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Two examples of crazy 8 sketches.  

Two examples of crazy 8 sketches.  

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Prototype work can support the creation of data visualizations throughout the research and development process through paper prototypes with sketching, designed prototypes with graphic design tools, and functional prototypes to explore how the implementation will work. One challenging aspect of data visualization work is coordinating the expertise...

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... Consequently, these four elements form the basic structure of our review. We also made the adaptation of changing knowledge to goal to better incorporate the goal-relevant considerations of visual analysis approaches in a learning context, such as target users, target problems, and theoretical background (e.g., Hillaire et al., 2016;Vieira et al., 2018). Theoretical considerations largely inform and justify the knowledge that users desire to gain from visual analytics approaches. ...
... The development of learning tools must be guided by specific learning theories (Hillaire et al., 2016;Shaffer & Ruis, 2017;Wise & Schaffer, 2015). Therefore, we further examined whether the goal of VRCD involved any theoretical considerations. ...
... Innovative approaches have started to achieve this goal. For example, Hillaire et al. (2016) proposed a six-step model to guide the development of visual learning analytics tools. In this model, the first step is to define an educational goal informed by educational theories, and subsequent steps involve the definition of the target users, an interdisciplinary paper prototyping process, a formative evaluation, mock data, and implementation. ...
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Visual analytics combines automated data analysis and human intelligence through visualisation techniques to address the complexity of current real-world problems. This review uses the lens of visual analytics to examine four dimensions of visual representations of collaborative discourse: goals, data sources, visualisation designs, and analytical techniques. We found visual analysis approaches to be suitable and advantageous for decomposing the temporality of collaborative discourse. However, it has been challenging for current research to simultaneously consider learning theories and follow visualisation design principles when adopting visualisations to analyse collaborative discourse. At the same time, existing visual analysis approaches have mainly targeted learners or researchers and mainly focused on mirroring collaborative discourse rather than providing advanced affordances such as alerting or advising. Informed by these findings, we propose a possible future research agenda and offer suggestions for the features of successful collaboration to guide the design of advanced affordances.
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... When designing data visualizations for learning analytics research or practice, other practical guidelines in the literature would be worth being synthesized with the present paper in guiding practice. See Klerx, Verbet, and Duval (2017) for practical guidelines on how to get started on developing data visualizations for this purpose ;and Hillaire, Rappolt-Schlichtmann, and Ducharme (2016) for prototyping guidelines. ...
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... For this paper, we were interested in identifying how visualization tools presented in the literature informed their designs using educational theories-e.g., theories regarding how people learn or which pedagogical practices are most effective. Effective visual learning analytics systems need to be informed by pedagogical practices and educational theories so that instructors and students can use them to enrich the learning process (Dawson, 2010;Hillaire, Rappolt-Schlichtmann, & Ducharme, 2016;Lockyer, Heathcote, & Dawson, 2013;Wang & Jacobson, 2011). Hence, the research team designed an assessment rubric aimed at characterizing the reviewed literature based on three dimensions (see Table 1): (1) Connection with Visualization Background (CVB); (2) Connection with Educational Theory (CET); and (3) Sophistication of Visualization (SoV). ...
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... Visual LA (Hillaire, Rappolt-Schlichtmann, & Ducharme, 2016) Supports pedagogical decisions by interactive visualizations that claim information design to acquire, parse, filter, mine, depict, and interact with a data collection. ...
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Este libro es producto del programa de Investigación en Innovación Educativa, que patrocina el Instituto Antioqueño de Investigación y que desarrolla el grupo de investigación Universus. Está estructurado por capítulos que los investigadores han ido editando a medida que progresan en el programa. Cada uno se enfoca en alguno de los aspectos que se debería incluir en una agenda de trabajo orientada a revolucionar el sistema de educación. El lector podrá darse cuenta de que el contenido se relaciona de forma incremental, partiendo desde algunas conceptualizaciones, luego se presenta recomendaciones para el cambio y se finaliza describiendo los resultados de su aplicación experimental.