Abstract
| Original language | English |
|---|---|
| Title of host publication | ACIS 2015 Proceedings - 26th Australasian Conference on Information Systems |
| Editors | Frada Burstein, Helena Scheepers, Gaye Deegan |
| Place of Publication | Adelaide |
| Pages | 1-10 |
| Number of pages | 10 |
| ISBN (Electronic) | 978-0-646-95337-3 |
| Publication status | Published - 1 Jan 2015 |
| Event | Australasian Conference on Information Systems - Adelaide, Australia Duration: 30 Nov 2015 → 4 Dec 2015 Conference number: 26th https://acis2015.unisa.edu.au/ |
Conference
| Conference | Australasian Conference on Information Systems |
|---|---|
| Abbreviated title | ACIS 2015 |
| Country | Australia |
| City | Adelaide |
| Period | 30/11/15 → 4/12/15 |
| Internet address |
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Interdisciplinary translation of comparative visualization. / Birt, James R.; Hovorka, Dirk; Nelson, Jonathan.
ACIS 2015 Proceedings - 26th Australasian Conference on Information Systems. ed. / Frada Burstein; Helena Scheepers; Gaye Deegan. Adelaide, 2015. p. 1-10.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Research › peer-review
TY - GEN
T1 - Interdisciplinary translation of comparative visualization
AU - Birt, James R.
AU - Hovorka, Dirk
AU - Nelson, Jonathan
PY - 2015/1/1
Y1 - 2015/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85030151404&partnerID=8YFLogxK
M3 - Conference contribution
SN - 9780646953373
SP - 1
EP - 10
BT - ACIS 2015 Proceedings - 26th Australasian Conference on Information Systems
A2 - Burstein, Frada
A2 - Scheepers, Helena
A2 - Deegan, Gaye
CY - Adelaide
ER -