provides insight into learner characteristics and associated needs based on

analysis of the needs assessment survey as well as conversations with the instructor andfirst-hand observations and discussions with the learners in the actual classroom setting.(I have been on-site once a week).

Summary of key findings

From the survey (attitudes):

Learners believe data visualization is vital to being a modern journalist

In classifying learner provided links relative to what they would like to be able tolearn how to create, infographics are at the top of the list and not maps.

0% 10% 20% 30% 40% 50% 60% 70% 80%

Crucial

Important

Somewhat

Not Important

Importance of Data Visualization

0% 10% 20% 30% 40% 50% 60%

Infographics

Maps

Charting/dashboarding

Classification of Learner Links


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From the survey:

The learners consists of undergraduates ranging in age from 18 to 34

The learners represent a range of years in school: 13% first year, 40% second

year, 27% third year and 20% fourth year or higher The average learner has taken 2.5 Film and Media courses at Lafayette (including

current courses) with the range being between 1 and 9

From the instructor/observation:

Film and media studies program at Lafayette is more conceptual than technical

Degree of technology integration at college in general is relatively low

Students are generally used to being told what to do, rather than having to figureit out or teach themselves

That said, ability and openness of students to engage with new technology thus

far in course has been high

Formula of exposing student to examples and then having them go off on their

own and create artifacts (leveraging identified tutorials) has been successful

Instructor believes as tasks/technology complexity increases, greater use ofgroup work is needed

Overall attitude of the students towards intensive use of technology and high

rate of novelty (i.e., new programs/apps introduced virtually every week) ispositive, but there was a challenging initial adjustment period.

Data visualization unit will fall at end of class and follows what is anticipated tobe the most popular course module regarding video story telling

Description of the Learning Context

The following provides an overview of the learning context based on conversations and

observations:

General

Class is currently in progress and at midway point of 15 week term

Class is held three days a week (M, W, F) from 2:10 to 3:00pm

Class attendance is typically high, but there are a fair amount of athletes in

program who have excused absences

Completion rate on assigned homework activities is generally high


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Physical setting

Course is held in what is referred to as one of the smart classrooms

o 6 circular tables, each consisting of 5 individual networked terminals with

access to internet/network resources. Large screen TVs at each table.

o

An instructor area at front of room with capability to broadcast to largescreen TVs from networked or connected devices

o Capability exists to project an individual learner terminal to large screens

o Available bandwidth (and consequent speed of internet access) fluctuates

in room based on surrounding area usage. No remedy to this.

o No cell phone service in classroom

Instructional technology support

Problem based IT support is typically readily available. IT support room for

college located just down the hall from classroom.

No instructional guidebook to maximize technology resources in the smart

classroom setting appears to exist.

Somewhat sensitive dynamic in that majority of instructional technology for class

is being implemented/overseen by individual outside of college IT staff (me).

o All IT needs have to be funneled through instructor rather than direct

contact by Instructional Designer

Instructor

Freelance journalist who is also employed in the Colleges communicationdepartment

First time teaching this course, but has taught other departmental courses

Well liked and historically very well reviewed by students

Weaker tech know-how and higher dependence upon Instructional Designer to

take lead on technology selection, instructional guidance and support

Very open minded to use of technology and highly adaptive once exposed

Subject Matter Expertise

Though perhaps not ideal, in this scenario the instructional designer and the leadsubject matter expert are by necessity one in the same (me)

o I have close to two decades in the marketing analytics industry

The instructor (who is also a working journalist) is somewhat of a subject matter

expert in the general topic of data visualization but not the technical execution


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My plan is to also leverage a former professional colleague who has beeninvolved in both training employees on data visualization techniques as well as

hosting client training sessions on related topics

Instructional approach

Flipped classroom setting with little traditional lecturing. Frequent guestspeakers (in-person or via Skype)

One day a week typically dedicated to discussion topics

One day a week typically dedicated to artifact creation/discussion and related

best practices

Largely constructivist environmento Emphasis on journalistic artifact creation tied to topic of learners choice

o Learner centered, project based learning

Some connectivist influenceso Community of learning that extends beyond course or even college (e.g.,

Skyping with professional contacts)

o Students encouraged to create their own network of resources via

Pearltrees social bookmarking service

o High use of web 2.0 technologies (essentially one new tech per week)

o Tutorial resources drawn from the internet community

o Instructor leading by example (practicing professional journalism,

instructor execution of assigned artifacts)

Information technology overview

Core LMS is a beta product called Chalkup (www.chalkupedu.com) that was

developed by Lafayette college alumni

o Normal beta type glitches

o Does not support nested discussion

o Has been supplemented by use of private Google+ community. Links tocomplete assignments are typically posted here.

