Below is a listing of the topics and assigned readings for each class session, as indicated. Please complete all assigned readings before the class they are listed for. Unless otherwise noted, readings are included in your Course Reader or in the required book for the class, Readings in Information Visualization : Using Vision to Think (Morgan Kaufmann Series in Interactive Technologies) by Stuart K. Card, Jock D. MacKinlay, Ben Shneiderman (Eds). When available we list the on-line address for the readings as well.

This schedule was last revised on May 1, 2003. All classes meet in Wallenberg Hall, Room 127, unless specified during the quarter, in advance.

Agenda: Introduction to the course and its scope and methods. Visualization defined. Socio-historical issues in visualizations for learning. Cognitive and social issues in visualizations. Human tasks using visualizations for learning. Distinctive functions of visual representations for learning. Relationship of visualization to media technologies.

Prof. Pea's slides can be downloaded from: http://www.stanford.edu/class/educ299x/Wk1-2003.ppt.

Dr. Mike Mills' slides can be downloaded from: http://www.stanford.edu/class/educ299x/MikeMillsVisualization.ppt.

Images from our discussion about Visualizations to Think With can be seen from the room's camera site, at: http://wh.stanford.edu/copycam/firstfloor.cgi?album=Room_127-2003_Feb& page=4

Required Readings:

• Arnheim, Rudolf (1969). Visual Thinking . Berkeley, CA: University of California Press. Chapter 2: The Intelligence of Perception; Ch. 8: Images as pictures, symbols, and signs; and Chapter 16: Vision in Education.

• Card, Stuart, MacKinlay, Jock D., and Shneiderman, Ben (Eds). Readings in Information Visualization : Using Vision to Think (Morgan Kaufmann Series in Interactive Technologies) 1999. Chapter 1: Information Visualization.

• Latour, Bruno (1986). "Visualization and cognition: thinking with eyes and hands." Knowledge and Society, 6 p. 1-40.

• Roth, W. and McGinn, M. (1998). Inscriptions: Toward a Theory of Representing Social Practice. Review of Educational Research, Spring 1998, Vol. 68, No. 1, p. 35-59.

• Pea, R.D. (1985) Beyond amplification: Using computers to reorganize human mental functioning. Educational Psychologist, 20, 167-182.

• Mills, M. I., & Pea, R. D. (1989). Mind and media in dialog: Issues in multimedia composition. In K. Hooper, and S. Ambron (Eds.), Full-Spectrum Learning Cupertino, CA: Apple Computer, Inc.

• Visualizations as “cognitive artifacts” from the MIT Encyclopedia of the Cognitive Sciences (Available at: http://cognet.mit.edu/MITECS/Entry/smithbc)

Agenda: A whirlwind tour of the scope of importance of visualizations for learning: Primarily intended to provide a mental map of the core areas of major contributions to visualization in learning across diverse disciplines and human activities and tasks. Systems will include visualizations for various concepts and functions in mathematics, statistics, physical science diagrams, image-based interfaces such as the Visible Human, geo-gridded visualizations using earth as the interface, astronomical visualization, virtual reality, augmented reality, teleimmersion, and different forms of information visualization including hierarchies, multidimensional data, 2-D and 3-D data, and linear structures with temporal data. (The specific developmental and learning issues that arise will be discussed in subsequent weeks.)

DIVER will be introduced as a software tool to be used during the course for creating annotated point-of-view authoring of digital movie files of visualizations or uses of visualization environments.  Dr. Michael Mills of StanfordŐs Center for Innovations in Learning (SCIL) will join us and we will review the design rationale and illustrate uses of DIVER in analyzing visualizations for learning.

Required Readings:

• Selections from Readings in Information Visualization: Using Vision to Think (Morgan Kaufmann Series in Interactive Technologies) by Stuart K. Card, Jock D. MacKinlay, Ben Shneiderman (Editors), 1999.
  • Section 2.1 (DeFanti et al, Space: Physical Data, p. 35-56)
  • The introductory pages for the papers sections 2.2 (1D, 2D, 3D), 2.3 (Multiple Dimensions > 3), and 2.4 (Trees) -- just to get an overview of what each issue entails.
  • Chapter 8: Applications and Implications (p. 625-636)
  • Chapter 9: Conclusion (p. 637-640)

Agenda: Visualizations in Mathematics Learning: Part 1.
Simulations for Calculus Learning (Simcalc): Visualization environment for learning mathematics of rate and change

Student groups begin leading discussion.

Prof. Pea's slides for this week can be downloaded from: http://www.stanford.edu/class/educ299x/Wk3-2003.ppt.

