Visualizing IS Course Objectives and Marketable Skills (original) (raw)
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Teaching Tip: Visualizing IS Course Objectives and Marketable Skills
J. Inf. Syst. Educ., 2020
Posted Online: 8 September 2020 Published: 10 December 2020 Full terms and conditions of access and use, archived papers, submission instructions, a search tool, and much more can be found on the JISE website: http://jise.org ISSN: 2574-3872 (Online) 1055-3096 (Print) Teaching Tip: Visualizing IS Course Objectives and Marketable Skills Dmytro Babik Diane Lending Department of Computer Information Systems and Business Analytics James Madison University Harrisonburg, VA 22807, USA babikdx@jmu.edu, lendindc@jmu.edu
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.
2013 IEEE Fifth International Conference on Technology for Education (t4e 2013), 2013
Visualizations have been used for teaching and learning but research on their integration in classroom instruction is not that extensive. Recommendations by existing learning taxonomies for instructional strategies to use for given educational objectives are at a macro level. However, with instructors' instructional objectives being at a more granular level, it becomes difficult for them to decide which strategy to use for their objective and how to implement it. The goal of this paper is twofold a) create and validate a mapping strategy between instructional objectives and instructional strategies with visualization and b) recommend an implementation plan for the chosen strategy. In this paper, we present a set of instructional objectives that instructors have while teaching with visualization in the classroom and mapped them to instructional strategies with visualization. A preliminary validation of this mapping was done through a qualitative survey. We also provide stepwise implementation plan for each strategy.
Using Visual Mapping to Communicate Connections Between Learning Outcomes and Student Tasks
International Journal of Designs for Learning, 2020
Visual mapping is a method of presenting course material in a visual format to aid comprehension. This paper looks at applications of visual mapping in post-secondary courses to engage university students more deeply from the very beginning of a course, through creating visuals to which students can be constantly referred. We discuss our efforts to design visuals of learning outcomes, objectives, concepts, and processes in multiple courses. We will highlight the process we used to build the graphics and keyways these graphics improve the communication and understanding of learning outcomes, content, themes, and processes, primarily via knowledge visualization and visual perceptual learning. We also discuss sharing our discoveries with colleagues to help further develop our understanding of this approach.
Evaluating the educational impact of visualization
ACM SIGCSE …, 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.
Visualizing Instructional Design: The Potential of Dynamic Computer Presentations
1997
Graduate students often have difficulty understanding the concepts behind the various models of instructional design (ID). In order to help students in an introductory ID course come to a better understanding of the similarities and differences between various instructional models, the models were developed into dynamic computer graphics to use within a class setting. The projects described in this paper represent a series of steps taken to develop visual learning materials that enhance student understanding of the subject matter within the limited amount of class time available. Each represents a different approach to developing visually rich and interactive computer-based materials. Four projects are described in this paper in terms of topic selection, design features, lessons learned, and suggestions for improvement. The projects focus on: (1) concept clarity; (2) color coding;
Is a Picture Truly Worth a Thousand Words? Infographics for Undergraduate Teaching
Emerging Technologies for Education, 2018
Infographics, have emerged as an appealing academic tool. Supplementing traditional learning material such as textbooks, or PowerPoint slides, infographics allow for summarised versions of the same material. Millennials want access to relevant information literally at the click of a button. As educators, we have to find a way of engaging these students with new teaching practices and new learning styles. The researchers commenced on a quest to see how they could engage these students, not only by teaching them the relevant knowledge, but also by allowing these students to use a simple infographic, which covers an entire study theme, and testing the students' perception of the use of infographics as a substitute for or even to replace "traditional" PowerPoint slides. The infographic was guided based on the 5 principles of the Gestalt theory. The study was conducted on 210 student participants, with limited prior experience of infographics. The infographic was perceived as a great tool and of good quality, which they would prefer to use as a study method over PowerPoint slides. As educators, we need to find ways in which to incorporate infographics as a learning approach, to enhance the learning experience of students. It is recommended that educators explore visual tools to enhance the learning experience and to retain the knowledge to which our students have been exposed. It is further recommended that infographics should be evaluated based on the five principles of Gestalt to not only improve designs, but also student experience.
Visualizing constructive alignment in the process of course design
5th International Conference on Higher Education Advances (HEAd'19), 2019
Course design in higher education is often approached in a very linear and text-based manner. The paper presents a visual tool in the form of a canvas aimed at accompanying teachers in the design of courses. The canvas can be used in an individual or co-teaching setting. It can be applied either during the conception phase of a new course or to revisit and reflect an existing course. The visual dimension departs from the usual text-based format and ambitions to offer a practical and intuitive approach. It aims at engaging teachers to adopt a prototyping approach in the design of courses. It builds on the various visual modeling tools offered in the fields of business and strategy. The proposed canvas is part of a broader project accompanying higher education teachers in the clarification of their pedagogical intent, in ensuring constructive alignment and in the adoption of a reflexive posture on their teaching experiences.
Principles and Tools for Instructional Visualisation
1994
Abstract: This report reflects research and development on visualization and the use of multimedia carried out at the Department of Applied Education, Division of Instrumental Science and Technology of the University of Twente (Netherlands) and the Andersen Consulting Educational Computing Consortium, also at the University of Twente. The report contains 11 papers organized into three main sections:(1)" Concepts in Instructional Visualisation" includes" Visualisation and Effective Instruction"(Jef Moonen)," Principles ...
An Instructional Engineering Method and Tool for the Design of Units of Learning
Learning Design, 2005
This chapter discusses how to build IMS learning designs focusing on three aspects, instructional engineering, modeling tools and graphical design techniques. First, we propose that instructional designers use a systemic and systematic instructional engineering method to build Units of Learning conforming to the IMS-LD specification. MISA, a mature instructional engineering method will serve as the basis to our design approach. Second, we present a graphical modeling tool, MOT+, and a representation technique that was created to support instructional engineering. In MOT+, concepts, procedures and principles are used to describe all IMS-LD components as well as their relationships. We believe this graphical language to be closer to instructional designers, in that it represents a more pedagogical viewpoint than software engineering graphical languages like UML, while still enabling an automatic translation from graphical models into a machine-readable IMS-LD XML. Third, we will provide an example of the design processes involved in building learning designs, from the preliminary analysis to the definition of a unit of learning method, the central part of the IMS Learning Design.