Data Visualizations for Learning, Strategy, and Change
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An active learning session using digital engagement mapping to demonstrate the effectiveness of data visualization for change discussions
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Data Visualizations for Learning, Strategy, and Change
- 1. Data Visualization for Learning, Strategy, & Change Laura Gogia, MD, PhD November 1, 2016
- 3. Simple visualizations such as concept maps are useful across contexts for facilitating discussion & change.
- 4. Digital Practice for Strategic Professional Development
- 5. Where do you go online?
- 6. Identify five ways you have used digital spaces.
- 7. Broadcast Consume Interact Create TYPES OF DIGITAL ENGAGEMENT
- 8. How can we leverage digital spaces & activity for strategic professional development* ? *Students, team, organization, yourself
- 9. Professional Learning Network A form of strategic digital engagement that fosters learning, sharing, and professional networking that transcends geographic boundaries & traditional power hierarchies.
- 11. How can we begin to talk to people about strategic digital activity?
- 12. Map it out. Map it out.
- 13. Visitors and Residents is a simple way of describing the range of ways individuals can engage with the Web. It’s a continuum of ‘modes of engagement’ not two distinct categories. -- David White, daveowhite.com/vandr/
- 14. Visitor Behavior Resident Behavior Digital = Tool Accomplish a Goal Minimal Presence Digital = Space Live & Interact Building a Presence
- 15. Here’s mine
- 17. Identify one strength of your digital map.
- 18. Identify something you find surprising about your digital map.
- 19. Identify one thing you would like to add to or develop on your digital map.
- 20. Final Thoughts
- 21. Photo Credits Peter Žagar Edho Pratama Sarah Dorweiler Kai Oberhäuser Marius Masalar William Iven Thomas Lefebvre Joanna Kosinska Todd Quackenbush Redd Angelo Gaelle Marcel Damian Zaleski Hannah Morgan Jonathan Simcoe All images are from unsplash.com, CC License 1.0 International (Public Domain)
Editor's Notes
- Good afternoon and welcome I’m Laura Gogia Data visualization. It’s a buzzword we hear frequently, usually in connection to other buzzwords like big data, business intelligence, dashboards, and accountability. However, data visualization doesn’t have to be a buzzword. As a concept, it can be quite simple: it is the act of collecting information and displaying it in ways that illuminate while allowing for informed decision making. Data visualization does not have to be fancy to be effective; in fact, even the simplest forms of data visualization can drive conversation and change.
- Who here has made a concept map at any point in the past? A concept map is a form of data viz that educational researchers have shown since the 1970s to be an effective way to help people grasp complex concepts. According to the research, concept maps work in several ways. First, concept maps encourage us to organize pieces of information into categories – which in turn allows us to move to a more abstract level of thinking. Second, they make thinking visible or concrete – which makes the thinking less fuzzy to the person who is trying to think it. Third, concept maps themselves act as “meeting posts:” places that allow other people to meet our thinking where we are, facilitating conversation and potential collaboration. Finally, concept maps allow us to maintain a record over time, so that we can reflect on where we were, where we are, and where we might want to go in the future. And the best thing about concept mapping is that it can be adapted to be useful in many contexts for facilitating discussion and enabling change.
- And the best thing about concept mapping is that it can be adapted to be useful in many contexts for facilitating discussion and enabling change.
- Let’s work through an example in which we use a simple form of data visualization – essentially basic concept mapping – to reflect on and discuss our behaviors in digital spaces as a potential form of professional development. As an aside, I chose this scenario for two reasons: first, I am actively engaged in several research and development projects concerning digital practice, identity, and professional development so it is firmly in my wheelhouse. Second, the leveraging of digital space – for all sorts of communication purposes – is relevant businesses, nonprofits, community groups and educators, so I’m hoping you will all find this personally useful.
- In front of you, you’ll find a piece of paper. I’m going to give you ten seconds to write down as many answers to this question as possible. Where do you go when you are online? Which platforms, digital spaces, applications – anything you do online – personal or professional. Go. Ok, where do people go when they are online – just shout them out for me. Search Engines – Email – Wikipedia – Social Media – Creatives (Videos, music), Music Services like Pandora Email Go ahead and circle the ones that you use for work or professional development or for learning. Ok, keep that list handy – we are going to use it in a minute
- Look at your list that you made, the things that you circled. Find a partner and go through your lists. Together, try to identify five ways that you used those spaces. What sorts of activities were you engaging in? What was your purpose in being there? Take a minute. Ok what sorts of things do you have
- So generally speaking, when people get on the Internet, much of what they do – in terms of activities, not necessarily platforms - can be described through four categories of engagement. These are not necessarily mutually exclusive or comprehensive, but they are a way to begin to think about and talk about what you do on the web. The first is Broadcasting. In other words, people can express their ideas and information with no real intention of dialogue, per se. Broadcasting is about getting one’s ideas out there for someone else’s consumption. So obviously if there are some people broadcasting, there are others who are consuming. We consume when we don’t have the intention of giving a lot of feedback – we consume information when we search databases or search engines. We consume entertainment when we watch Netflix. When we buy things on Amazon. However, sometimes people can interact and provide feedback – we consume when we buy on Amazon, but we are participating or interacting when we opt to leave a review. We are consuming when we read a Wikipedia entry, we are interacting or participating when we make some edits. We interact when we engage in dialogue on Facebook or Twitter. We are contributing to a larger narrative. Finally, sometimes we use the web to create and I’m thinking about all the web applications that allow us to make things. Making videos, music playlists, picture mashups, editing software, photo albums. Like I said, these activities aren’t mutually exclusive – sometimes we make things collaboratively, for example. And certainly they can be used in a sequential fashion – in fact, I’m going to give you an example of that in a minute. But I find that these categories can be useful when we are talking about what we are doing on the internet.