Links and resources (as well as student artifacts) are shared via Pearltrees

o

Students are part of class Pearltree team and contribute resources

All students have their own Wordpress blog which they contribute to weekly

New topics and means of visualizing information (and new associatedtechnologies) are introduced weekly

In general, there is a an attempt to reintroduce learned technologies in different

learning context to further cement retention


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o Typeform was utilized in the class wide crowdsourcing effort, individual

blogging exercises and now to survey learners

o Flipboard was used to curate topic specific magazines and then used as aninput for individual word cloud visualization efforts

o

Pearltrees is used to curate resources but was also used as a means totell a non-linear news story through the use of links

Last 2 weeks of semester (exam time) will be dedicated to the completion of a

capstone small group project. See next section regarding performance context.

Transfer Context

There are two relevant transfer environments relative to this class.

The first and most pressing transfer environment is a small group capstone

project where all means of visualizing information that have been studied will be

incorporated (e.g., blogging, content curation, podcasting, video, hypermediamash-ups and data visualization).

o As of the initial drafting of this ID document, the capstone project was

envisioned to focus on the results of a recent local election. As heat

maps are often a key element in election reporting, there was initially acritical need to teach heat maps.

o As of later drafting of this document, the capstone project focus shifted

away from the election theme. Any type of map-based visualization can

now be leveraged in the capstone project. This creates the need to

provide equal coverage of geographic and heat maps as well as story maptype applications.

o This was further argument for spinning off infographics into a separatemodule and focusing this module (& ID project) on map driven stories.

o The transfer setting differs from the instructional setting in that this is asmall group (4-5 people) project as opposed to an individual undertaking

with different team members dedicated to specific executionalelements/topics (e.g., not everyone creates data visualizations)

The second one is the ability of the students to continue to be a part of thejournalistic conversation beyond this course setting. The instructional

technologies leveraged and skills learned in this course should enable this.Conscious choices have been made to leverage technologies that will be available

to students (free of charge) outside of the college setting. One exception is thatclass blogs would need to be eventually transferred outside of the college blog

hosting environment.


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Content analysis

A flow chart of the revised learning goals and objectives is shown below (& via this link):

Part 3. Planning

Rationale

Why this topic? What need does it meet?

In todays world, journalists need to be equally adept at writing, multimedia and data

visualization. As where is one of the five Ws of journalism, the need to be able tocommunicate effectively via maps is one of the most common data visualization needs.


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I also chose this topic because of all of the modules in the multimedia journalism coursethat I have been helping out with this semester, data visualization and mapping is the one

area where I have the most first-hand experience, having worked in the data analyticsfield for over 15 years. Finally, data visualization is a subject matter that I believe many

people judge to be significantly less creative than other areas of journalism. I wanted to

help dispel that notion.

Supplantive or generative strategies:

The general path of instruction for the course for which this module is being designed:

Discuss real-life examples (and non-examples) of particular form of journalism

Analyze what constitutes effective practices

Learn from real-life practitioner (as available via Skype)

Provide overview of artifact learners need to create Review instructor created artifacts

Direct learners to appropriate resources (tools and aids)

Learners self-teach themselves software tools

Learners create artifacts

Artifacts are discussed and critiqued in class setting

Given this, the general instructional approach for the course would definitely beclassified as almost 100% learner driven (generative) rather than instructor driven

(supplantive). There is little information or knowledge that is fed directly to thelearners by the instructor in this course.

The starting point was to design this module to be consistent with others in this course.However, based on initial discussions with the instructor, review of the learner survey

data and first-hand observation of the learners, there were some key distinctionsbetween the data visualization module and other modules in the course (e.g., blogging,

tweeting, podcasts, photo stories, etc.):

Higher learner novice quotient

Lesser first-hand instructor familiarity with topic

Greater concern over ability for learners to self-teach software

o Especially after seeing Google Fusion

Some perceived subject matter reticence

Concern over learner ability to create heat maps on their chosen topic

Follows likely favorite and most creative module (video stories)


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So a key decision needed to be made as to whether to alter the general instructionalapproach for this module (more supplantive) or alter the initial instructional design plan.

We opted for the latter alter the instructional design. The following changes were

made to the initial plan so as to accommodate the considerations listed above:

Mapping made a distinct module, rather than combining with infographics

Substitution of more user friendly software (as will be discussed, the alteration of

the capstone project also enabled this)

Agreement to incorporate pairs and in-class activities to offset potential

concerns regarding complexity of heat map creation

Addition of Google Maps and story map activity

Shifting of core artifact assignment from heat map to a story map (moreuniversal, ties into photo/video stories created in previous modules)

Addition of high engagement intro activity to help spark interest in moduleSeveral of these points will be further elaborated upon in subsequent sections of this

document.

Pedagogical approach:

The underlying pedagogy of this course and this module would be best described as

modified connectivism.

Key connectivist elements:

Intensive technology usage

Instructor positioned as peer and fellow participant

Reliance upon open resources and free web 2.0 technologies

Learning from multiple voices

o Skype guests

o Tutorials sourced from variety of different authors

Authentic artifact creationo Student blogs are publicly published, not behind school walls

High degree of user freedom

o

Subject matter! Choice of journalistic topic

o Technologies! Lead technologies are recommended (for which tutorial

resources are identified), but learners can use others


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Key modifications or constraints to ensure positive learner experience:

Access to college IT support (not exclusively dependent upon the network)

Use of small group and pairs activities (to offset cognitive load)

Identification of lead technologies and associated tutorials (learners are not

forced to identify these themselves)

Learners contribute to knowledge base (e.g., identifying and analyzing examples),but are not solely responsible for building out course resources

o Instructor does take lead in this area

Learning Objectives

A simple way to think about and structure objectives and sub-objectives is from a whatdo learners need to know/be able to do before they can succeed approach. As such,

sub-objectives are shown below in reverse, building up to the terminal objective.

