Unit 6. Data VisualizationRevision Date: Jan 04, 2020 (Version 3.0)
Students learn how to create how to make their own data visualizations.
Student can express the usefulness of data visualization for identifying trends, making connections, and addressing problems.
Students will demonstrate how programs such as spreadsheets help efficiently organize and find trends in information.
Say: This session we will learn to use another data visualization tool named RawGraphs and begin planning a visualization you will make.
As stated on their website, RawGraphs was, “Primarily conceived as a tool for designers and vis geeks, RAW Graphs aims at providing a missing link between spreadsheet applications (e.g. Microsoft Excel, Apple Numbers, OpenRefine) and vector graphics editors (e.g. Adobe Illustrator, Inkscape, Sketch).”
Programs, such as spreadsheets, help efficiently organize and find trends in information.
ACM DL Author-ize serviceRAWGraphs: A Visualisation Platform to Create Open Outputs – PDF file in Green Open Access
Watch this video that introducesRawGraphs and answer the questions:
Visit the RawGraphs gallery and do an online gallery walk with your elbow partner. For at least three of the images complete the following table.
What is the purpose
What is a question you have.
Activity 2 (30 min)
Say: Let’s start learning how to make our own visualizations. Visit RawGraphs.io/learning.
Complete the first two video tutorials, How to make a barchart and How to make an alluvial diagram, and then a third you and your elbow partner choose to view.
Plan with your elbow partner a visualization you would like to create. Answer these questions:
Say: Today you will make your own visualization. The data you found to use could have come from a variety of sources including through surveys, user testing, interviews, direct observations or other means. No matter how appealing the visualization it can only be as reliable as the data it is based upon. We will be using an iterative process refining and revising based on your reflections throughout the process. Its okay if you need to make changes in your original plan as you work through the process.
Consider again your answers to these questions:
Part 1: Each student is to create their own visualizations however elbow partners should work together at first. In the first part of class build a prototype. Keep it simple.
Part 2: Discuss the next step with your elbow partner. Elbow partners can work in their own direction t this point. Either refining the prototype or building an entirely new visualization..
Each student is to create/refine their own visualization.
Say: Data and data visualization provide opportunities for:
Thinking back on the visualization gallery you explored in the past discuss with your elbow partner how data visualization can help with each of these three opportunities.
Student expression of the power of data visualization for identifying trends,
making connections, and addressing problems.
Students should explain the iteative nature of this project development and explain the role reflection played in that process.