Bring experts into the classroom with Skype

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Use Skype to extend your classroom by inviting experts to join remotely.

Many instructors invite professionals into their classrooms to add diversity to the discussion and dialogue. Introducing students to professionals in their field of study is one way to help them to see first-hand how experts approach and solve problems.

 

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The future of business intelligence: Data visualization

I was invited to speak at the Plotcon conference in early November. The conference has been described as “The world’s most visionary conference for data visualization in scientific computing, finance, business, and journalism.” It was a true honor to be part of an elite group of scholars, journalists, data scientists, and technologists.

My talk was titled “The Future of Business Intelligence: Data Visualization.” I spoke about the importance of not just models and technology, but about the key elements that hinder and aid the communication of information, and ultimately, decision making.

View my talk.

Dr. Kristen Sosulski develops innovative practices for higher education as the Director of Education for the NYU Stern W.R. Berkley Innovation Lab. She also teaches MBA students and executives data visualization, R programming, and operations management as an Associate Professor at NYU’s Stern School of Business.

Kristen’s passion for technology and learning sciences converges in all facets of her career, inside and outside of the classroom. Follower her on Twitter at @sosulski and learn more at http://kristensosulski.com.  Stay connected and join her #datavis newsletter.

Data Visualization: A select toolkit

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There are a wide range of tools available to refine your data and to create, edit, alter, and display your visualizations. These include: R, Python, HTML, plot.ly, JavaScript, Qlikview, Google’s Visualization API, Tableau, Domo, Adobe Illustrator, Excel, PowerPoint, KeyNote, and many more. In my courses, I teach three tools: Tableau, R, and Python. In addition, I expect  my students to be fluent in  basic productivity programs such as Excel and Google’s Visualization API. While there is not a one size fits all solution to visualization, the three toolkits I teach provide a solid foundation to visualize geospatial, categorical, time series, statistical, and network data as static, animated or interactive displays for the desktop, web, or for a presentation.


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Data Visualization: A select bibliography

et-line_e00b(0)_512There are many books, guides, and tutorials to help you learn data visualization.  In this post, I’m sharing a select bibliography of the 16 key readings that I use in my practice and teaching. The readings are diverse; data visualization as a field is interdisciplinary, combining many fields and specialties.  Principles, inspiration, and insights are drawn from the areas of statistics, communications, computer science, cognitive psychology, graphic design, information design and user experience design.

 

 

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Educational reasons for creating short teaching videos

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Many professors are creating their own multimedia content for their classes. Multimedia content comes in many forms, with the most popular being video content. However, the definition of content in this context is very narrow as it refers to the medium. This media centric view of content can make it difficult to separate the actual educational content from the medium itself. The educational content can be described as what is the professor trying to demonstrate, model, or explain to the students.

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Student video projects: An alternative to in-class student presentations

Screenshot 2016-05-31 23.28.52Student video assignments can save class-time for discussion and add a rich learning dynamic to presentations. In many project-based courses, one or two class sessions are reserved for students to deliver presentations on their projects. These presentations take place live in front of the class. Presentations range from 15 to 30 minutes per project. If there are more than five student projects, presentations can account for two or more class sessions. If the primary focus of the course is on delivering presentations, multiple class sessions are a productive use of time. However, in courses where critique and feedback on the project is central to the lesson, as opposed to a focus on presentation skills, it is not as important to take up class time for information delivery.

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