There are two paths of instruction related to the two different types of maps beingstudied. These ultimately merge in the terminal objective of being able to tell effective

map driven news stories. Also note that the locational map objective path does not

included all sub-objectives given the higher learner familiarity with the topic (i.e.,learners dont need significant instruction as to the data that feeds a location map).

Heat Map Objective Path:

1.2.7: Learn to recognize different types of heat maps

1.2.6: Identify purpose and appropriate use of heat maps & necessary data

1.2.5: Analyze heat map driven stories to understand effective use

1.2.4: Identify and obtain appropriate data to support heat map creation

1.2.3: Learn to use a heat map app, including data formatting

1.2.2: Evaluate fellow learner heat map driven stories

1.2.1: Create an effective heat map

Locational Map Objective Path:

1.1.5: Analyze location map stories to understand effective use

1.1.4: Identify and obtain data to support location map creation 1.1.3: Learn to use a location based map app

1.1.2: Create an effective location based map

1.1.1: Create an effective map driven story

Terminal objective: Students will learn how to create effective map drivenvisualizationto support data driven news stories and capstone project execution.


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Matrix of objectives, Bloom's taxonomy, and assessments

Key comment relative to assessments:

Out in the real world a journalist is evaluated on their output (i.e., the news stories

they create). In this course and module, the focus of evaluation is exclusively on thequality of the final journalistic artifacts. While homework and in-class activitiescontribute to a homework grade, that evaluation is participation oriented (was the

assigned work completed/valiantly attempted). There are no quizzes or tests.

Consequently, assessments are not tied to sub-objectives in this module design. Thistype of gestalt evaluation is consistent with the underlying connectivist pedagogy.

To maximize the value of the matrix utilized below we have substituted a column forkey objective word (i.e., the key word in the objective that ties it to the Bloom

taxonomy) and dropped the assessment type column. In completing the matrices shown

on the following pages, the following Blooms rose was referenced.

Image credit: By K. Aainsqatsi (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-

sa/3.0) via Wikimedia Commons


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Objective Key Word Blooms Taxonomy Classification Scaffolding Strategy

1.2.7 Recognize #1 Knowledge Generative

1.2.6 Identify #1 Knowledge Generative & Supplantive

1.2.5 Analyze #4 Analyze Generative1.2.4 Identify/Obtain #3 Application Generative

1.2.3 Use #3 Application Generative

1.2.2 Evaluate #6 Evaluation Generative

1.2.1 Create #5 Synthesis Generative

The sole supplantive aspect relates to some instruction that will need to be provided

relative to where to source data for heat maps, accounting for population differencesand other finer details that example discussion alone might not illuminate.

Objective Key Word Blooms Taxonomy Classification Scaffolding Strategy

1.1.5 Analyze #4 Analyze Generative1.1.4 Identify #1 Knowledge Generative

1.1.3 Use #3 Application Generative



ARCS Table

Attention

A1: Perceptual

Arousal (keytactics employed)

Highly visual and participatory kick-off activity

Learners will take an online dialect quiz created by the New York Times thatgenerates a series of colorful heat maps as output.

Relatable examples (concreteness)Instructor identified examples have been chosen on basis of being fun,

colorful, creative and thought provoking. Learner identified examples will

also be analyzed. The dialect quiz was sourced from the learner survey.

As another example, the Google map that will be created will be driven by

class survey data regarding their childhoods.

Humor

An animated video Heat Map Hero has been created to help introduceheat map subject and provide tutorial support. Video leverages humor to

help undercut potential learner anxiety relative to this subject.

Conflict/incongruityThe video features a highly externally confident protagonist (relative to heat

map creation) who completely lacks any necessary skills/understanding.


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A2: Inquiry

Arousal (key

tactics employed)

ParticipationKick-off activity (dialect quiz) solicits immediate participation and

engagement. Learners also participate in the identification and analysis of

relevant map driven story examples (during which they are able to project

their terminal to the big TV screens). Learners respond to a poll (about

their childhoods) to drive the content of the Google map. Learners actively

participate to create both heat maps and map stories.

Inquiry

Sample questions to help guide discussions of map driven stories have been

provided in the instructor guide. For example, relative to the kick-off

activity, one can probe for things such as: How do you think this was done?

How would this have been done differently ten years ago? Is this the most

effective way to visualize this data? And so forth.

A3: Variability Active efforts have been made to create variability in materials, voice and

tone and activities. For example, day one has learners participate in an

online quiz (on their terminal), view a portion of an animated video (on the

big screens) and view and discuss other live broadcasted examples.

