Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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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 -