Personal tools
  •  
You are here: Home Instructional Technology & Learning Sciences Data Visualization Theory & Practice Lesson 4: Traditional forms of visualization

Lesson 4: Traditional forms of visualization

Document Actions
  • Content View
  • Bookmarks
  • CourseFeed
Course Content   ::  Lesson 4  ::   Assignment 4

Reading

Goldsmith, E. (1984). Chapter 1 and 3, Research into Illustration: An Approach and a Review . Cambridge: Cambridge University Press.

Discussion

Why an analytical model?
Why does Goldsmith propose an analytical model for the study of illustration and graphics? When might the use of this model prove important for us in data visualization?

The semiotic levels
What are the semiotic levels described by Goldsmith? Name an example of each kind of response from a graphic you provide...

Visual factors
What are the visual factors that Goldsmith describes to compare semiotic responses to illustrations and graphics? What seems clear and unclear about the examples he gives (if anything)? Take your example from the semiotic thread and discuss the visual factors within it.

Visualization goals
Consider the Minard diagram that Tufte likes so much. Do you believe that the diagram reaches a "pragmatic" level using Goldsmith's criteria to check for understanding and meaning? How so, and if not, where does it fall short?

Copyright 2008, by the Contributing Authors. Cite/attribute Resource . admin. (2008, May 20). Lesson 4: Traditional forms of visualization. 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_4__Traditional_forms_of_visualization.html. This work is licensed under a Creative Commons License Creative Commons License
Online Degree Program
Utah State University offers an online masters degree program (MS & MEd) in Instructional Technology and Learning Sciences. Click below to find out more.