Examples leveraged in the day one plan cover everything from baseball

fandom, to best sledding spots, to dialect quizzes, to election results to

airline tragedies.

Relevance

R1: Goal

Orientation (keytactics employed)

Present Worth

Present worth will be established by communicating how the students willneed to create map driven stories as their gradable artifact for this module.

Future UsefulnessFuture usefulness will be established by identifying data visualization (and

mapping in particular) as key modern day journalistic skills. Relative to the

more immediate future, it will be also conveyed that capstone projects will

require the inclusion of a data visualization element.

R2: Motive

Matching (key

tactics employed)

The primary motivation for most of the students in this class is to get good

grades (achievement), though many have expressed the notion that is one of

the few classes that will have relevance to their future lives.

Learners selected their own topic of journalistic interest at the beginning of

the semester and which carries forth into this module as well. They also

have a choice to use the recommended applications or create artifacts with

other like tools. Learners also get to choose the examples that they analyze

and who they tag up with in their pairs assignment.


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R3: Familiarity

(key tactics

employed)

Modeling

In this module, the instructor models the desired artifact creation behavior

by showcasing examples that they have created with the identified

technology. Desire behavior is also modeled by identifying best in classexamples to share. Skyping with industry experts is often incorporated into

modules based on leveraging instructor contacts. This has not been built

into this design plan but could be accommodated.

Experience

Recognizing that map creation is something most students have less personal

experience with than say making video or photo stories, efforts have been

made to connect the instruction to other learner experiences (inside and

outside this course). Google map creation has been worked into the

module because it is familiar to users (though only !have direct experience

with Google Maps). The culminating assignment is the creation of a map

story that allows students to draw on their previous course experience increating multimedia stories.

Confidence

C1: Learning

Requirements

(key tactics

employed)

The strategy employed in this course and carried forward in this module is

to outline artifact requirements after discussing and analyzing examples,

rather than immediately at the start of the module. As learners lack

experience with this particular type of artifact (i.e., map driven stories), we

believe the artifacts would actually appear more daunting to create and bedemotivating. After one has seen the desired elements embodied by other

examples, the perceived difficulty of creation and associated cognitive load

will be lower.

C2: Success

Opportunities

(key tactics

employed)

There is a concerted effort in the design of this module to build confidence

and ensure opportunities for success. As the creation of heat maps was

deemed to be more difficult for learners, it became the focus of an in-class,

pairs based activity rather than the core gradable artifact. Similarly, the

core artifact was shifted to a story map concept as to build off of prior

module photo and video stories. The storyline of the animated video also

paints a scenario of challenge, initial stress and ultimate success (and glory).

C3: Personal

control (key

tactics employed)

In an artifact driven class, the connection between personal effort and time

spent and outcome success is well established. By laying out grading criteria

through relevant rubrics and then providing feedback consistent with said

rubrics, learners are able to establish direct correlations between their

project efforts and their grades. Finally, by soliciting feedback from students

on the module itself, we are fostering a further sense of personal control.


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Satisfaction

S1: Natural

Consequences

(key tactics

employed)

Learners will be able to leverage their newly acquired understanding of what

makes for effective map based story telling and their newly acquired

software skills to create authentic news story artifacts. The artifacts are

authentic because they are reflective of actual journalist work and because

they are executed against topics of learner determined interest. Learnersderive intrinsic satisfaction from successfully executing high quality artifacts

that are meaningful to them.

S2: Positive

Consequences

(key tactics

employed)

The key external motivation in this module (and course) is the feedback

from instructor and fellow learners. Almost all major artifacts are presented

and discussed publicly and applause is common. There is an option for a

backchannel to be incorporated into the lesson during the review process,

so as to provide a written record of peer feedback.

S3: Equity (key

tactics employed)

The use of rubric based grading ensures that learners feel that they are being

evaluated on a fair and equitable basis. Granting all learners equalopportunity to share their work publicly and receive feedback is equally

important.

References:Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,

26 (9/10), 1-8.

Instructor Guide:

Day 0:

Assign students the following:

1. Read Journalism Next by Mark Briggs, Chapter 9 Data Driven Journalism

2. Identify map based news story that you find interesting. Add link to our Google+community forum entitled Map Based Storytelling

Be sure that you (as instructor) contribute a link as well.

3. Respond to short survey about state of childhood via link: http://tinyurl.com/m49nlxj

Note survey contains questions designed to support both map based andinfographics based visualization (subsequent module).

Be sure that you respond to survey as well.


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Day 1:

Introduce topic of data driven storytelling and acknowledge incomingmindset

Acknowledge reticence some learners may have about this module (given quantitativeand analytical bent).

Feel free to weigh in with own thoughts on the topic as appropriate.

Express belief that they will find data visualization to be more creative than expected

and the selected tools to be very journalist friendly.

Announce intention to start with an interesting example that was identified by one of

the learners in the initial learner surveys leading up to this topic.

Activity 1: Dialect quiz/heat map introduction

1. Post link on presentation screen: http://tinyurl.com/pke94a2

2. Ask learners to take 5 minutes or so to individually complete (using their

terminals) the 25-question survey created by the New York Times regardingpersonal dialects. Complete survey along side learners.

