Teaching Tip: Visualizing IS Course Objectives and Marketable Skills (original) (raw)
Related papers
Visualizing IS Course Objectives and Marketable Skills
The Journal of information and systems in education, 2020
Course and learning objectives are important tools for setting goals, navigating the course, and measuring performance. Unfortunately, when multiple interrelated objectives are presented as a list of statements, students perceive them as having little utility and tend to misunderstand or ignore them. To increase students' attention to course objectives, to help them understand the arc, structure, and valuable outcomes of the course, and to engage in active learning, we propose an approach to presenting course objectives in a visual form. The evidence suggests that visualized objectives increased students' interest in understanding them and provided aids to instructors to better explain how various components of the course fit together and translate into marketable skills. We recommend practical steps for visualizing objectives in any course and present examples of visualizations in two IS courses-"Enterprise Architecture" and "Systems Analysis and Design."
Visualization Pedagogy in iSchools
2015
iSchools have been offering visualization courses and developing programs in data science. The practice of visualization requires expertise in a diverse range of skills including design, data curation and coding, all of which leverage iSchool strengths. Thus, iSchools have a unique opportunity to develop curricula suited for data scientists that leverage iSchool strengths. During this half day, fishbowl style workshop, conference goers interested in visualization education at information schools will be invited to explore themes related to the inclusion of information and data visualization coursework in iSchool data science curricula. Workshop organizers represent several diverse disciplines with interest in applied visualization practices and collectively have a range of experiences using visualizations in research and teaching visualization in the classroom.
A Visual Approach to the Mapping of Generic Skills in Marketing
Higher Education Research and Development
With increasing marketisation of higher education, universities now have to show that they are providing value to their students. One way of doing this is to demonstrate that their graduates have acquired skills beyond discipline-based knowledge. These are generic skills like critical thinking, intellectual curiosity, problem-solving, and so forth. However, in order to demonstrate this, universities have to show how its teaching contributes to the fostering of these skills. This can be a challenge for the many reasons. Our mapping approach overcomes most of the obstacles by developing multiple indicators for each generic skill, making it easy to involve the lecturers-in-charge, summarising all their evaluations into important dimensions and finally representing the data in a three-dimensional visual map. This allows all the marketing subjects to be simultaneously evaluated in their ability to foster different generic skills. This generates useful insights for effective curriculum de...
Decision Support Systems, 2016
Modern organizations treat data as an IT infrastructure based upon which business processes and strategy can not only be informed but shaped. One important step in this process deals with the way users consume data through visual display and how those visualization-reliant technologies could impact decision making. Motivated by business information visualization's (BIV) practical relevance and disjointed nature of academic literature, this research summarizes relevant BIV research landscape; by explicating and clarifying visualization terminology and definitions, and condensing relevant literature using a framework that describes and links essential visual elements of Business Intelligence (BI) platforms to the dimensions of the well-known visual intelligence quotient (IQ) dimensions. The paper identifies gaps and suggests future research opportunities.
Evaluating the educational impact of visualization, Report of the ITICSE'2003 working group on
ACM Sigcse Bulletin, 2003
The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes.
Indonesian Journal of Electrical Engineering and Computer Science, 2018
Data visualization is an effort which aims to communicate data effectively and clearly to the audience through graphicalrepresentation. Data visualization efforts must be coordinated with an understanding into the Cognitive Learning Theory (CLT). In the sales domain, sales data visualization are made possible with the available Business Intelligence (BI) tools such as Microsoft Power BI, Tableau, Plotly, and others. These tools allow seamless interaction for the top management as well as the sales force with regard to the data. Sales data visualization comes with an array of advantages such as self-service analysis by business users, rapidly adapt to changing business conditions, and enable continuous on-demand reporting among others. The advantages of sales data visualization also comes with the challenges such as difficulty in identifying visual noise, high rate of image change, and high performance requirements. In an effort to reduce cognitive activity that does not enhance lear...
Data visualization literacy: Definitions, conceptual frameworks, exercises, and assessments
Proceedings of the National Academy of Sciences
In the information age, the ability to read and construct data visualizations becomes as important as the ability to read and write text. However, while standard definitions and theoretical frameworks to teach and assess textual, mathematical, and visual literacy exist, current data visualization literacy (DVL) definitions and frameworks are not comprehensive enough to guide the design of DVL teaching and assessment. This paper introduces a data visualization literacy framework (DVL-FW) that was specifically developed to define, teach, and assess DVL. The holistic DVL-FW promotes both the reading and construction of data visualizations, a pairing analogous to that of both reading and writing in textual literacy and understanding and applying in mathematical literacy. Specifically, the DVL-FW defines a hierarchical typology of core concepts and details the process steps that are required to extract insights from data. Advancing the state of the art, the DVL-FW interlinks theoretical ...
Information Visualization in Research Reporting: Guidelines for Representing Quantitative Data
Capacity in and enhancement of critical, scarce and intermediate skills are seen as a national priority in South Africa. The Department of Higher Education and Training (DHET) in South Africa has prioritized the success of the Further Education and Training (FET) sector to meet this need for capacity development in critical, scarce and intermediate skills. Management information systems (MIS) are pivotal in the efficient and effective running of FET colleges. Therefore, the evaluation of MIS success is an essential spoke in the wheel of FET college success. The problem is that no MIS success evaluation model for FET colleges could be found. In this paper, we describe the development and testing of an evaluation model and tool for MIS success. Information system's evaluation theory and an analysis of FET policy documents were used to propose an initial success evaluation model and tool (questionnaire) for an educational environment (FET colleges) in South Africa. Using a quantitative approach the tool was applied in a survey at one public FET college to evaluate the success of the MIS deployed at the college. Findings from the survey lead to the refinement of the model which is also articulated in this paper and reflected as the SA-FETMIS model. The paper is novel in proposing an IS theory based model and tool which can be used to evaluate MIS success at FET colleges and similar education contexts. The paper should be of interest to researchers in the field of Information Systems success evaluation and also to practitioners and managers in the field of Education.