A guide to becoming visual with data for creatives, data wonks, and everyone in-between by Kristen Sosulski
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.
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.
However, designing visualizations that are readable and provide key insights is much more difficult.
To transform the data into usable knowledge that we can act upon, we need to analyze it using appropriate models, statistics, and data mining techniques. Once we make sense of the data or our findings, we need to communicate them.
We live in an age where college classes are no longer taught exclusively in classrooms, but rather as a combination of onsite and online learning. In this post, I’m going to share an overview of the blended learning approach to education.