Interactive simulations for the learning and teaching of quantum mechanics concepts

Since 2009, we have been developing and evaluating interactive simulations with accompanying activities for the learning and teaching of quantum mechanics concepts at university level. The QuVis simulations build on education research and our lecturing experience, and aim to specifically target student areas of difficulty in quantum mechanics. Simulations are available on a wide range of topics from introductory to advanced level quantum mechanics. This article gives an overview of the three collections of QuVis simulations developed so far. These include simulations for physics students, simulations for physical chemistry students studying introductory quantum mechanics and simulations to support a new introductory quantum mechanics curriculum based on two-level systems. Evaluation with students plays a decisive role in optimizing the educational effectiveness of the simulations and activities. We describe methods used to refine and further develop the resources. We give examples of revisions based on outcomes of individual student observation sessions. 1.Postprin

Teaching and Learning Data Visualization: Ideas and Assignments

This article discusses how to make statistical graphics a more prominent element of the undergraduate statistics curricula. The focus is on several different types of assignments that exemplify how to incorporate graphics into a course in a pedagogically meaningful way. These assignments include having students deconstruct and reconstruct plots, copy masterful graphs, create one-minute visual revelations, convert tables into `pictures', and develop interactive visualizations with, e.g., the virtual earth as a plotting canvas. In addition to describing the goals and details of each assignment, we also discuss the broader topic of graphics and key concepts that we think warrant inclusion in the statistics curricula. We advocate that more attention needs to be paid to this fundamental field of statistics at all levels, from introductory undergraduate through graduate level courses. With the rapid rise of tools to visualize data, e.g., Google trends, GapMinder, ManyEyes, and Tableau, and the increased use of graphics in the media, understanding the principles of good statistical graphics, and having the ability to create informative visualizations is an ever more important aspect of statistics education

Knowledge Cartography for Open Sensemaking Communities

Knowledge Cartography is the discipline of visually mapping the conceptual structure of ideas, such as the connections between issues, concepts, answers, arguments and evidence. The cognitive process of externalising one's understanding clarifies one's own grasp of the situation, as well as communicating it to others as a network that invites their contributions. This sensemaking activity lies at the heart of the Open Educational Resources movement's objectives. The aim of this paper is to describe the usage patterns of Compendium, a knowledge mapping tool from the OpenLearn OER project, using quantitative data from interaction logs and qualitative data from knowledge maps, forums and blog postings. This work explains nine roles played by maps in OpenLearn, and discusses some of the benefits and adoption obstacles, which motivate our ongoing work