Using visual analytics to develop situation awareness in astrophysics

We present a novel collaborative visual analytics application for cognitively overloaded users in the astrophysics domain. The system was developed for scientists who need to analyze heterogeneous, complex data under time pressure, and make predictions and time-critical decisions rapidly and correctly under a constant influx of changing data. The Sunfall Data Taking system utilizes several novel visualization and analysis techniques to enable a team of geographically distributed domain specialists to effectively and remotely maneuver a custom-built instrument under challenging operational conditions. Sunfall Data Taking has been in production use for 2 years by a major international astrophysics collaboration (the largest data volume supernova search currently in operation), and has substantially improved the operational efficiency of its users. We describe the system design process by an interdisciplinary team, the system architecture and the results of an informal usability evaluation of the production system by domain experts in the context of Endsley's three levels of situation awareness

What May Visualization Processes Optimize?

In this paper, we present an abstract model of visualization and inference processes and describe an information-theoretic measure for optimizing such processes. In order to obtain such an abstraction, we first examined six classes of workflows in data analysis and visualization, and identified four levels of typical visualization components, namely disseminative, observational, analytical and model-developmental visualization. We noticed a common phenomenon at different levels of visualization, that is, the transformation of data spaces (referred to as alphabets) usually corresponds to the reduction of maximal entropy along a workflow. Based on this observation, we establish an information-theoretic measure of cost-benefit ratio that may be used as a cost function for optimizing a data visualization process. To demonstrate the validity of this measure, we examined a number of successful visualization processes in the literature, and showed that the information-theoretic measure can mathematically explain the advantages of such processes over possible alternatives.Comment: 10 page

Scientific Literacy in the digital age: tools, environments and resources for co-inquiry

This paper describes some European and International projects to promote Scientific Literacy in the digital age as well as technologies, environments and resources for co-inquiry. The aim of this research is also to describe computer applications, software tools and environments that were designed to support processes of collaborative inquiry learning to promote Scientific Literacy. These tools are analyzed by describing their interfaces and functionalities. The outcomes of this descriptive research points out some effects on student learning and competences developed known from the literature. This paper argues the importance of promoting scientific citizenship not only through schools and Universities (formal learning), but also non-credit online courses and community-based learning programmes (non-formal context), as well as daily life activities, educational open digital materials through social networks (informal scenario)

Carving out new business models in a small company through contextual ambidexterity: the case of a sustainable company

Business model innovation (BMI) and organizational ambidexterity have been pointed out as mechanisms for companies achieving sustainability. However, especially considering small and medium enterprises (SMEs), there is a lack of studies demonstrating how to combine these mechanisms. Tackling such a gap, this study seeks to understand how SMEs can ambidextrously manage BMI. Our aim is to provide a practical artifact, accessible to SMEs, to operationalize BMI through organizational ambidexterity. To this end, we conducted our study under the design science research to, first, build an artifact for operationalizing contextual ambidexterity for business model innovation. Then, we used an in-depth case study with a vegan fashion small e-commerce to evaluate the practical outcomes of the artifact. Our findings show that the company improves its business model while, at the same time, designs a new business model and monetizes it. Thus, our approach was able to take the first steps in the direction of operationalizing contextual ambidexterity for business model innovation in small and medium enterprises, democratizing the concept. We contribute to theory by connecting different literature strands and to practice by creating an artifact to assist managemen

Rethinking university assessment

Developments in globalisation and new technologies are making significant impacts in higher education. Universities in a global market are increasingly concerned to reorient their degree programmes to meet the vocational needs of the Knowledge Economy. A growing adoption of technology enhanced learning, through blended and networked learning, has the potential to transform higher education practice – but assessment methods have been slow to change. This paper argues the case for universities to align assessment methods to meet the needs of 21st Century knowledge workers. It identifies skills and dispositions associated with graduate occupations in the Knowledge Economy, informing a new conceptual model for assessment. Radical recommendations are made to faculty staff and university policymakers: instead of centring assessment on the personal, academic achievements of individuals at the end of a degree course, the focus should instead be on the quality of the collective, applied achievements of students operating in project teams

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

Toward Visualization-Specific Heuristic Evaluation

This position paper describes heuristic evaluation as it relates to visualization and visual analytics. We review heuristic evaluation in general, then comment on previous process-based, performance-based, and framework-based efforts to adapt the method to visualization-specific needs. We postulate that the framework-based approach holds the most promise for future progress in development of visualization-specific heuristics, and propose a specific framework as a starting point. We then recommend a method for community involvement and input into the further development of the heuristic framework and more detailed design and evaluation guidelines