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Evolving Forms of Visualisation for Presenting and Viewing Data.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

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Evolving Forms of Visualisation for Presenting and Viewing Data. / Passey, Don.

Evolution of Information Technology in Educational Management. ed. / C. O'Mahony; A. Finegan; A.J. Visscher; A. Tatnall. 292. ed. Boston : Springer, 2009. p. 155-167 (IFIP International Federation for Information Processing).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter

Harvard

Passey, D 2009, Evolving Forms of Visualisation for Presenting and Viewing Data. in C O'Mahony, A Finegan, AJ Visscher & A Tatnall (eds), Evolution of Information Technology in Educational Management. 292 edn, IFIP International Federation for Information Processing, Springer, Boston, pp. 155-167. https://doi.org/10.1007/978-0-387-93847-9_14

APA

Passey, D. (2009). Evolving Forms of Visualisation for Presenting and Viewing Data. In C. O'Mahony, A. Finegan, A. J. Visscher, & A. Tatnall (Eds.), Evolution of Information Technology in Educational Management (292 ed., pp. 155-167). (IFIP International Federation for Information Processing). Boston: Springer. https://doi.org/10.1007/978-0-387-93847-9_14

Vancouver

Passey D. Evolving Forms of Visualisation for Presenting and Viewing Data. In O'Mahony C, Finegan A, Visscher AJ, Tatnall A, editors, Evolution of Information Technology in Educational Management. 292 ed. Boston: Springer. 2009. p. 155-167. (IFIP International Federation for Information Processing). https://doi.org/10.1007/978-0-387-93847-9_14

Author

Passey, Don. / Evolving Forms of Visualisation for Presenting and Viewing Data. Evolution of Information Technology in Educational Management. editor / C. O'Mahony ; A. Finegan ; A.J. Visscher ; A. Tatnall. 292. ed. Boston : Springer, 2009. pp. 155-167 (IFIP International Federation for Information Processing).

Bibtex

@inbook{6efddf38f50141daa61d0c89fc1fa216,
title = "Evolving Forms of Visualisation for Presenting and Viewing Data.",
abstract = "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).",
keywords = "Visualisation of data, data management and visual forms, school management systems and presentation of data, viewing data",
author = "Don Passey",
year = "2009",
doi = "10.1007/978-0-387-93847-9_14",
language = "English",
isbn = "9780387938455",
series = "IFIP International Federation for Information Processing",
publisher = "Springer",
pages = "155--167",
editor = "C. O'Mahony and A. Finegan and A.J. Visscher and A. Tatnall",
booktitle = "Evolution of Information Technology in Educational Management",
edition = "292",

}

RIS

TY - CHAP

T1 - Evolving Forms of Visualisation for Presenting and Viewing Data.

AU - Passey, Don

PY - 2009

Y1 - 2009

N2 - 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).

AB - 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).

KW - Visualisation of data

KW - data management and visual forms

KW - school management systems and presentation of data

KW - viewing data

U2 - 10.1007/978-0-387-93847-9_14

DO - 10.1007/978-0-387-93847-9_14

M3 - Chapter

SN - 9780387938455

T3 - IFIP International Federation for Information Processing

SP - 155

EP - 167

BT - Evolution of Information Technology in Educational Management

A2 - O'Mahony, C.

A2 - Finegan, A.

A2 - Visscher, A.J.

A2 - Tatnall, A.

PB - Springer

CY - Boston

ER -