Ask learners to take note of how the results are being visualized as theycomplete the survey.

Note: with each question answered (as well as in total), a heat map will bedisplayed that expresses the degree to which their answer is similar to otherrespondents in different areas of the United States.

3. 10-15 minute discussion of this data visualization driven story. Topics:

Did you enjoy this activity?

Who originally identified this story?

Accuracy of results. Have they lived near the cities identified as being

most similar to their answers?

How is this working? IP address being captured and associated withgeography.

How would this have been presented differently ten years ago? (audienceparticipation, visualization, social media sharing, etc.)

Conclude discussion by identifying this as an example of a heat map.

And now to learn more about heat maps


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4. As situation dictates/time allows, share this second heat map example from theNew York Times depicting baseball team fandom: http://tinyurl.com/mseuboy

Activity 2: Heat Map Hero Video

Introduce animated video regarding heat maps: http://youtu.be/QkJ1ni4PG5w

1. Watch video up until 2:50 mark (end of Step 1)

2. Summarize heat map concept idea substituting colors for values. Note howthey saw two different heat map types (the dialect quiz type and choropleths).

Going to explore example of latter

Activity 3: Election results reporting (choropleth example)

Show heat map of PA presidential results by county (or alternatively a heat map that youhave created): http://shar.es/Sr9pB

Note that this was created with the program mentioned in video Open

Heat Map

Note the distinct boundaries (county lines) between colors. This is whatmakes it a choropleth as opposed to a traditional heat map.

Show how values show when counties are hovered over

Show how slider can be used to switch between years

Probe learners as to whether this information could have beencommunicated equally well via table

o Too many counties, no sense of what counties are near what, etc.

Now if one looks closely at the data, one interesting story it tells is that Obama won PA

despite losing most of the counties. But this isnt obvious in original heat map.

Show an alternate version of same heat map, where the scale has been changed(anything below 50% is now same color): http://shar.es/S5fVE

Note how this tells a more effective story and communicates faster.

IMPLICATION: need to determine what you want to communicate first with

your data. Then let that drive the visualization!

Talk about how students are going to get opportunity to create heat map in-class

with Open Heat Map in next class.


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Note that a heat map is just one type of data driven map. The other is the moretraditional location driven map

Activity 4: Location driven maps

Show Google map that was created leveraging data (about site of favoritechildhood memory) from the state of your childhood survey.

o You will actually create the map yourself using the survey reply data andthe provided Google Map Engine Lite tutorial. Your map will not have

visuals initially. Just pinpoints. See example: http://tinyurl.com/mjup6lb

o Make sure share settings in created map allow for others to edit.

o Please communicate to learners that you created this map.

o

Note that their homework will involve adding to this Google map.

Provide example of location map driven news story. Can use example below, but would

even better if drawn from learner identified resources.

Best sledding spots in NYC: http://tinyurl.com/o83drad

Note that this was created based on reader input

Ask what kind of map like this could be created for their area

Conclude with example of map driven story crossed with a photo/video story.

Note how this was created with free app Map Story JS

Make connection with the photo/video stories they have already done

Disappearance of Aljazeera flight example: http://tinyurl.com/n8zvdpc

Note that concluding module assignment will be to create a map driven storyusing Map Story JS

Day 1 Homework

View Google Maps Engine Lite tutorial: http://tinyurl.com/mmgavn6

Add to class Google map

o Associate an image with the favorite childhood memory and birthplacesthat are already on map

o Add an additional location in a separate layer regarding the city and state

(or country) they would like to live in after graduation


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Analyze your map driven story

Have learners amend their Google+ post to address the following?

o What type of map type is it?

o

Why do you feel your example is effective in telling a data driven story?o Do you have any ideas for improving this visualization? If not, what

additional map or visualization might this story have included?

Day 2:

Activity 1: Review Collaborative Google Map

Probe for any issues. See if everyone feels confident in being able to create fromscratch moving forward

Review a few of the entries

Activity 2: Discussion of learner identified map story

Review learner submissions in advance, select good examples to discuss

Make last example discussed be heat map related

Discuss keys to effective heat map creation (presentation)

o http://tinyurl.com/kjuc2mp

Activity 3: In-class heat map creation assignment (working in pairs)

View rest of Heat Map Hero video

Locate appropriate data set using sources discussed

Create a heat map with open heat map

Pair your heat map with an appropriate headline (plus a sentence or two as

needed) and post to Google+ Heat Map Assignment forum.

Day 2 Homework

Finish pairs heat map assignment (as needed)

o To be discussed in next class

o Be prepared to defend whether or not your heat map communicatesyour story better than other potential visualizations.

Build a spreadsheet of data to power a location oriented map related story on

your semester long topic of interest


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o 5 locations minimum

o Fields needed for each location:! Where? (Specific geographic definition depends on idea)! What? (Description of what happens/happened here)! When? (As relating to story)!

