Delivery Mode : Asynchronous Workshop Levels : Beginner,Intermediate Eligible for Online Teaching Certificate elective : No
Data visualization is about presenting data visually so we can explore and identify patterns in the data, analyze and make sense of those patterns, and communicate our findings. In this course, you will explore those key aspects of data visualization, and then focus on the theories, concepts, and skills related to communicating data in effective, engaging, and accessible ways.
This will be a hands-on, project-based course in which you will apply key data visualization strategies to various data sets to tell specific data stories using Microsoft Excel or Google Sheets. Practice data sets will be provided, or you can utilize your own data sets.
Week 1: Introduction and Tool Setup
Week 2: Cognitive Load and Pre-Attentive Attributes
Week 3: Selecting the Appropriate Visualization Type
Week 4: Data Stories and Context
Learning Objectives:
Upon completion of this course, you will be able to create basic data visualizations that are effective, accessible, and engaging. In support of that primary objective, you will:
Describe the benefits of data visualization for your professional situation
Identify opportunities for using data visualization
Use appropriate accessibility strategies for data tables
Prerequisites
Basic knowledge of Microsoft Excel or Google Sheets is required to successfully complete this course. Resources will be included to help you with the basics should you need them, but time spent learning the tools is not included in the estimated time for completing this course.
What are the key takeaways from this course?
The ability to explain how data visualization is connected to data analytics
The ability to identify key data visualization theories
Creating effective and engaging data visualizations
Applying appropriate accessibility strategies to data visualizations
Who should take this course?
Instructional designers, faculty, and higher education administrators who need to present data in effective, engaging, and accessible ways will benefit from taking this course
Technology is a helpful tool, but it won’t provide that sense of stability. It’s a cold machine. School districts push technology over teachers. They don’t stop to think about what it will mean to children and their development.
the idea that instruction should be disrupted using technology is putting students and the country at risk. It destroys the public school curriculum that has managed to educate the masses for decades.
Early childhood teachers express concern that tech is invading preschool education. We know that free play is the heart of learning.
But programs, like Waterford Early Learning, advertise online instruction including assessment for K-2. Their Upstart program advertises, At-home, online kindergarten readiness program that gives 4- and 5-year-old children early reading, math, and science lessons.
Designing and thinking at Laroche.co | Talking design at Laroche.fm | My newsletter: https://goo.gl/vr9SA5
What is a game?
When you take off all the technical parts of a game, you are left off with four elements: a goal, rules, a feedback system and voluntary participation.
Such non-degree credentials have been growing in popularity.
“We do have a little bit of a Wild West situation right now with alternative credentials,” said Alana Dunagan, a senior research fellow at the nonprofit Clayton Christensen Institute, which researches education innovation. The U.S. higher education system “doesn’t do a good job of separating the wheat from the chaff.”
Thousands of credentials classes aimed at improving specific skills have cropped up outside of traditional colleges. Some classes are boot camps, including those popular with computer coders. Others are even more narrowly focused, such as courses on factory automation and breastfeeding. Colleges and universities have responded by adding non-degree programs of their own.
some 4,000 colleges and other providers issue industry certifications, according to the Lumina Foundation, but fewer than one in 10 are reviewed by a regulatory body or accreditor.
That companies need trained employees is uncontested: More than three-quarters of U.S. manufacturers told the National Association of Manufacturers this year that they had trouble finding and keeping skilled workers.
Despite those hiring and retention concerns, industry appears reluctant to discuss the topic of policing new credentials. The National Association of Manufacturers declined to answer questions.
“If an organization wants to grant a badge, there’s nothing stopping them from doing that,” Richardson said. “It’s important for consumers to do their due diligence.”
