SUPPORT EFFECTIVE DISCOVERY MANAGEMENT IN VISUAL ANALYTICS

Visual analytics promises to supply analysts with the means necessary to ana- lyze complex datasets and make effective decisions in a timely manner. Although significant progress has been made towards effective data exploration in existing vi- sual analytics systems, few of them provide systematic solutions for managing the vast amounts of discoveries generated in data exploration processes. Analysts have to use off line tools to manually annotate, browse, retrieve, organize, and connect their discoveries. In addition, they have no convenient access to the important discoveries captured by collaborators. As a consequence, the lack of effective discovery manage- ment approaches severely hinders the analysts from utilizing the discoveries to make effective decisions. In response to this challenge, this dissertation aims to support effective discov- ery management in visual analytics. It contributes a general discovery manage- ment framework which achieves its effectiveness surrounding the concept of patterns, namely the results of users’ low-level analytic tasks. Patterns permit construction of discoveries together with users’ mental models and evaluation. Different from the mental models, the categories of patterns that can be discovered from data are pre- dictable and application-independent. In addition, the same set of information is often used to annotate patterns in the same category. Therefore, visual analytics sys- tems can semi-automatically annotate patterns in a formalized format by predicting what should be recorded for patterns in popular categories. Using the formalized an- notations, the framework also enhances the automation and efficiency of a variety of discovery management activities such as discovery browsing, retrieval, organization, association, and sharing. The framework seamlessly integrates them with the visual interactive explorations to support effective decision making. Guided by the discovery management framework, our second contribution lies in proposing a variety of novel discovery management techniques for facilitating the discovery management activities. The proposed techniques and framework are im- plemented in a prototype system, ManyInsights, to facilitate discovery management in multidimensional data exploration. To evaluate the prototype system, two long- term case studies are presented. They investigated how the discovery management techniques worked together to benefit exploratory data analysis and collaborative analysis. The studies allowed us to understand the advantages, the limitations, and design implications of ManyInsights and its underlying framework

Towards a Theory of Analytical Behaviour: A Model of Decision-Making in Visual Analytics

This paper introduces a descriptive model of the human-computer processes that lead to decision-making in visual analytics. A survey of nine models from the visual analytics and HCI literature are presented to account for different perspectives such as sense-making, reasoning, and low-level human-computer interactions. The survey examines the people and computers (entities) presented in the models, the divisions of labour between entities (both physical and role-based), the behaviour of both people and machines as constrained by their roles and agency, and finally the elements and processes which define the flow of data both within and between entities. The survey informs the identification of four observations that characterise analytical behaviour - defined as decision-making facilitated by visual analytics: bilateral discourse, divisions of labour, mixed-synchronicity information flows, and bounded behaviour. Based on these principles, a descriptive model is presented as a contribution towards a theory of analytical behaviour. The future intention is to apply prospect theory, a economic model of decision-making under uncertainty, to the study of analytical behaviour. It is our assertion that to apply prospect theory first requires a descriptive model of the processes that facilitate decision-making in visual analytics. We conclude it necessary to measure the perception of risk in future work in order to apply prospect theory to the study of analytical behaviour using our proposed model

A Systematic Review of Teacher-Facing Dashboards for Collaborative Learning Activities and Tools in Online Higher Education

Dashboard for online higher education support monitoring and evaluation of students’ interactions, but mostly limited to interaction occurring within learning management systems. In this study, we sought to find which collaborative learning activities and tools in online higher education are included in teaching dashboards. By following Kitchenham’s procedure for systematic reviews, 36 papers were identified according to this focus and analysed. The results identify dashboards supporting collaborative tools, both synchronous and asynchronous, along categories such as learning management systems, communication tools, social media, computer programming code management platforms, project management platforms, and collaborative writing tools. Dashboard support was also found for collaborative activities, grouped under four categories of forum discussion activities, three categories of communication activities and four categories of collaborative editing/sharing activities, though most of the analysed dashboards only provide support for no more than two or three collaborative tools. This represents a need for further research on how to develop dashboards that combine data from a more diverse set of collaborative activities and tools.This work was supported by the TRIO project funded by the European Union’s Erasmus+ KA220-ADU – Cooperation partnerships in adult education programme under grant agreement no. KA220-ADU-1B9975F8.info:eu-repo/semantics/publishedVersio

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