We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK


93% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Evolving Forms of Visualisation for Presenting ...
View graph of relations

« Back

Evolving Forms of Visualisation for Presenting and Viewing Data.

Research output: Contribution in Book/Report/ProceedingsChapter


Publication date2009
Host publicationEvolution of Information Technology in Educational Management
EditorsC. O'Mahony, A. Finegan, A.J. Visscher, A. Tatnall
Place of publicationBoston
Number of pages13
ISBN (Print)9780387938455
Original languageEnglish

Publication series

NameIFIP International Federation for Information Processing


Teachers have been ‘visualising’ ideas or information that emerge from data for a long time. Mark books have provided teachers with ‘visual’, albeit normally numerical, records of pupil attainment and achievement, which they have used to generate views about progress, trends, or the identification of appropriate learning support, for example. The advent of information and communication technologies (ICT) has brought potential to provide perspectives from data in more visual forms; these visual forms would previously have taken a long time to generate, and would have been unlikely to have been dynamic (that is, updated with regularly changing background data, to offer up-to-date pictures). What differences have been made as a result of this potential? Has it meant that ‘visualisation’ of forms of presentation have changed, that forms of analyses have been introduced, that reliability and robustness have been more focused on, or that different types of needs have arisen? This paper will explore evolving visualisations of curriculum data, and will conclude that different forms of visualisation are being introduced, but do not necessarily make it easier for the teacher to identify necessary or precise detail (or to consider fundamental statistical questions or specific professional needs).