Add who, how and why as separate fields as relevant! A relevant image or link

Day 2.5:

Activity 1: Review heat map & headline activity

Probe for any issues. See if everyone feels confident in being able to create heat

maps moving forward

Activity 2: Review collaborative class map that has now been moved intoMap Story JS

Get people excited about how much cooler this looks now that it has been

migrated from Google Maps Engine

Activity 3: Discuss map story assignment

Individual map driven story on your topic of interest using the data points you

have already collected

Discuss rubric

Use remaining class time to introduce next module on infographics.

Day 3+ (After learners have completed map story assignment):

Request learner feedback on lesson via survey


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Learner Content Examples

Learning Materials

Kick-off activity

Learners complete an interactive

New York Times quiz regardingpersonal dialects that represents

a creative use of heat maps

Followed by discussion of resultsand the story as a map driven

journalistic artifact

o How does this work?

o

Is it effective? Why?o How would this story

have been told differently

ten years ago?

Second heat map example on

the topic of baseball fandomleveraging Twitter data

o Is this equally effective?

o Why or why not?

o

Exploration of interactivemap elements

Introduction to Heat Maps and software tutorial

Personal creation

Fun, animated video: Heat Map Hero

Speaks to learner state of mind

Portion of video would be shown in

class to explain heat map concept

Remaining portion will be accessedwhen learners create heat maps

Image credit: Katz, J., & Andrews, W. (2013, December 19). How

Yall, Youse and You Guys Talk. Retrieved May 07, 2014, fromhttp://tinyurl.com/k5zkj3v

Image credit: Giratikanon, T., Katz, J., Leonhardt, D., & Quealy, K.

(2014, April 23). A Map of Baseball Nation. Retrieved from

http://tinyurl.com/qe6etva


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Effective Heat Map Creation (Presentation)

How best to tell a story with a heat map

Build learner confidence by utilizing

examples created with targeted heat mapprogram

Personally created document and

supporting heat map examples

Document: http://tinyurl.com/m6plywr

Map examples: http://shar.es/1bqMDP;http://shar.es/1bqNjG;

State of your childhood poll

Created to source data for class specific

location map: http://tinyurl.com/m49nlxj

Example Google Map

Leveraging data from class poll

Created to demonstrate ease of

using Map Engine Lite

http://tinyurl.com/mjup6lb

Pearltrees Links

Social bookmarking serviceutilized to organize resource

links for module

Learners can build out their

own trees as they see fit, or

just follow class tree

http://pearltrees.com/p/cV9GT


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Learner Assessment

One individual creation activity

o

Build a map based photo story (100 points). Required elements:! Relating to learner blog topic (15 points)

! Intriguing/appropriate headline/story title (15 points)

! Minimum of five map locations (15 points)

! Some form of media (photo, video, audio file, tweet, etc.)associated with each map location/step in story (15 points)

! Relevant descriptions for each map location/event (e.g., who,

what, when, where, why, how, what next) (15 points)

! Necessary citations (15 points)

! Professionally executed (10 points)

! Recommended application: StoryMap JS

! Assignment rubric: http://tinyurl.com/nnyjtjk(second tab)

! Due date: 3 days. Post link to Google+ Map Story forum

One partner based artifact creation activity

o Build effective heat map & pair with headline (50 pts). Required elements:

!

Heat map communicates story line/POV effectively (20 points)! Intriguing/appropriate headline/story title (10 points)

! Appropriate citation of data sources (10 points)

! Professionally executed (10 points)

! Recommended application: OpenHeatMap

! Completion time: In class + 1 day. Post link to Google+ HeatMap Story forum

! Assignment rubric: http://tinyurl.com/nnyjtjk(first tab)

Discussion posts and other homework assignments are evaluated on a

completed/non-completed basis as part of broader course participation grade


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Technology Tools

Identification of core map creation technologies

Significant time was invested in exploring the various software options to support this

instructional design initiative. As core technology course infrastructure (Chalkup LMS,Google+ and Pearltrees) was a given, the focus here was on which geographic map

creation applications to leverage.

Key criteria for identification of optimal mapping applications.

Cost (needed to be free or at least a free level of service to be available)

Previous learner exposure

Intuitiveness/ease of interface

Additional features/capabilities (does it have alternative course applications?)

Visual attractiveness

Interconnection with other applications used in course

Ability to support both Mac and Windows operating systems

Existence of tutorials was a plus, but not overly significant as we anticipated the need for

custom tutorials particularly for the more complicated heat map creation process.

Assessing which applications were optimal for this instructional module necessitated notmerely research, but actual usage of the candidate products. The visuals shown below

represent personally created artifacts.

While initially we had hoped that one application might be able to satisfy all of the

instructional needs of this project, this was quickly dismissed as a possibility. Ultimately,it was decided that three different applications were going to be needed. Each of these

will be delineated along with rationale for selections.

Heat Maps

For the creation of heat maps, our first

choice was to use OpenHeatMapas it wascreated specifically for journalists and is

extremely easy to use. However, in theoriginal conception of the capstone project,

heat maps were likely going to be needed to

be constructed at a very low level ofgeography (by voting district within a certain

county). OpenHeatMap is not able tosupport that level of detail.


