data visualizaition tools

Compiled by yara Aziz

E-mail Collection
E-mail Collection
Export Citations
Export Citations
Save Collection
Save Collection



In this collection:

Kier, C. (2007). Mind Maps and Learning Styles. In C. Montgomerie & J. Seale (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2007 (pp. 2835-2837). Association for the Advancement of Computing in Education (AACE). View
The proposed project will address whether visual learners (students who prefer using their sense of vision) benefit from the opportunity to use visual materials (in this case, a mind map) more than students who prefer aural or kinesthetic modes of learning, or those who prefer to learn by reading/writing. Fleming's (Fleming & Mills, 1992) VARK (Visual, Aural, Read/Write, Kinesthetic) inventory will be used to assess students' preferred modality for learning. Participants will be able to choose whether to use a traditional outline-style table of contents or a mindmap to navigate a series of webpages about Piaget's work. A frequency count will allow a comparison of the number of "hits" received by the mindmap vs. the traditional outline. It is predicted that visual learners will choose the mindmap more frequently than will other learners. The results will have implications for the development of course materials.

David, S. & David, V. (2006). Visual Learning Through Concept Mapping. In E. Pearson & P. Bohman (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2006 (pp. 2303-2306). Association for the Advancement of Computing in Education (AACE). View
This paper describes and demonstrates the use of electronic visual learning tool Open Mind in the classroom to create concept mapping. The concept maps are used either at the beginning of starting a new topic in the classroom to assess prior knowledge or at the end to summarize student's new learning. It develops the critical thinking skills, explores understanding of concepts and links to their future learning. The instructor can also create the concept maps and each box can be electronically linked to add images, pictures, Flash, audio, video, clipart, text, and power point documents. Finally the completed concept map can be exported to Microsoft word, power point, or HTML and can be used as a document or Web page. This software can also be used to make electronic portfolios. The lesson plan and other documented maps serve as links to the electronic portfolio or the portfolio itself.

Chen, I., Slough, S. & Garza, R. (2004). Web-based Visualization Tools as Mindtools for Science Educators. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4631-4636). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). View
Visualization tools go beyond crayons and paper or paint and draw programs by scaffolding and clarifying difficult-to-understand text and abstract concepts. David H. Jonassen called them the meaning-making tools. Good mathematics and science instruction at the early elementary grades begins with data collection, representation, and interpretation. The paper discusses a workshop taught by a team of college faculty members from the natural sciences department and the education department. This paper describes how visualization tools were integrated into a workshop for urban elementary educators. A variety of technologies were used to organize, display, interpret, and finally evaluate real-world situations.

Huber, R. (2007). Data Visualization Tools: New Interactive Internet Resources to Facilitate Scientific Inquiry. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 6036-6038). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). View
This paper presents a case for using Data Visualization Tools (DVT's) to manage and interact with massive sets of environmental data. Thus facilitating scientific inquiry as called for in The National Science Education Standards. The focus of this presentation will be on applications for grades 4-14. Two categories of DVT's will be demonstrated: (1) sites that provide simulation of scientific equipment and resources and (2) sites that allow students to interact with large educationally relevant databases

Feedback and Suggestions please email or use our online feedback form.