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Data Visualization — A Matter of Perception

By rkrumhansl on September 13, 2016

What an expert sees in a data visualization is not what a novice sees.  This is an important lesson learned from a two-year project undertaken by the Oceans of Data Institute, funded by the National Science Foundation.

Analytical Thinking in the Workplace and the Classroom

By rkrumhansl on March 10, 2016

Why Analytical Thinking?
In 2014, ODI gathered an expert panel of professionals that work with big data. After 2 days of intense discussion, this expert panel developed a list of the knowledge and skills essential to working with big data. Their work was then validated by almost 100 peers who work as big data analysts. As you can see below, Analytical Thinking ranked highest in both the knowledge AND skills essential to being an effective big data-enabled specialist.

Kicking Off Real World, Real Science

By rKochevar on February 10, 2016

Last week I had the pleasure of traveling to Portland, Maine to meet with colleagues at the Gulf of Maine Research Institute (GMRI). I had never been to Portland, coming from California, but had been told that Portland was a great foodie town, with the largest number of small brew-pubs per capita east of Portland, Oregon. That sounded great to me, and in truth, it was even better than that! Portland is filled with local shops, charming side streets, as well as restaurants right on the water.  

Thinking Big

"Thinking Big," featured in the Summer 2015 issue of NSTA's The Science Teacher, explores curricular strategies for transitioning students to working with large, complex data sets. 

Data Use in the Next Generation Science Standards

Today’s students will graduate into a world where oceans of data are available to influence and drive decision making. When the Oceans of Data Institute (http://oceansofdata.org) surveyed 300+ students from community college and university settings, 85% of respondents agreed or strongly agreed that the ability to make sense of data is important to get a good job and will help in their future careers. An overwhelming 90% of respondents agreed or strongly agreed that learning to make sense of data will help them be more effective and informed citizens.

Oceans of Data Institute: Integrating Data Literacy into Science Education

This PowerPoint was presented at the Cutting Edge Digital Data Workshop in May  2015, and discusses the Oceans of Data Institute's work to-date.

Learn more about the workshop at http://serc.carleton.edu/NAGTWorkshops/index.html.

Strategies for supporting students’ explorations of big data

This presentation at AAAS' 2015 Annual Meeting focused on how  teachers and instructional materials can help students transition from working with small, student-collected datasets to large, complex, professionally collected datasets. Strategies include minimizing extraneous information and maximizing insight-rich information in the data visualizations; leveraging the skill set that students bring with them from working with self-collected data; and practicing the use of spatial, temporal and quantitative reasoning to connect claims with evidence.

 

The Relationship Between Direct and Data-Mediated Knowledge of the World

About 20 years ago, psychologist Lynn Liben presented an model of the relationships among a learner, an external (i.e. not mental) representation, and those aspects of the real world represented by the representation (the “referent”). Liben notes that the learner can learn either through direct interactions with the real world or through interactions with a representation.

Pervasive and Persistent Understandings about Data

This paper describes our current thinking on pervasive and persistent understandings about data

What Do Geoscience Novices Look at and What Do They See When Viewing and Interpreting Data Visualizations?

This poster presented the first results from Principal Scientist Kim Kastens’ collaborative grant on “Making Meaning from Geoscience Data: A Challenge at the Intersection between Geosciences and Cognitive Sciences.” ...

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