Lee, Marie, and Charlotte's Presentation can be downloaded from: http://www.stanford.edu/class/educ299x/simcalc_lm.ppt.

Assignment: Due by April 28
Write a two- to three-page paper that connects an area of your own specific interests in research and design to the Week 1 and Week 2 introductory theory and examples. This exercise will help you integrate the reading and lecture materials, as well as begin to identify some questions and directions you may want to pursue in your final presentation and paper. Please post your topics in Blackboard, through the site for the class (go to http://bb.stanford.edu), select Communications from the left panel menu, and the Discussion Board option. We will set categories up for the deliverables of the course in the first several weeks of the quarter.

Required Readings:

• Kaput, J., Noss, R., & Hoyles, C. (2001). Developing new notations for a learnable mathematics in the computational era. In L. English (Ed.), International handbook of technology in mathematics education. London: Kluwer. (Available at: http://www.simcalc.umassd.edu/NewWebsite/downloads/DevelopingNotations.pdf)

• Roschelle, J., Kaput, J., & Stroup, W. (2000). SimCalc: Accelerating students’ engagement with the mathematics of change. In M. Jacobson & R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 47–75). Mahwah, NJ: Erlbaum. (Available at: http://www.simcalc.umassd.edu/NewWebsite/downloads/MathofChange.pdf)

• Kaput, J. & Schorr, R. (in press). Changing representational infrastructures changes most everything: The case of SimCalc, Algebra, and Calculus. In G. Blume & K. Heid (Eds.), Research on Technology in the Learning and Teaching of Mathematics: Syntheses and Perspectives, Mahwah, NJ: Erlbaum. (Available at: http://www.simcalc.umassd.edu/NewWebsite/downloads/ChangingInfrastruct.pdf)

• Bowers, J., & Doerr, H. (2001). An analysis of prospective teachers’ dual roles in understanding the mathematics of change: Eliciting growth with technology. Journal of Mathematics Teacher Education 4(2)115-137. (Available at: http://www.kluweronline.com/issn/1386-4416)

• Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.). Distributed cognitions. New York: Cambridge University Press, pp. 47-87. (Class handout).

Agenda: Visualizations in Mathematics Learning: Part 2
Geometer’s Sketchpad: Visualization environment for dynamic geometry

Don't forget to post your 2-3 pp paper by classtime. Please see Session 3 for the assignment description

Related Links:

• Geometer’s Sketchpad: Visualization environment for dynamic geometry can be downloaded from: http://www.keypress.com/catalog/products/software/Prod_GSP.html (or for a web-based version, see: http://www.keypress.com/sketchpad/java_gsp/index.html)

• An exceptional list of published books and articles on using Geometer’s Sketchpad for mathematical and scientific inquiries is provided at: http://www.keypress.com/sketchpad/sketch_bib.html

• Finzer, W.F., and Bennettt, D. S. (1995, May).  Technology tips: From drawing to construction with the GeometerŐs Sketchpad.  Mathematics Teacher, 88, 428-431.

• For a research project on students’ uses of dynamic geometry tools, see: http://www.edc.org/MLT/DG/index.html

• A list of courses, classroom materials, and student work using Sketchpad can be found at: http://mathforum.org/dynamic/sketchpad.weblinks.html

• For even more related links go to: http://www.keypress.com/sketchpad/sketchlinks.html

Agenda: Scientific visualizations for geo-data learning using WorldWatcher. Part 1.

Required Readings:

• Edelson, D. C., Gordin, D.N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), 391-450. (Available at: http://www.worldwatcher.nwu.edu/research.htm)

• Gordin, D. N., & Pea, R. D., 1995, Prospects for scientific visualization as an educational technology: Journal of the Learning Sciences, v. 4, p. 249–279.

• Work with WorldWatcher tools and activities at: http://www.worldwatcher.nwu.edu/

• http://www.worldwatcher.nwu.edu/curriculum.htm provides middle school and high school curriculum activities that use the WorldWatcher software
• For middle school "Global Warming" curriculum go to: http://www.letus.nwu.edu/projects/gw/
• For high school "Looking at the Environment" curriculum see http://www.worldwatcher.nwu.edu/late/latepublicpage/index.html

Agenda: Scientific visualizations for geo-data learning: WorldBoard, dot.geo, EarthView.com, HP Cooltown

Required Readings:

• Jim Spohrer’s 1996 concept paper: “What comes after the WWW? WorldBoard” (Available at: http://www.worldboard.org/pub/spohrer/wbconcept/default.html)

• Spohrer, J. (1999). Information in places. IBM Systems Journal, 38(4). (Available at: http://www.research.ibm.com/journal/sj/384/spohrer.html)

