Grapple

The 17th IEEE International Conference on Advanced Learning Technologies - ICALT2017

—The quality of distance learning courses is determined by the proper organization of the teaching material and methodology. However, it should be taken into account, among other factors, the history of successes and failures of previous achievements of a course, as well as the profile of the new classes of students. This work proposes a data visualization model based on the Learning Analytics of a course, that allows the teacher to incorporate improvements in new editions of the course based on previous editions of the same. The model also applies to the monitoring the progress of the students at runtime of a course and identify possible problems in the instruction design, witch can be adapted dynamically.

2011

The adoption of a new Learning Design methodology, especially when it is related to Information and Communication Technologies (ICT), by teachers in Cyprus is a challenge. This paper describes and evaluates the process of transferring such a Learning Design innovation, as developed by the UK Open University, to elementary and secondary education teachers in Cyprus context, its impact on their practice, as well as barriers obstructing the transfer. Lastly, suggestions for future implementation are given in the conclusion’s part.

Abstract Researching formal models that explain selected natural phenomena of interest is a central aspect of most scientific work. A tested and confirmed model can be the key to classification, knowledge crystallization, and prediction. With this paper we propose a new approach to rapidly draft, fit and quantify model prototypes in visualization space. We also show that these models can provide important insights and accurate metrics about the original data.

Handbook of Research on Maximizing Cognitive Learning through Knowledge Visualization, 2015

Visualization is currently used as a data analysis tool and considered a way of communicating knowledge and ideas in many areas of life such as science, education, medicine, marketing, and advertisement. The chapter contains complex interdisciplinary material and attempts to construct a general framework of visualization roles in learning. The structure of this content is presented on Figure 1 as a kind of mind map. Authors emphasize that visualization mechanisms are designed taking into account analytical and content-related potential, timeliness, online availability, and aesthetics. But classical (tabular) forms still remain dominant in information presentation. A good portion of the discussion is dedicated to the alternative solution-non-linear layout, such as network or fractals. Several visualization maps with specifically designed architecture are demonstrated as important elements of contemporary education. Authors consider the potential and implementation of these tools in e-learning platforms. Parallely, they underline the role of interdisciplinary collaboration in map making processes. Researchers in different fields can apply contemporary trends in visualization including natural shape perception, 3D representation problems, as well as the aspects of neuroaesthetics.

Proceedings of the 1st conference on Integrating technology into computer science education - ITiCSE '96, 1996

This paper presents an overview of visualization in Computer Science instruction.

The Mathematics Teacher, 2002

Visualizing data is a great gateway to exciting mathematics and science content for many students and teachers. However, all too often, training and professional development focus on all the details of a single tool, forcing the learners to wonder what happened to the forest while they were learning all about the tree. In Project VISM—Visualization in Science and Mathematics, we are pioneering new methods of staff development and helping educators see the connections among many of the exciting tools that are available.

1996

This paper presents an overview of visualization in Computer Science instruction.

One of the challenges that students face in understanding many academic domains is the need to understand relationships between variables. In many content domains, such relationships can be best represented graphically. In multimedia development, animations of graphs (McTigue et al., 1995) have often been used to explain how relationships vary over time, so that three variables are illustrated. However, students do not build these relationships themselves; they observe the developer's image of them.

2004