AT&T Fellows Final Report: Katy Borner

AT&T Fellows Final Reports

May 2004

Name	Katy Borner
Title	Assistant Professor of Information Science
Department	School of Library and Information Sciences
Campus	IUB
Project Title	Information Visualization Learning Modules
Project Goal	Develop Information Visualization Learning Modules as detailed in the original proposal
Type of Technology Used in the Project	Java programming, online interface to code packaged into learning modules

Executive Summary of Results

The first part of the project focused on the design, development, implementation, and testing of software components. In the second part of this project, we developed a set of Learning Modules that use the software components to teach major information visualization concepts. The learning modules have been used to teach the InfoVis course in spring 2004. Students taking this course provided valuable feedback for optimizing the learning modules. All developed software as well as the learning modules is available online at http://iv.slis.indiana.edu/.

Need for the Project

Briefly explain why you believed there was a need for your project and what teaching approach was used to address this need.

The Learning Modules fill the need for hands-on experimentation and problem-based learning currently unmet by existing static textbooks. They teach advanced data mining and visualization algorithms. An interchange format based on metadata standards was developed to ensure that algorithms can be combined in multiple ways (e.g., using different data mining algorithms with diverse information visualization algorithms).

The learning modules can be used to teach IV and IV-related courses (e.g., data mining, information retrieval, network analysis, user interface design, or data management) in Information Science, Computer Science, Informatics, Telecommunication, Business, etc., both on and off IU's campus. Alternatively, the module set can by used asynchronously by anybody interested to explore, learn about, and program effective data mining and information visualizations.

Use of Technology

Briefly explain how your project used instructional technology in a new or different way.

There exist a number of excellent textbooks that can be used to teach IV. Several come with accompanying web sites containing screen-sized snapshots of user interfaces as well as animations and movies. However, there exists no toolkit or learning resource that facilitates the exploration, application, evaluation, and comparison of algorithms.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

What student learning outcomes were expected?
How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?
What resources were used? (campus technology support services, etc.)
Would your project be easily understood and executed by other faculty?

The software repository was successfully used in the InfoVis course taught as SLIS since spring 2001. The repository enabled students to concentrate on interface and interactivity aspects of visualizations and to take on class projects of considerable complexity. Final projects completed in 2001 resulted in multiple conference and workshop papers. The new set of learning modules was used and evaluated in the Information Visualization course taught in spring 2004. Other faculty on campus expressed strong interest to use the toolkit in their teaching and research.

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

Fostered depth of learning
Supported efforts to improve retention
Fostered the learning of large numbers of students
Has broader applications that will affect learning K-12 or community environments?

The learning modules enable students to explore, combine, and contrast diverse data mining and information visualization algorithms and to take on projects of considerable complexity. In addition, they provide a basic background in use of metadata and XML. There is a tremendous need to provide more efficient access to data. Visual data access has an untapped industry potential thus far. IVs have gathered tremendous attention and are of interest to managers, users, and researchers. Students with working knowledge on the application of data mining algorithms and the design of effective information visualizations will have a significant advantage at the workplace.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

What measure of assessment was used?
How did your approach obtain measures of performance?
Did you feel your measurement was accurate and effective?

The new set of learning modules was used and evaluated in the Information Visualization course taught in spring 2004. We plan to conduct more formal usability studies in May/June 2004.

Plan for Colleague Development

Describe your role and activities as a mentor:

What mentoring activities were implemented to assist colleagues?
How did you help to develop colleague's instructional technology skills?
How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?
Is your project approach potentially applicable to other contexts or disciplines?
What tips would you offer?

Building shared resources for research groups or teaching communities is central to the advancement of science and education. The software code and learning modules developed in this project are an integral part of a data-code-compute resource for research and education in information visualization. This infrastructure is not only used at IU but by many other members of the information visualization community.

Final Comments on Project Results

Do you think you met the goals of your project?
What, if anything,would you do differently?
Did you have any unexpected outcomes? (positive or negative)
Would you recommend this teaching approach to colleagues?
What other comments or suggestions would you offer to complete this report?

As the project duration is May 2003-June 2004, the formal evaluation of the learning modules has not been completed as of today. Otherwise, the project is right on target and we are very much honored that SBC is supporting this major effort.

In addition, we are pleased that the new software repository was downloaded from about 50 institutions, organizations and companies in US, 14 institutions in Europe and 16 unidentifiable units so far. We believe this is another indicator for the usefulness and usability of the developed learning resource.

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