Report on Presentation

This presentation deals with the use of visualizations in the classroom.  The source material comes from three papers:

Baeker

This section explores the value of sorting algorithm animations in teaching by examining the lessons learned from Sorting Out Sorting (SOS), which represented nine different sorting algorithms in an animated videotape.  While there was plenty of material on SOS, the more valuable information comes from viewing the problems encountered while using and developing this video.  These ideas would be used in building better animations.

There were two major problems with SOS.  First, the animations needed to be engaging, but not to the extent that the student must expend a great deal of effort in comprehending the mechanics of the algorithms.  In fact, it would be better to minimize the "gee-whiz" factor associated with the new tools so that the students can concentrate on learning the concepts of the algorithm.

The other major problem is timing.  Timing must be controlled.  At the beginning of a scene, the events should proceed slowly so that the student can discover the initial concepts.  However, events should speed up towards the end of the scene to keep from losing students to boredom.

These were solved in SOS in a number of ways.  First, graphic conventions were consistant so that the user spent little time learning the animation displays.  Second, the timing was controlled as described above.  Finally, to help engage the student, a number of special views comparing the algorithms to each other were developed and used towards the end of SOS.
 

Bazik et al


Brown University has used visualizations for many years.  They typically have been used in lecture, in lab, and on assignments.  In fact, the university has a couple of workstation-equipped lecture halls to allow better interaction between the instructor, the student, and the visualization.  Later, the student will have an opportunity to explore these concepts through developing visualizations in lab and through assignments.

In studying the benefits and problems with educational visualizations, the authors note that students generally like the use of visualization in their classes.  There is a price to be paid, however, for such benefits.  Visualizations must have short cognitive distances.  They also must work well with both the textbook and the curriculum.  Visualizations also must have constant maintenance to keep the material fresh and current.
 

Brown and Najork

In this paper, the authors discuss the idea of web-based textbooks called CAT and JCAT (a JAVA version of CAT) that would allow for interaction and collaborations.  This approach differs from Bazik et al in that the controls for the visualization would reside with the student's browser.  It is also the case that CAT (and JCAT) handle instructor interaction, student interaction, and collaboration.  Thus, this adds to the ability for task sharing and discussion, allows for easier maintenance, and promotes the use of cognitive ability by using the system.

Conclusions

Obviously, the use of visualization can yield great benefits for both instructors and students.  These benefits, however, can only occur by applying proper design techiniques in development, by effectively integrating the visualization in the curriculum, and by constantly reviewing and maintaining the system.  With these ideas in place, visualization in the classroom can be a rewarding experience.