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when researchers use visualization to interact with complex structured datasets.
They seem particularly suited to visualization education.
Multiple perspectives are important in constructing knowledge and so group
work is often employed in such activities. In this context, symbolic and graphi-
cal representations of knowledge and ideas and can be important in negotiating,
mediating and constructing shared meanings [19]. This is particularly so if the
graphics can be manipulated in an exploratory context as knowledge is derived.
Consequently strong arguments exist for using software that is interactive and
exploratory to develop opportunities for learner-centered constructivist activi-
ties [74].
I have developed exploratory visualization software for use in fieldwork in
this context. It encourages 'learning by doing' through a series of linked carto-
graphic, statistical and photographic views of a study area and a highly interac-
tive interface through which these can be manipulated. It forms part of a learner
constructed activity - the software is one of a series of resources made available
to students who are expected to develop an approach to a problem relating to
land cover and land use. The contrasts with passive or transmissive education
are emphasized by the exploratory, student-led visualization and the ability to
add data recorded in the field into the software for analysis [46]. Our evaluations
show that the software and the constructivist activity that it supports are an
effective learning device [47].
The Dagstuhl survey suggests that a number of similar activities may be
taking place. It certainly seems that there is scope for using exploratory graphical
software to support constructivist learning methods in visualization that give
students the opportunity to learn actively.
A Portfolio Approach to Assessment: The issue of exercises and assessment
was discussed at Dagstuhl primarily because some teachers were finding it dif-
ficult to set and assess meaningful exercises. Critiquing and 'learning by doing'
provide scope for effective objective assessment that encourage active learning.
My experience with portfolio-based assessment has been very positive in this
context and compliments these methods well.
Portfolios involve students developing and collating annotated evidence of
their capabilities throughout a course. They receive formative feedback on their
work and use selected work to demonstrate that they have achieved a set of
learning outcomes. Portfolio-based assessment can spread workload for staff and
students, offers the opportunity for developmental feedback and review, and
provides a synoptic view of what has been learned. It also results in a tangible
end-product that students can show to colleagues and prospective employers—
potentially—bringing learning to life and engendering pride.
I use portfolio-based assessment in the GeoVisualization module. Students
participate in a practical exercise associated with each learning session that
requires them to 'learn by doing'. Their work is discussed and improved. Selected
work is submitted for formal formative feedback. At the end of term students
are asked to submit a portfolio of three exercises and a reflective essay that uses
these as items of evidence to demonstrate that module learning outcomes have
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