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Understanding education involving geovisual analytics
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences. (Pedagogiskt arbete)ORCID iD: 0000-0002-3115-9060
2013 (English)In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, 283-300 p.Article in journal (Refereed) Published
Abstract [en]

Handling the vast amounts of data and information available in contemporary society is a chal-lenge. Geovisual Analytics provides technology designed to increase the effectiveness of infor-mation interpretation and analytical task solving. To date, little attention has been paid to the rolesuch tools can play in education and to the extent to which they can process actionable data for students. The aim of this paper is to examine students’ learning activities involving a GeovisualAnalytics tool in order to understand education in such settings. The paper builds on a study con-ducted in three public primary schools in grades 4 through 6. The implemented technology wasused in four different social science classes, each for a period of two to four weeks. Empiricaldata were collected via video observations and speak-aloud interviews conducted using softwarethat allows recordings by computer webcams and captures the actions on the computer screen.The interactions were analyzed, applying constructs and metaphors developed by Latour. Theresults indicate that, together, the data-rich setting and the students create intelligibility, whereknowledge emerges from heterogeneously constructed networks. These show that learning iscomplex in character, continuously ongoing in an intertwined, multimodal, multiple, and content-focused mode.

Place, publisher, year, edition, pages
Informing Science Institute, 2013. Vol. 12, 283-300 p.
Keyword [en]
Geovisual Analytics; data; visual storytelling; learning activities; multiple learning;education, educational practices
National Category
Pedagogical Work
URN: urn:nbn:se:liu:diva-99443OAI: diva2:657163
Swedish Research Council, No. 721-2007-3671Knut and Alice Wallenberg Foundation
Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2015-02-02Bibliographically approved
In thesis
1. Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom
Open this publication in new window or tab >>Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Visual storytelling interagerar i skolan : Lärandevillkor i klassrum med samhällsorienterad undervisning
Abstract [en]

The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis.

Abstract [sv]

Syftet i denna avhandling är, att förstå hur teknik för visual storytelling kan vara utformad och användas i relation till samhällsorienterande undervisning i grundskolan (årskurs 4 – 6), men också hur sociala dimensioner, tekniska och andra faktorer skapar villkor för lärande i ett sådant undervisningssammanhang. I studien introduceras datavisualiseringsteknik för visual storytelling: ‘the Statistics eXplorer platform’, ett geovisual analytics. Den teoretiska referensramen har sin grund i ett social konstruktionistiskt synsätt Ett socio-kulturellt perspektiv används för att analysera social aktivitet, men även aktörnätverks teori används för att analysera både sociala och materiella aktörer. Avhandlingen bygger på tre empiriska material som genereras med hjälp av 16 lärare i samhällsorienterande ämnen, och 126 elever tillhörande fem olika klassrum i tre olika svenska grundskolor. Materialet innehåller: fältanteckningar ifrån introduktion av tekniken, fokusgrupps-intervjuer med lärare, ‘tänka högt’-intervjuer med elever och två sorters videoinspelningar ifrån klassrum (dels med vanlig videokamera och dels med mjukvara som spelar in aktiviteter på datorskärmen och elevernas aktiviteter vid datorn, liksom ljudet). Analysen visar hur lärare, elever, teknik, information, uppgifter, data-typer, etc. tillsammans, i nära samarbete i de studerade klassrummen, skapar mycket komplexa villkor för lärande. De läraktiviteter som uppstår i klassrummen där teknik för visuell analys inkluderas, erbjuder elever support att: hantera stora datamängder, bli delaktiga i olika läraktiviteter och uppnå olika utbildningsmål, men även andra sorters elevrelaterade mål. Därför kan tekniken sägas vara relevant för denna sorts undervisning. Vidare visar analysen hur komplexiteten tillsammans med elevernas uppfattningar av hur kunskap skall visas, skapar påtagliga ‘problem spaces’ i läraktiviteterna. Lärandevillkoren kan därför förstås som en klassrumspraktik som inte fullt ut överensstämmer med den introducerade teknikens erbjudanden för visuell analys. Därför efterfrågas en förändrad syn på didaktisk design och elevers kunskapsformering, vilket blir betydelsefullt för kunskapens kvalitet i förhållande till visuell analys.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. 118 + Appendicies A-G p.
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 20Linköpings studies in education and social sciences, 6
Data visualization, geovisual analytics, visual storytelling, interaction, learning activities, learning conditions, social science education, Data visualisering, geovisual analytics, visual storytelling, interaktion, läraktivitet, lärandevillkor, samhällsorienterande undervisning
National Category
urn:nbn:se:liu:diva-106885 (URN)10.3384/diss.diva-106885 (DOI)978-91-7519-338-0 (print) (ISBN)
Public defence
2014-06-13, Domteatern, Visualiseringscenter C, Campus Norrköping, Linköpings universitet, Norrköping, 13:15 (Swedish)
Available from: 2014-05-23 Created: 2014-05-23 Last updated: 2015-04-01Bibliographically approved

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