Interdisciplinary Translation of Comparative Visualization

📝 Abstract

Spatial visualisation skills and interpretations are critical in the design professions, but traditionally difficult to effectively teach. Visualization and multimedia presentation studies show positive improvements in learner outcomes for specific learning domains. But the development and translation of a comparative visualization pedagogy between disciplines is poorly understood. This research seeks to identify an approach to developing comparable multimodal and interactive visualizations and attendant student reflections for curriculum designers in courses that can utilize visualizations and manipulations. Results from previous use of comparative multimodal visualization pedagogy in a multimedia 3D modelling class are used as a guide to translation of pedagogy to architecture design. The focus is how to guide the use of comparative multimodal visualizations through media properties, lesson sequencing, and reflection to inform effective instruction and learning.

💡 Analysis

Spatial visualisation skills and interpretations are critical in the design professions, but traditionally difficult to effectively teach. Visualization and multimedia presentation studies show positive improvements in learner outcomes for specific learning domains. But the development and translation of a comparative visualization pedagogy between disciplines is poorly understood. This research seeks to identify an approach to developing comparable multimodal and interactive visualizations and attendant student reflections for curriculum designers in courses that can utilize visualizations and manipulations. Results from previous use of comparative multimodal visualization pedagogy in a multimedia 3D modelling class are used as a guide to translation of pedagogy to architecture design. The focus is how to guide the use of comparative multimodal visualizations through media properties, lesson sequencing, and reflection to inform effective instruction and learning.

📄 Content

Australasian Conference on Information Systems

Birt et al. 2015, Adelaide, South Australia

Translation of Comparative Visualization

1 Interdisciplinary Translation of Comparative Visualization James Birt Faculty of Society and Design Bond University Queensland, Australia Email: jbirt@bond.edu.au
Dirk S. Hovorka School of Business Information Systems University of Sydney New South Wales, Australia Email: D.Hovorka@econ.usyd.edu.au Jonathan Nelson Faculty of Society and Design Bond University Queensland, Australia Email: jnelson@bond.edu.au Abstract Spatial visualisation skills and interpretations are critical in the design professions, but traditionally difficult to effectively teach. Visualization and multimedia presentation studies show positive improvements in learner outcomes for specific learning domains. But the development and translation of a comparative visualization pedagogy between disciplines is poorly understood. This research seeks to identify an approach to developing comparable multimodal and interactive visualizations and attendant student reflections for curriculum designers in courses that can utilize visualizations and manipulations. Results from previous use of comparative multimodal visualization pedagogy in a multimedia 3D modelling class are used as a guide to translation of pedagogy to architecture design. The focus is how to guide the use of comparative multimodal visualizations through media properties, lesson sequencing, and reflection to inform effective instruction and learning. Keywords: visualization, curriculum design, multimodal, 3d printing, virtual reality 1 Introduction As focus on technology enhanced teaching and learning (Keppell et al. 2011) and focus on awareness (Johnson et al. 2015a) and use (Johnson et al. 2015b) of emerging technology increases in higher education, there is an increasing potential in considering how technologies can enhance classroom pedagogy. Advances in technology have resulted in the development of new tools, techniques, and instrumentation that allow visualizations at different and multiple scales and the design and implementation of comparative pedagogy across multiple disciplines (Magana 2014). For example, the availability of low cost professional game engines and a range of affordable peripherals create new opportunities for the use of visualizations across classroom and discipline settings. In turn, visualizations (Freitas and Neumann 2009; Höffler 2010) can enhance the construction of knowledge, and provide a framework for collaboration which enhance learning outcomes (Garrison 2011). But if our goal is to move a learner from shallow to deep learning, we need to turn research attention to environments and pedagogies incorporating learning design (Ocepek et al. 2013), appropriate media properties (Dalgarno and Lee 2010) and lesson sequencing (Kozma 1994).
Multimedia visualizations and multiple learning modalities are learning-design support tools (Mayer 2005, 2008, 2014; Moreno and Mayer 2007) and it is understood that learners themselves have different styles, needs and capabilities (Freitas and Neumann 2009; Höffler 2010; Mayer 2005, 2008, 2014; Ocepek et al. 2013). However, most prior work has been formed around explanatory words and pictures (Ayres 2015) with less attention to complex learning environments such as interactive visualizations, games and simulations. In a pilot study by the authors (Birt and Hovorka 2014) using interactive multimodal visualization it was disclosed that no single mode of visualization was preferred by all students (Mayer 2014; Moreno and Mayer 2007). However, student’s preferences of visual media changed over the course of study suggesting that students were not merely grasping the specific principles demonstrated by the visualization (e.g texture, lighting, perspective) but were also learning to pre-visualize and manipulate target objects “in their minds eye”.
Australasian Conference on Information Systems

Birt et al. 2015, Adelaide, South Australia

Translation of Comparative Visualization

2 This research therefore seeks to identify an approach to developing multimodal and interactive visualizations and attendant student reflections (Wylie and Chi 2014) for curriculum designers in courses that can utilize comparative visualizations and manipulations. The goal is to guide the use of emerging comparative multimodal visualization as pedagogy through media properties, lesson sequencing, and reflection to inform effective instruction and learning thus shifting research away from whether technology, simulation or visualization affects learning. The question becomes how to translate a successful comparative pedagogy developed in multimedia modelling to other disciplines. Architecture design was selected as the subject of this research primarily because it is an accredited design discipline with learning outcomes aligned wi

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