IEEE Transactions on Visualization and Computer Graphics, 2021
We explore how the lens of fictional superpowers can help characterize how visualizations empower... more We explore how the lens of fictional superpowers can help characterize how visualizations empower people and provide inspiration for new visualization systems. Researchers and practitioners often tout visualizations' ability to "make the invisible visible" and to "enhance cognitive abilities." Meanwhile superhero comics and other modern fiction often depict characters with similarly fantastic abilities that allow them to see and interpret the world in ways that transcend traditional human perception. We investigate the intersection of these domains, and show how the language of superpowers can be used to characterize existing visualization systems and suggest opportunities for new and empowering ones. We introduce two frameworks: The first characterizes seven underlying mechanisms that form the basis for a variety of visual superpowers portrayed in fiction. The second identifies seven ways in which visualization tools and interfaces can instill a sense of empowerment in the people who use them. Building on these observations, we illustrate a diverse set of "visualization superpowers" and highlight opportunities for the visualization community to create new systems and interactions that empower new experiences with data. Material and illustrations are available under CC-BY 4.0 at osf.io/8yhfz.
Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, 2018
For this demo, we will show two interactive visualizations: Energy Futures and Pipeline Incidents... more For this demo, we will show two interactive visualizations: Energy Futures and Pipeline Incidents. We designed and developed these visualizations as part of an open data initiative that aims to create interactive data visualizations to help make Canada's energy data publicly accessible, transparent, and understandable. This work was conducted in collaboration with the National Energy Board of Canada (NEB) and a visualization software development company, VizworX.
The elusive other : a self study action research project with diverse learners in higher education
.................................................................................................... more ............................................................................................................................ iv TABLE OF CONTENTS ........................................................................................................ ix LIST OF TABLES ............................................................................................................... xxiii KEY TERMS AND DEFINITIONS .................................................................................. xxiv Chapter 1. The Elusive Other: Listening to Bodymind ........................................................ 1 1.1 Background to the Research ................................................................................................. 1 1.2 Aims and Objectives ............................................................................................................. 3 1.3 Significance .......................................................................................................................... 3 1.4 The Research Approach........................................................................................................ 4 1.4.1 My research contexts: Theories that inform my practice and the research ....................... 8 1.4.1.1 Self-regulation: Exploring how the bodymind works. ................................................... 8 1.4.1.2 A historical context. ........................................................................................................ 9 1.4.1.3 Self-regulation as a spontaneous process of self-healing............................................ 10 1.4.1.4 Understanding the autonomic nervous system and the vagus nerve........................... 11 1.4.1.5 Stephen Porges and the polyvagal theory. ................................................................... 12 1.4.1.5.1 The Science behind the polyvagal theory.............................................................. 13 1.4.1.6 Early brain plasticity research. ..................................................................................... 15 1.4.1.7 How does polyvagal theory inform my practice and link to bodymind, health and learning? ................................................................................................................................... 16 1.4.1.7.1 Functions related to protection. ............................................................................ 17 1.5 Outline of the Thesis Structure ........................................................................................... 18 Chapter 1: The Elusive Other: Listening to Bodymind. ........................................................... 18 Chapter 2: The Context for the Research. ................................................................................ 18 Chapter 3: Methodology and Methods. .................................................................................... 19 Chapter 4: The Gm Dyslexia Study. ......................................................................................... 19 Chapter 5: The Health Learning Link: The Core of Affect and Self-regulation. ..................... 19 Chapter 6: Health and Diverse Learning in the Habitus of Higher Education. ........................ 20 Chapter 7: A Synthesis of the Stories and Aspects of Self-Study. ........................................... 20 Chapter 8: Final reflections. ..................................................................................................... 20 1.6 Citation Style, Representation and Writing Style ............................................................... 20 1.7 Summary of Findings ......................................................................................................... 22 1.8 Chapter Conclusion ............................................................................................................ 22 Chapter 2. The Contexts ........................................................................................................ 24 2.1 The Policy Context. ............................................................................................................ 25 x 2.1.1 Equity practice in the Australian higher education climate. ............................................ 25 2.1.2 The impact of the Bradley Report (2008). ....................................................................... 25 2.1.3 Southern Cross University (SCU) equity statistics. ........................................................ 27 2.1.4 Factors influencing equity groups in Australia................................................................ 27 2.1.4.1 The changing composition of equity groups. ............................................................... 28 2.1.4.2 Women as part of the non-traditional ‘Other’ equity group. ...................................... 28 2.1.4.3 A hidden equity group: Dyslexia. ................................................................................. 30…
Diverse Learning and the challenge of Inclusive Practices in Higher Education: An Australian Self... more Diverse Learning and the challenge of Inclusive Practices in Higher Education: An Australian SelfStudy Action research exemplar of a Student with Dyslexia Kay Distel1 Rosanne Coutts2 & Kierryn Davis3 The educational journey of a higher education student with dyslexia and related health issues has complexities. In order to explore the educational practices involved with diverse learning, a self-study action research model, where the researcher also became an active participant, was used. Researcher and co-researcher met irregularly over a period of two and a half years. Their collaborative relationship explored learning difficulties, institutional habitus and health issues, and enacted remedial learning methods that enhanced the student’s successful educational progress. The research revealed the need for higher education institutions, educators and governments to recognise and understand more comprehensively the complexity of diverse learner vulnerability. An inclusive educational p...
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