COSEE California Communicating Ocean Sciences Session 2: The Nature of Science.
COSEE-Networked Ocean World (NOW)
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Transcript of COSEE-Networked Ocean World (NOW)
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Creating Real-time Displays of OOS Data for Classroom and
Informal Use
Sage LichtenwalnerRutgers University
Institute of Marine & Coastal Sciences
Ocean Sciences, February 25, 2010
COSEE-Networked Ocean World (NOW)COSEE-Networked Ocean World (NOW)
COSEE NOW is facilitating Ocean Observing partnerships to:•assess the knowledge & needs of Ocean Observing audiences•improve collaboration & coordination between scientists and educators•increase public awareness to improve society’s ocean literacy
265 Members100 Scientists
Linking ocean scientists and educators in the virtual world
Where are we going?
• The need for Ocean Data Visualization in Education
• Visualization Design Strategies– Strategies to improve data visualizations
– Design frameworks for using data in education
– The power of Narrative
• Potential Future Projects
What is “Visualization”?
Visual Analysis
Bioinformatics
Information Visualization (InfoVis) Charting
Graphing
Data Visualization
Data Art
Visual Analytics
“Visual analysis is not primarily about the pictures, but about finding ways to use our powerful visual systems to analyze data. It's analysis done in a visual way. It's visual exploration, visual data analysis, and visual presentation of results.”
Robert Kosara, eagereyes.org
Explorative Visualization
Information Art
Information Design
Infographics
Info Aesthetics
Pragmatic VisualizationArtistic Visualization
VisualizationVisualizationMapping
Cartography
Infoporn
Chart Junk
Scientific Illustration
Why is data visualization needed in educational environments?
We face numerous global challenges…
…that can only be solved by digging into huge datasets for solutions.
U.S. Science Majors
2007% of
Bachelor's
% of Populati
on
All Bachelors 1,541,704
35.4
S&E Bachelors 485,772 31.5 11.2
"Hard" Sciences 244,549 15.9 5.6
Earth/Atm/Ocean 4,077 0.3 0.1
NSF Science and Engineering Indicators: 2010
Understanding Data is in the Standards
Abilities necessary to do scientific inquiry:
Grades K-4
• Employ simple equipment and tools to gather data and extend the senses
• Use data to construct a reasonable explanation
• Communicate investigations and explanations
Grades 5-8
• Use appropriate tools and techniques to gather, analyze and interpret data
National Science Education Standards (1996)
2009 NJ Core Curriculum Standards
Science Education in the 21st CenturyStudents’ K-12 lab-science experiences should include the following:• Physical manipulation of authentic substances or systems: • Interaction with simulations• Interaction with authentic data• Access to large databases• Remote access to scientific instruments and observations
21st-Century Life and Careers• Use data accessed on the Web to inform solutions to problems and
the decision-making process. 9.1.4.A.4• Present resources and data in a format that effectively
communicates the meaning of the data and its implications for solving problems, using multiple perspectives. 9.1.12.B.1
The Need for Ocean Data Visualization
There is a… “need to develop the tools necessary… to effectively translate the results of that research in ways
that are useful to resource managers, policy-makers, and the general public.”
What Do Educators Want?
Top requested features:• Data visualization tools (ability to graph, map, chart data)• Inquiry-based lessons/activities • Lesson plans for teaching science concepts with RTD• Locally relevant data sets • Map interfaces • Stories or case studies that show how scientists use real-time data.
Middle-school teachers were more likely to have students use:• Computers at school as part of their lessons• The Internet/websites at school as part of their lessons• Real-time data (mostly student-collected data) as part of their
lessons
NERRS Real-Time Data Needs Assessment 2006
COSEE NOW Educator Survey 2008
1) Increase the effectiveness of data visualizations
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Follow Visualization Design Theory
Ben Fry’s seven stages of visualizing data:• Acquire• Parse• Filter• Mine• Represent• Refine• Interact
How to Approach a Problem
Iterative Development CycleIterative Development Cycle
Usability Testing
Why this Approach?• Verify appeal of current design• Verify effectiveness of current design• Modernize existing design• Determine usefulness of content• Determine how best to display data so that
it’s useful to the data users
An digital media evaluation method that measures the effectiveness of your digital [Web] product with members of your target audience.
Test Subjects:• Fishermen/woman: n = 7 • Ages: all 45+• Professions: varied• Fish at least weekly, mostly
offshore for tuna and shark• Use of Internet: 5 of 7 daily
Real-time Surface Currents• 5/7 users recognized the
arrows as the flow of water, but many were not sure. [3] did not realize this until the animation.
• 3/7 users identified the colors as temperatures, even after noting the colorbar axis showing velocity
• Some users wanted to click on the image to zoom in to see smaller regions
• Users did not like the units (cm/s). Because of the range of values (0-50), one user mistook them as wind speeds (i.e. mi/hr).
2) Consider How People Learn
Incorporate Learning Sciences Theory
Learning-for-Use • Motivation
– Experience demand– Experience curiosity
• Knowledge Construction– Observe– Receive communication
• Knowledge Refinement– Apply– Reflect
(Edelson 2001)
Visualization for Learners
Inquiry-based learning units must include:
• Motivating context• Learner-appropriate activities• Appropriate datasets• Scaffolding interfaces• Support for learning
(Edelson & Gordin 1998)
COOL Classroom
Pilot Evaluation
For more, see C. Ferraro’s poster this evening
The Hudson River Plume Adventure
2008 Pilot - 18 teachers
3) Use Data Visualization to tell a story
Pilot Program: RU27 Site & Education
For more, see D. Goldinger’s poster this evening
The Future
Informal: New Stories forGAIA &
The Global Microscope /Science on a Sphere
Formal:Real-Time Worksheets of IOOS DataUsing the Learning-for-Use framework
Example: Heat Capacity1. Curiosity - RT Buoy Data2. Observe - Air/Sea temps over a week3. Apply - Air/Sea temps over a year4. Reflect - Compare with land station
Other possibilities: The Seasons, Climate & Weather, Ocean Currents, Wind Energy transfer
These efforts will require collaborative “design teams” of educators and scientists
Summary• Data from Ocean Observing Systems provides a great
opportunity to connect learners with real-world ocean science
• Design frameworks do exist for developing data displays, often for “public” consumption, though most do not (yet) consider the specific needs of learners in formal and informal environments
• Understanding how people learn can aid in the development of effective data displays
• Like a good storyteller, good visualizations engage viewers and motivate them to explore further
Elements of
Data TranslationElements of
Data Translation
Art(Information Aesthetics)
Art(Information Aesthetics)
Programming(Technical Feasibility)
Programming(Technical Feasibility)
Science(Cool Content)
Science(Cool Content)
Storytelling(Persuasive Visualization)
Storytelling(Persuasive Visualization)
Usability(Interface Design)
Usability(Interface Design)
Pilot Program: GAIA
Rutgers COOLroomRutgers COOLroom Liberty Science CenterLiberty Science Center
Informal Science Education Centerwith ~1,000,000 visitors per year, serving
the NY/NJ school systems including urban largely minority schools facing
challenges.
Cutting-edge OOS Research& Real-time Data
Telling RTD Stories with LSC’s “GAIA”
“Students appreciate the fact they’re getting straight-out data. They can come up with their own conclusions. It becomes more personal and they take a greater interest.”- Katie Gardner, LSC Educator