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.
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.
There 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.
The third reason why we use data visualizations is to show data in our presentations.
Recently, I wrote a guest post for Tableau on best ways to deliver presentations with data. I emphasized the role of storytelling and noted the following pitfalls. Also included is a checklist for delivering effective presentations with data.
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.
Student 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.
I was recently asked to serve on a panel to discuss questions related to increasing analytics engagement for the Digital Analytics Association. In preparation, I put together some questions and responses that I thought would be helpful for folks working in business analytics.
Earlier this spring, I participated in an author series panel at Teachers College, Columbia University to discuss online teaching and learning in higher education. The panel was moderated by Steven Goss who is the Vice Provost of Digital Learning and brought together authors who have written about online education to discuss the considerations and challenges of developing and delivering online programs.