{"id":11,"date":"2022-11-13T20:51:18","date_gmt":"2022-11-13T20:51:18","guid":{"rendered":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/?p=11"},"modified":"2022-11-13T20:51:18","modified_gmt":"2022-11-13T20:51:18","slug":"data-visualisation-teaching","status":"publish","type":"post","link":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/2022\/11\/13\/data-visualisation-teaching\/","title":{"rendered":"Data Visualisation – Teaching"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n

I created a data visualisation about \u201cWeekly Teaching Methods Used in a Lesson\u201d. I tried to differentiate the teaching and the learning part from this perspective; the points I used in my data are methods decided by teachers as a way of teaching. \u00a0The zigzags represent the way of teaching and the coloured circles are the homework types. The distance between the zigzag lines represents the distance between the student and the teacher. In face-to-face lessons, there are more frequent lines in zigzag. As a summary, I created a visualisation for understanding the variety of methods used in a lesson during a period of time.<\/p>\n\n\n\n

As mentioned in Brown\u2019s article, data taken from students can help teachers to shape their lessons (Brown 2020). This shaping can be during the lesson or for the next lessons. For example, a teacher can realise that students are struggling with a topic with a quick evaluation application. Teachers can change the teaching method or repeat that topic according to students\u2019 needs.<\/p>\n\n\n\n

For following students and improving teaching many companies are creating different platforms that can be used in schools (van Dijck, Poell, de Waal 2018). As a teacher, while searching for teaching applications, I\u2019m seeing very different types of platforms. Some platforms include parents and some of them do not, platforms include different data sets for improving teaching. In schools, teachers are using the data they get from the platforms. Besides this, the government or different companies are collecting data about students (Williamson, Bayne, and Shay 2020).<\/p>\n\n\n\n

As written in the previous paragraph, teachers are using the platforms for improving their teaching and helping students according to the data they got. There are also some types of platforms that are giving feedback to students on their own. Computers don\u2019t have equal pedagogical communication with students as teachers (Williamson, Bayne, and Shay 2020).. Shaping a lesson do not always about repeating the topic once more. It can be changing the style or changing the visuals or materials used during the lesson. It might be hard for a platform to understand students\u2019 needs all the time. This might be a point that the using data for the teaching area is working on<\/p>\n\n\n\n

References:<\/p>\n\n\n\n

Brown, M. (2020). Seeing students at scale: How faculty in large lecture courses
act upon learning analytics dashboard data.\u00a0Teaching in Higher <\/em>
Education<\/em>,\u00a025<\/em>(4), 384-400.<\/p>\n\n\n\n

Van Dijck, J., Poell, T., & De Waal, M. (2018).\u00a0Chapter 6: Education, In The <\/em>
platform society,<\/em> Oxford University Press.<\/p>\n\n\n\n

Williamson, B., Bayne, S., & Shay, S. (2020). The datafication of teaching in
Higher Education: critical issues and perspectives.\u00a0Teaching in Higher <\/em>
Education<\/em>,\u00a025<\/em>(4), 351-365.<\/p>\n","protected":false},"excerpt":{"rendered":"

I created a data visualisation about \u201cWeekly Teaching Methods Used in a Lesson\u201d. I tried to differentiate the teaching and the learning part from this perspective; the points I used in my data are methods decided by teachers as a way of teaching. \u00a0The zigzags represent the way of teaching and the coloured circles are […]<\/p>\n","protected":false},"author":18,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-11","post","type-post","status-publish","format-standard","hentry","category-uncategorised"],"_links":{"self":[{"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/posts\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":1,"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/posts\/11\/revisions"}],"predecessor-version":[{"id":13,"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/posts\/11\/revisions\/13"}],"wp:attachment":[{"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/media?parent=11"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/categories?post=11"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/cde22.education.ed.ac.uk\/mesmer\/wp-json\/wp\/v2\/tags?post=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}