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As such, the choice was made to utilize Google

Fusion tables. As students already have GoogleDrive accounts as a result of being a part of the

class Google+ community, this would eliminate

the need to create new accounts. Furthermore, there would be synergy with using

another Google product (Map Engine Lite) tocreated location-based maps.

While Google Fusion Tables is a very powerful application, it looks complicated and

rather alien on first encounter. This was a concern, as this would demand additional

degrees of scaffolding (which there wasnt really time for) and a more instructivistapproach (which would have been a significant deviation from course practices).

The problem resolved itself when the capstone project was recast to not focus on

elections. With highly localized heat map visualization no longer a capstone projectneed, OpenHeatMap was re-slotted as the lead heat map technology.

Location based mapping

While alternatives such as ZeeMaps(http://www.zeemaps.com) were briefly

considered, the familiarity and ease of

use of Google Map Engine(https://mapsengine.google.com) made it

the obvious choice. Google Maps

Engine Lite is a free application.

Map based story telling

Google Maps does incorporate somenarrative capability such as the ability

to associate an image or video with

each map pushpin. However, for thepurposes of telling a news story there

are more powerful and attractiveapplications available. Unfortunately,

many of these applications (such asthe story maps engine provided by

ArcGIS) represent premium services

and thus were inappropriate for thisproject.

A relatively new resource, StoryMap JS was identified as the optimal technology for our

needs. It supports headlines as well as all forms of media and is extremely easy to learn


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and use. The only reservation regarding StoryMap JS surrounded its newness and thuslack of significant support materials and documentation. Ultimately, the applications

ease of use mitigated such concerns.

Tutorial Resources

As the connectivist pedagogy associated with this course has dictated the use of existing

Internet resources reflecting a variety of different sources and voices, the initial decisionwas made not to personally create any tutorial resources for the design of this module.

The following criteria was utilized in seeking out optimal tutorial resources for the key

mapping technologies:

Accuracy (ability to personally execute what was described)

Clarity

Brevity (ideally 10 minutes or less)

Strong ratio of positive to negative reviews on YouTube Intelligibility

Professionalism

Ultimately, three different decisions were made relative to tutorial resources.

Google Maps Engine: Use 3rdparty YouTube video: http://tinyurl.com/oq2xln2

OpenHeatMap: Create own dual purpose animation video (and refer learners towebsite resources). This will be further discussed.

Story Map JS: Refer learners to website resources. No appropriate externalresources were identified. Ease of use will also likely preclude need for support.

It should be noted that as this module is designed to be one of the last modules in the

semester long course, learners will have extensive practice in teaching themselves toutilize Web 2.0 applications at this juncture. Furthermore, learners will have had very

recent experience with multimedia applications in creating their photo and video stories.

Part 4. Evaluation

Evaluation PlanAn overview of our evaluation, as viewed through the lens of Kirkpatricks four levels:

! Level 1 Learner Feedback

o The Google+ discussion forums that are created to provide learners a

place to expound upon troubles, tips and solutions relative to themapping applications and execution of artifacts provides an informal

mechanism for soliciting feedback from learners


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o Learners will be also be formally surveyed relative to their moduleexperiences via this brief survey: http://tinyurl.com/n5krfrd

o This survey will be positioned to learners as a means to shape/reshape

future versions of the module

!

Level 2 Impact on learning (immediate context)

o Assessment of learner impact will be judged based on the quality of the

two core artifacts created in this module (solo map story and pairs heatmap assignment)

! Level 3 Impact on transfer context

o As capstone projects require a data visualization element, there is a

second potential opportunity to evaluate learner impact

o

Less visibility realistically exists relative to longer term transfer

! Level 4 Return on investment

o Overall return on this initiative is also difficult to assess.

o On the denominator side, out of pocket technology investment is zero,

as free web 2.0 resources are being exclusively leveraged. That said, timeand resources dedicated to instructional design would need to be

represented as an expense in a real-life scenario.

o As to the numerator in the ROI equation, learner effectiveness would

need to be evaluated relative to prior efforts (artifact evaluations?), whichwould be difficult given the newness of the class. In the absence of this,

learner reported evaluations would be only metric to work with.

Expert Review

Two different SMEs were utilized in the review of the design of the course.

! The first SME was the instructor in the class, Kathleen Parrish. Key topics that

were probed with this SME (http://tinyurl.com/p6sxp86):

o

Big picture evaluation! Fit with other modules in course (weak, average, strong)?! Favorite elements?! Least favorite elements/biggest concerns?! Overall quantity of content 2.5 day timeframe (too much, too

little, just right)! Comfort level in teaching this module (low, medium, high)?! What could be done to enhance your comfort level?


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! Suggestions for improvement?! Other comments?

o The following questions were asked separately relative to in-class

activities, homework and the two graded assignments:

!

Scale of undertaking (too little, too much, just right)

! Appropriateness (not at all, somewhat, very)

! Quality of links (poor, average, strong)

! Degree of challenge (too little, too much, just right)

! Anticipated learner interest/engagement (poor, average, strong)

! Other comments?

