Research

Visualizing Research and Work

Do you ever doodle to figure out an idea? Do you sketch out a concept to make sense of it? Have you every created a Post-It Note wall montage on a wall to map out a project? Is there a whiteboard where you have a series of equations or problems you are working through? If so, then visualizing research and related works might be for you!

art

For the last workshop I facilitated, I opted to go low-tech to in order allow for reflection and discussion about our digital spaces and places. Sometimes analog processing with markers provides instigates creativity or creates an opportunity for deeper thinking. Drawing or concept mapping is a process I often use to plan programs/events, design websites, draft course curriculum, and more. I find these visualizations helpful for gathering thoughts, linking concepts ,and facilitating group/team processes.

emo_draw  course_design_posts  concept_maps_for_uunderstanding

Much to my surprise, my research role with The Digital Learning and Social Media Research Group has moved beyond your typical scholarly practice, such as literature review, data collection, data analysis, and academic writing, to include a visual design to share research. I thank/blame George for the opportunity to dig into valuable research to identify findings and implications by creating a short script and putting these audio narrations to animated format on the Research Shorts YouTube Channel [If you’re not subscribed, you should!].

storyboarding_research   research_shorts_video

In a recent Research Shorts video, we scripted and produced Hilton’s (2016) recent article review of OER and college textbooks choices (highlighted in George’s post). Although this is an open access publication, we hope this video visualization extends beyond the typical scholarly audience and reaches other campus stakeholders in higher education who are thinking about these learning resources. You can view this video here:

For the Research Shorts video creation process, I have been scripting and storyboarding academic articles (of mine and others) to explain the implications and applications of these studies in a few short minutes. This work has made me think more about how I include visuals in my own scholarly practice, specifically to identify the “so what” or key points for my own initiatives. I typically map out works-in-progress, lesson plans, course designs, and meetings I will be facilitating or hosting by using a visual map or plan. From my experiences, visualizations for research and work projects have helped myself and my research collaborators:

  • Ideate and brainstorm for developments/project planning
  • Filter and itemize relevant results for literature reviews
  • Map out concept for a research plan and work initiatives
  • Connect the dots between theories and relevant published research
  • Organize a research pipeline and project workflows for effective project management
  • Provide “in plain English” about your research findings
  • Highlight key implications based on research results
  • Develop better images or visuals for conference presentations and/or posters
  • Showcase information through a new communication method or medium
  • Can lead to new insights for yourself and your audience/stakeholders — offer access to publications or complex work designs
  • Capture the “what’s the point” for organizational leaders for published reports
  • Pitch research implications/findings as an executive summary in meetings

Beyond creating a video to share visual research on YouTube, I am also considering what images or graphs I put into my own academic publications. Our written text can tell the story of our research; however, diagrams, images, or graphs can create meaning to our academic manuscripts, reports, and planning documents. What does the aesthetics of science look for you?  Have you put much thought into how you visualize traditional research publications, like conference proceedings or journal articles? What support your academic writing beyond the text? Do you give much consideration to these in your writing? If so, please share.

Reference:

Hilton, J. (2016). Open educational resources and college textbook choices: a review of research on efficacy and perceptions. Educational Technology Research and Development, 1-18.

Higher Education, Learning Technologies, Web Design

Backward Design with TED-Ed

Beginning with the end in mind. This is the philosophy of instructional design method backward(s) design.  A few weeks back Kevin Guidry shared his thoughts on backwards design, and it got me thinking about how I approach my curriculum and lesson plans.

Image c/o <http://www.recordholders.org/images/backwards-cycling1.jpg>

For the Office for Exploring Majors, I am currently reviewing/updating modules for our first-year seminar class – UGST 1000. The goal is to offer an “engaged” format (we cannot use the term blended or hybrid, but there will be mixed components of online, in-class and active requirements) for Fall 2012.  Last semester our department offered a couple of sections of the NextGen course; however, the class focus was on “well-being.” Since our office t works with undecided students, the engaged sections for Fall 2012 will need to be directed towards major/career exploration and academic success.

Image c/o <http://kids.esc13.net/curriculum/3stages.gif>

In reviewing the current curriculum, it was apparent that a backward design approach would be the most effective method for this instructional design project. In Understanding by Design, Wiggins and McTighe (2005) identify three key stages for  backward design:

  1. Identify desired results (learning outcomes) – What should your learners know, understand, and be able to do?
  2. Determine Acceptable Evidence (means to assess if learners have learned) – How will you know if learners have achieved the desired results, achieved those learning outcomes, or met the standards? What is the evidence of learner understanding and proficiency?
  3. Plan learning experiences and instruction – What will be the procedures or methods to reach these outcomes? This includes a definition of knowledge; definition of skills and procedures learners need to master; definition of materials; and definition of learning or instructional activities.

Here is an example of an engaged learning module that I will include for the Time Management unit. This session will have the backward design steps and one of three classes that students will be required to complete outside of the in-class meeting time.

1. Learning Outcome(s)

Learners will be able to:

(a) identify the differences between tasks, objectives, and goals.

(b) create a smart and effective to-do list of tasks.

(b) assess their weekly schedule to identify how time is being utilized.

(c) select priorities, understand where time is lost, and accurately adjust for effective time management.

2. Evidence of Learning

Learners will demonstrate their understanding of learning by:

(a) drafting a to-do list of tasks for the day/week and identify 5 top priorities.

(b) mapping out a one week schedule of their activities to identify where their 168 hours are allocated.

(c) creating a visual representation of how the 1 week period time is accounted for in terms of activities and responsibilities.

 (d) writing a 250 word minimum blog post/online journal about their 168 hours and weekly schedule. This reflection will include the visual representation of 168 hours, account for time wasted, and offer ideas how to effectively manage time to balance their schedule.

3. Learning Experiences & Instruction

This section of the time management unit will be housed online. We have some modules created on Blackboard Learn; however, I thought I would also create a mock up on the new TED-Ed website. This is a rough draft of a module (to be edited) I designed by “flipping the video” from YouTube into a lesson. [Side note: there are already a number of lessons available for educators to use for the experience section of lessons. Instructors can use the same module or “flip” it.]

TED-Ed | Time Management: How to Write a To-Do List & Know Where Your Time Goes

College Success – Chapter 2: 2.3 Organizing Your Time

References:

Beiderwell, B., Tse, L., Lochhaas, T.J., & deKanter, N.B. (2010, August). College success. Flatworld Knowledge. Retrieved from http://catalog.flatworldknowledge.com/catalog/editions/54

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed). NJ: Prentice Hall.