• .geo (http://www.dotgeo.org/): A Proposed Top-Level Domain: Executive Summary

• HP Cooltown ( http://cooltown.hp.com/cooltownhome/) and read HP White Paper by Tim Kindberg et al. "People, places, things: Web presence for the real world" ( http://cooltown.hp.com/dev/wpapers/webpres/WebPresence.asp

Agenda: Topics in Information Visualization: Part 1

Required Readings:

• Finzer, W. (2000). "Design of Fathom, a Dynamic Statistics Environment, for the Teaching of Mathematics" Paper presented at ICME 9. (Available as a PDF file at: http://www.keypress.com/fathom/bibliography.htm)

• Finzer, W. and Timothy E. E. "DataSpace—A Computer Learning Environment for Data Analysis and Statistics Based on Dynamic Dragging, Visualization, Simulation, and Networked Collaboration,” in Proceedings of the Fifth International Conference on Teaching of Statistics, volume 2 (Voorburg: International Statistical Institute). (Available as a PDF file at: http://www.keypress.com/fathom/bibliography.htm)

• Carver, R. "Fathom Dynamic Statistics Software." (review) The Statistics Teacher Network #56 . (ASA/NCTM Joint Committee on the Curriculum in Statistics and Probability, 2001).(Available at: http://www.keypress.com/fathom/bibliography.htm)

• Commercial visual data mining and information visualization: Spotfire (http://www.ivee.com). And see: http://www.cs.umd.edu/hcil/spotfire/ for the history of HCI research leading to it in US and Sweden (dynamic queries and starfield displays that update a two-dimensional graphical display in 100 milliseconds)

• On starfields and dynamic queries, read:
  • Shneiderman, B. "Direct manipulation for comprehensible, predictable and controllable user interfaces." Proceedings of the 1997 international conference on Intelligent user interfaces, 1997, Pages 33 - 39 (Available at the ACM Digital Library: http://www.acm.org/pubs/citations/proceedings/uist/238218/p33-shneiderman/)

• Shneiderman, B. "Dynamic queries for visual information seeking", IEEE Software 11, 6 (1994), 70-77. (Reprinted in Readings in Information Visualization: Using Vision to Think, p.236).

Related Links:

• Explore Fathom at: http://www.keypress.com/fathom/

• Cliff Konold's "Tinkerplots" (http://www.umass.edu/srri/serg/tpmain.html) - a software construction set of basic operations (stack, order, separate) that allows students to build their own plots to analyze data. Tinkerplots will be especially useful for mathematics teachers striving to teach students data analysis in line with recommendations of the NCTM's Curriculum Standards, and to inquiry-based science classrooms where students collect and analyze data as part of formulating and testing their own hypotheses.

• Visual Insights and ADVIZOR (http://www.vdi.com/)

Agenda: Topics in Information Visualization: Part 2
Hierarchical information: hyperbolic trees, tree-maps, star-trees

Required Readings:

• John Lamping and Ramana Rao video, Visualizing Large Trees Using the Hyperbolic Browser, available at: http://www.acm.org/sigchi/chi96/proceedings/videos/Lamping/hb-video.html.

• Ramana, R. (1999). "See and Go Manifesto." Interactions, Sept-October 1999. (Available at: http://www.inxight.com/news/papers.html)

• Pirolli, P., Card, S.K., and Van Der Wege, M.M. "The Effect of Information Scent on Searching Information Visualizations of Large Tree Structures." (Available at: http://www.inxight.com/news/papers.html)

• Hyperbolic trees were commercialized by PARC as http://www.inxight.com/ (use startree to navigate the site, and view the many demonstrations of its use by websites at: http://www.inxight.com/products/st_studio/online_demos_st.html)

Optional/Additional Background Reading:

• Treemaps for space-constrained visualization of hierarchies: http://www.cs.umd.edu/hcil/treemaps/

Related Links:

• Another star-tree navigation system: The BrainEKP (PC only). http://www.thebrain.com/ PersonalBrain is a tool for managing information by visually organizing resources on the computer or Internet according to whatever scheme makes sense to you. (From their web-site: "Introducing the first-ever Enterprise Knowledge Platform, BrainEKP™, an easy-to-use system for organizing and sharing information. BrainEKP connects your people, processes, and information in a single interface so you can see and share your thinking.")

• Xerox PARC's RED Group: ‘Future of the Book’ video (2001) highlights an application for children's reading.

Please note that the Final Presentations will take place on Monday, June 2, from 4-6 pm, in the Peter Wallenberg Learning Theater.

Agenda: Final Paper due at the beginning of class, and Final Presentations in class! Including DIVER analyses to highlight how visualizations for learning that you highlight in your paper are expected to support learning, in terms of the course literature.