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Lesson 2: Why data visualizations?

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Course Content   ::  Lesson 2  ::   Assignment 2

Reading

Tversky, B. (2001). Chapter 4: Spatial schemas in depictions. In M. Gattis (Ed.), Spatial Schemas and Abstract Thought (pp. 79-112). Cambridge: MIT Press.

Discussion

Charts and graphs
What kinds of graphs are best used for representing quantitative data? Qualitative data? Concepts and information difficult to visualize?

How graphics relate meaning
Present your ideas on Tversky's analysis of how pictorial representations, based on their sub-components (she calls elements) and their relationship in space, express meaning. Be sure to address how the elements relate to one another, and how graphic representations may reduce cognitive load.

Your examples
Give an example of a metonymy and synechdoche that you encounter in everyday life, and why your example fits the definition of each.

Nominal scales
Discuss devices for nominal relations, simple subordination, and complex subordination. How does tabular representation take advantage of these devices?

3D
What are the reasons not to use 2.5D when making graphical representations? When do learners express their preference for 3D?

Animation
Based on Tversky's discussion of animation, can you find an example on the web of when animation makes good sense? Post the URL and your reasoning so others can check it out.

Copyright 2008, by the Contributing Authors. Cite/attribute Resource . admin. (2008, May 20). Lesson 2: Why data visualizations?. Retrieved January 07, 2011, from Free Online Course Materials — USU OpenCourseWare Web site: http://ocw.usu.edu/instructional-technology-learning-sciences/data-visualization-theory-practice/Lesson_2__Why_data_visualizations_.html. This work is licensed under a Creative Commons License Creative Commons License
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