! The second SME was a former professional associate from my career in

marketing analytics, Joe Pagano. Joe has extensive experience with creating -- and

training others to create -- a wide range of data visualizations to supportconsulting project work. Joes past professional responsibilities have included

the evaluation of new applications to support data analysis and visualization.

! Key topics that were probed with this SME (http://tinyurl.com/mwdhe6q):

o Ease of use of core mapping technologies

o Quality of tutorial resources (or need for said resources)

o Assessment of learner ability to manage technical demands of artifact

creation process

SME Evaluation Survey or Rubric

SME #1: Instructor

o Survey tool: http://tinyurl.com/p6sxp86

o Raw results (first 2 pages): http://tinyurl.com/p5shn7t

SME #2: Corporate trainer and software evaluator

o

Survey tool: http://tinyurl.com/mwdhe6q

o Raw results (last 2 pages): http://tinyurl.com/p5shn7t

Narrative Results of Expert(s) Review

SME #1: Instructor


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Please note that the instructor had also provided earlier informal feedback that helpedshape some of the changes discussed in the document.

Strengths:

Fit with other modules in course judged to be strong

Instructor thought all activities, homework and assignments were very

appropriate, just right in terms of degree of difficulty and apt to createstrong levels of learner engagement

Amount of content in module plan deemed just right for 2.5 day period

Online dialect quiz kick-off activity

The online dialect quiz allows students to engage in a fun and informative data visualization project,which created interest and enthusiasm for the topic.

Creative expression and tone of materials

I believe the students will appreciate the creativity and humor put into this module!

Rubrics

It did a good job of identifying graded elements of each project and expectations for each element.

Opportunities for improvement:

Instructor comfort level in teaching module is only currently medium because

of lack of first-hand experience with mapping technologies

Additional one on one time so I can learn the technology and ask questions would be helpful.

Instructor felt heat map partner project was valued too highly versus individualstory map assignment

I would have made the individual assignment worth more points than the in-class project. Maybe it

would have been a 3-1 ratio as opposed to 2-1.

While not directly relevant to this ID project, the instructor would prefer

infographics be taught before this mapping unit, rather than vice versa

Instructor felt homework assignments needed to be enlarged

SME #2: Corporate trainer/software expert

Please note that this SME was asked a different set of questions relating to core mappingtechnologies to be utilized in the module. That said, SME #2 was exposed to full ID plan

and was invited to comment on other topics.


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Strengths:

Rated all proposed tutorial resources as very good. Did not feel Story Map JS,

which lacked a tutorial, necessitated one.

Deemed the technical challenge associated with the identified mappingapplications as average.

Felt all mapping applications could be mastered by students in significantly lessthan one hour

Felt that Google Maps Engine Lite and OpenHeatMap were optimal optionsrelative to quality and ease of use

Again, this is probably the best and easiest to use free tool that I am personally aware of.

Summative comments:

This is tremendous, the materials are thorough, well thought out, and complete. Having sat through(and delivered) many similar trainings in the past I can honestly say that this is heads and shouldersbetter than nearly anything I have been exposed to. I particularly liked the use of humor in the HeatMap Hero video-- it goes a long way towards softening the shock of introducing learners to an unfamiliar

subject matter.

Opportunities for improvement:

Making students aware of commercial products as well

This is a great introduction to some great free services that exist. Perhaps a very high level overview of

some of the "professional" tools available would be helpful as well.

Comments on Change

While SME feedback was overall very positive, there are definite changes to implement

based on this feedback.

Instructor software training!

o Should not rely solely on tutorials and instructor playing to createcomfort level with software. Should set up time to do a proper demo,

then go through tutorial together and then sit alongside as she createsher own artifact.

o Would probably add this into the instructor guide as something that

happens before Day 0

Expand scale of homework activities (and likely the state of our childhood

survey)


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o As technical challenge judged by SME #2 is only average and time neededto master software lower than originally envisioned, scale of homework

and graded assignments can be increased. Specific ideas:

! Expand heat map activity to be more of a full-blown news story,

rather than just a headline and a map. Makes it a more authenticassignment as well.

! Expand number of locations leveraged in Story Map (and

homework assignment where data set is built).

! Perhaps incorporate specific requirements for using a variety of

media types(e.g., at least one video and sound clip)

! Have learners go ahead and create a Google Map in day 2homework rather than stopping at assembling data set

Mention other commercial products/options before identifying whichtechnologies weve chosen to work with and why

o Good for learners to be aware of other applications. Learners mayrealize they have previous exposure.

Although not judged necessary by SME #2, would go ahead and create a short

tutorial on StoryMap JS.

o To aid learner comfort level. And to reinforce notion of increasing the

intelligence of the network (if no tutorial exists, one should create oneand make it available to others!)

Again, though outside the scope of the final ID project (thought not its original

scope which included infographics), I would honor request to lead with

infographics to introduce data visualization and then move into mapping.

o Use mapping limitations within infographics programs as transition intomapping topic


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Appendix: Full Learner Survey

http://tinyurl.com/p27vhvh

map-based data visualization instructional design project

Documents