Facilitating Knowledge Visualisation as Communication and Knowledge Transfer Mechanism in Postgraduate Learning

Advances in technology and subsequent access to inexpensive software have made visualisation, as a method of knowledge creation and transfer, more accessible. Visualisations have been used to support knowledge representation and transfer in teaching but the focus has primarily been on creating visualisations for learner consumption. The idea of students becoming active participants in producing visualisations, as part of knowledge creation and learning, has largely been overlooked. The study reported here investigated the use of visualisation for summarising knowledge at postgraduate level. The student’s need to assimilate and organise knowledge is an important part of their learning. We suggest that it would be useful for students to learn how to produce knowledge visualisations as part of this activity. The production is an act of knowledge creation, which can improve their comprehension of the research literature. Producing visualisations is not necessarily straightforward and it is therefore advisable to scaffold the process. We propose a faded-struts learning process that gradually removes scaffolding as the learner masters the principles and becomes more adept. The contribution of this research is to present the idea of providing worked examples and faded examples to support postgraduate learning. This helps postgraduates to craft knowledge visualisations so that they can slowly become more proficient and independent. Due to the ubiquity of mobile devices we propose providing this support on these devices, incorporating their unique constraints and affordances in our learning process. This is essentially a proof of concept paper, suggesting how the idea could be realised. Further work is necessary to test the idea with students and to extend the repertoire of mobile learning (m-learning) visualisation tasks.College of Engineering, Science and Technolog

Usability guidelines informing knowledge visualisation in demonstrating learners' knowledge acquisition

There is growing evidence that knowledge co-creation and interactivity during learning interventions aid knowledge acquisition and knowledge transfer. However, learners have mostly been passive consumers and not co-creators of the knowledge visualisation aids created by teachers and instructional designers. As such, knowledge visualisation has been underutilised for allowing learners to construct, demonstrate and share what they have learned. The dearth of appropriate guidelines for the use of knowledge visualisation for teaching and learning is an obstacle to using knowledge visualisation in teaching and learning. This provides a rationale for this study, which aims to investigate usability-based knowledge visualisation guidelines for teaching and learning. The application context is that of Science teaching for high school learners in the Gauteng province of South Africa. Following a design-based research methodology, an artefact of usability-based knowledge visualisation guidelines was created. The artefact was evaluated by testing learners’ conformity to the visualisation guidelines. Qualitative and quantitative data was captured using questionnaires, interviews and observations. The findings indicate that the guidelines considered in this study had various degrees of impact on the visualisations produced by learners. While some made noticeable impact, for others it could be considered negligible. Within the context of high school learning, these results justify the prioritisation of usability-based knowledge visualisation guidelines. Integrating Human Computer Interaction usability principles and knowledge visualisation guidelines to create usability-based knowledge visualisation guidelines provide a novel theoretical contribution upon which scientific knowledge visualisation can be expanded.School of ComputingM. Sc. (Computing

Comparing the use of dynamic and static visualizations on student misconceptions regarding mechanics topics in physics

https://www.ester.ee/record=b5461942*es

The “three M’s” counter-measures to children’s risky online behaviors:mentor, mitigate and monitor

PurposeThe purpose of this paper is to scope the field of child-related online harms and to produce a resource pack to communicate all the different dimensions of this domain to teachers and carers.Design/methodology/approachWith children increasingly operating as independent agents online, their teachers and carers need to understand the risks of their new playground and the range of risk management strategies they can deploy. Carers and teachers play a prominent role in applying the three M’s: mentoring the child, mitigating harms using a variety of technologies (where possible) and monitoring the child’s online activities to ensure their cybersecurity and cybersafety. In this space, the core concepts of “cybersafety” and “cybersecurity” are substantively different and this should be acknowledged for the full range of counter-measures to be appreciated. Evidence of core concept conflation emerged, confirming the need for a resource pack to improve comprehension. A carefully crafted resource pack was developed to convey knowledge of risky behaviors for three age groups and mapped to the appropriate “three M’s” to be used as counter-measures.FindingsThe investigation revealed key concept conflation, and then identified a wide range of harms and countermeasures. The resource pack brings clarity to this domain for all stakeholders.Research limitations/implicationsThe number of people who were involved in the empirical investigation was limited to those living in Scotland and Nigeria, but it is unlikely that the situation is different elsewhere because the internet is global and children’s risky behaviors are likely to be similar across the globe.Originality/valueOthers have investigated this domain, but no one, to the authors’ knowledge, has come up with the “Three M’s” formulation and a visualization-based resource pack that can inform educators and carers in terms of actions they can take to address the harms

Facilitating knowledge visualisation as communication and knowledge transfer mechanism in postgraduate learning

Advances in technology and subsequent access to inexpensive software have made visualisation, as a method of knowledge creation and transfer, more accessible. Visualisations have been used to support knowledge representation and transfer in teaching but the focus has primarily been on creating visualisations for learner consumption. The idea of students becoming active participants in producing visualisations, as part of knowledge creation and learning, has largely been overlooked. The study reported here investigated the use of visualisation for summarising knowledge at postgraduate level. The student’s need to assimilate and organise knowledge is an important part of their learning. We suggest that it would be useful for students to learn how to produce knowledge visualisations as part of this activity. The production is an act of knowledge creation, which can improve their comprehension of the research literature. Producing visualisations is not necessarily straightforward and it is therefore advisable to scaffold the process. We propose a faded-struts learning process that gradually removes scaffolding as the learner masters the principles and becomes more adept. The contribution of this research is to present the idea of providing worked examples and faded examples to support postgraduate learning. This helps postgraduates to craft knowledge visualisations so that they can slowly become more proficient and independent. Due to the ubiquity of mobile devices we propose providing this support on these devices, incorporating their unique constraints and affordances in our learning process. This is essentially a proof of concept paper, suggesting how the idea could be realised. Further work is necessary to test the idea with students and to extend the repertoire of mobile learning (m-learning) visualisation tasks

Knowledge visualisation criteria for supporting knowledge transfer in incident management systems

During an incident, which is critical in nature, sense-making by the individuals involved are essential in ensuring an optimal response to the incident. The incident management systems employed to manage the allocation of resources to an incident allow for the visualisation of the incident and its constituents, and this visualisation supports sense-making by improving knowledge transfer. Knowledge visualisation contains pitfalls that can be avoided by implementing knowledge visualisation criteria. The purpose of this study is to identify the knowledge visualisation criteria that optimise the knowledge transfer by visual artifacts in incident management systems like emergency medical or fire-response systems. This study used the design science research (DSR) methodology and was conducted in the context of critical incident response management. A review of the existing literature was done to identify an initial set of knowledge visualisation criteria. The initial set was evaluated by content experts (using questionnaire driven interviews) and usability experts (using questionnaire driven interviews, usability testing with eye tracking and a survey) in the context of an emergency incident management system. The main contribution of this study is a validated set of knowledge visualisation criteria to guide knowledge transfer in incident management systems.School of ComputingM. Sc. Computin