- So, now that we have a little bit of a vocabulary as well as some personal context, how can we leverage these spaces and our behaviors to advance our professional development? I have a little star here, because I want you to take a moment to choose how you are going to frame this question for your own purposes. Are you going to think about your students’ professional development? Your team’s? Your own? All of those would work for the activity that’s coming up – pick the one that interests you the most.
- There are plenty of ways, but the one I’d like for us to consider today is the idea of a personal learning network, which is a form of strategic digital engagement that fosters, learning, sharing, and professional networking in ways that potentially transcends institutions, geography, and traditional power hierarchies. It’s a mouthful and one that I don’t expect you to necessarily unpack fully today, but it might be one of those things you think about and come back to later.
- So, how do professional learning networks work? I’m going to offer a personal example, an example that could also be called “How I went from writing papers for my professors in graduate school to giving keynote addresses and planning national conferences in less than 2 years.” As I tell this story, I want you to pay close attention to the digital spaces and the types of digital engagement. In the fall of 2014, as part of my graduate fellowship at VCU’s ALT Lab, I participated in a massively open onlinecourse (MOOC) on faculty development and connected learning. Through my Twitter interactions related to that course, I became recognized in within the connected learning community as someone who researched connected learning as part of my dissertation work. Around that same time, I was developing and presenting a mock prospectus for a dissertation preparation course. I posted my mock prospectus slides on slide sharing platform and then embedded that presentation in a blog post in which I described my research proposal. I advertised my blog post on Twitter using the Mooc’s hashtag and asked the people from the course to take a look and offer feedback. As they commented and asked me questions on Twitter, I noticed some themes across their responses. I aggregated their tweets on Storify, which is a storytelling digital platform and embedded the product into a blog post in which I suggested potential areas for research collaborations based on the questions they were asking. I advertised that post on Twitter, using the MOOC hashtag. Several scholars expressed in interest in collaborating in different areas. For the next 18 months I worked several research collaborations through combinations of Google hangouts, docs, and Google plus. This work led to conference proposals and publications at an international level. The combinations of online and conference presentations led to keynote and plenary addresses, guest blogging assignments, panels and podcast invitations, and a significant amount of consulting work. Can you identify at least two or three platforms and types of engagement from that story?
- So I am not trying to suggest that everyone needs to develop a professional learning network as complex as my own, but what I am arguing is that there can be benefits from approaching digital engagement intentionally. How can we optimize what we do online the same way we tend to think about optimizing our activities offline? So for you, as the leaders of your organizations, the question becomes How can we begin to talk to people about being strategic?
- And the answer is to map it out.
- In terms of digital engagement, David White, Alison Le Cornu, Donna Lanclos, and their colleagues at the University of Oxford developed a mapping exercise that aims to help people talk about their online activity in terms of being digital visitors and residents. In David’s words,
- So David and his colleagues describe a spectrum of engagement anchored on both ends by visitor activity, which tends to perceive digital platforms as tools. When we act as visitors, we tend to be goal oriented – we get in and get out without leaving too much of a digital footprint. On the other side of the spectrum, when we acts as digital residents, we tend to think of the digital in terms of a space that we inhabit along with other people. Activity tends to be more extended and less goal driven. When we act as residents, we are there to build a presence or an identity.
- OK, example time. This is a simplified version of my V&R map. I’ve identified my primary digital platforms. There are two axes – the first is the Visitor and Resident axes, which we’ve discussed. In my case I tend to use things like google search engines in very goal-oriented sorts of ways and I tend to hang out on twitter – that’s where my community is. The other axis is personal and professional use – sometimes you’ll see this listed as “institutional.” It’s useful because many people tend to have dual lives in the digital world - in fact you might have one email account up here and a different one down here. But you’ll see that I am not particularly dualistic. I have a lot of overlap – and that’s actually the sort of observation that could lead to discussion on strategy and intentionality, right?
- So why don’t you take a moment on your own and draw your own map. It doesn’t have to be comprehensive. You already have a list of platforms to work with. Let’s make this an individual activity - and I’ll walk around if you have questions. Take a moment to explain your map to your partner.
- What was one strength that you found on your map -
- What’s one thing that you find surprising about your map?
- What’s one thing you would like to change or add to or develop on your map?
- And when we finish, let's think about exactly what you did. We made a concept map - a form of data visualization - that anyone could have made regardless of discipline, professional context, technology, or other resources. We reflected on behaviors and potentially attitudes and belief systems and shared those - in a concrete way with another person. In this case, we talked about digital activity, but it could have been on anything. If we were in a professional development setting, we could have established some goals around that as well as set some plans. We used active/experiential learning in order to do all of it - an approach consistent with best practices of adult learning.