Human-Centered Approaches in Geovisualization Design: Investigating Multiple Methods Through a Long-Term Case Study

Working with three domain specialists we investigate human-centered approaches to geovisualization following an ISO13407 taxonomy covering context of use, requirements and early stages of design. Our case study, undertaken over three years, draws attention to repeating trends: that generic approaches fail to elicit adequate requirements for geovis application design; that the use of real data is key to understanding needs and possibilities; that trust and knowledge must be built and developed with collaborators. These processes take time but modified human-centred approaches can be effective. A scenario developed through contextual inquiry but supplemented with domain data and graphics is useful to geovis designers. Wireframe, paper and digital prototypes enable successful communication between specialist and geovis domains when incorporating real and interesting data, prompting exploratory behaviour and eliciting previously unconsidered requirements. Paper prototypes are particularly successful at eliciting suggestions, especially for novel visualization. Enabling specialists to explore their data freely with a digital prototype is as effective as using a structured task protocol and is easier to administer. Autoethnography has potential for framing the design process. We conclude that a common understanding of context of use, domain data and visualization possibilities are essential to successful geovis design and develop as this progresses. HC approaches can make a significant contribution here. However, modified approaches, applied with flexibility, are most promising. We advise early, collaborative engagement with data – through simple, transient visual artefacts supported by data sketches and existing designs – before moving to successively more sophisticated data wireframes and data prototypes

Towards a People's Social Epidemiology: Envisioning a More Inclusive and Equitable Future for Social Epi Research and Practice in the 21st Century.

Social epidemiology has made critical contributions to understanding population health. However, translation of social epidemiology science into action remains a challenge, raising concerns about the impacts of the field beyond academia. With so much focus on issues related to social position, discrimination, racism, power, and privilege, there has been surprisingly little deliberation about the extent and value of social inclusion and equity within the field itself. Indeed, the challenge of translation/action might be more readily met through re-envisioning the role of the people within the research/practice enterprise-reimagining what "social" could, or even should, mean for the future of the field. A potential path forward rests at the nexus of social epidemiology, community-based participatory research (CBPR), and information and communication technology (ICT). Here, we draw from social epidemiology, CBPR, and ICT literatures to introduce A People's Social Epi-a multi-tiered framework for guiding social epidemiology in becoming more inclusive, equitable, and actionable for 21st century practice. In presenting this framework, we suggest the value of taking participatory, collaborative approaches anchored in CBPR and ICT principles and technological affordances-especially within the context of place-based and environmental research. We believe that such approaches present opportunities to create a social epidemiology that is of, with, and by the people-not simply about them. In this spirit, we suggest 10 ICT tools to "socialize" social epidemiology and outline 10 ways to move towards A People's Social Epi in practice

Visualization in spatial modeling

This chapter deals with issues arising from a central theme in contemporary computer modeling - visualization. We first tie visualization to varieties of modeling along the continuum from iconic to symbolic and then focus on the notion that our models are so intrinsically complex that there are many different types of visualization that might be developed in their understanding and implementation. This focuses the debate on the very way of 'doing science' in that patterns and processes of any complexity can be better understood through visualizing the data, the simulations, and the outcomes that such models generate. As we have grown more sensitive to the problem of complexity in all systems, we are more aware that the twin goals of parsimony and verifiability which have dominated scientific theory since the 'Enlightenment' are up for grabs: good theories and models must 'look right' despite what our statistics and causal logics tell us. Visualization is the cutting edge of this new way of thinking about science but its styles vary enormously with context. Here we define three varieties: visualization of complicated systems to make things simple or at least explicable, which is the role of pedagogy; visualization to explore unanticipated outcomes and to refine processes that interact in unanticipated ways; and visualization to enable end users with no prior understanding of the science but a deep understanding of the problem to engage in using models for prediction, prescription, and control. We illustrate these themes with a model of an agricultural market which is the basis of modern urban economics - the von Thünen model of land rent and density; a model of urban development based on interacting spatial and temporal processes of land development - the DUEM model; and a pedestrian model of human movement at the fine scale where control of such movements to meet standards of public safety is intrinsically part of the model about which the controllers know intimately. © Springer-Verlag Berlin Heidelberg 2006

From the cartographic gaze to contestatory cartographies

Rene Descartes declared in the 16th Century that the world was now dominated by the visual, a notion that would be seen as defining the Enlightenment (Descartes, cited in Potts, 2015). As the increased dominance of seeing and the desire to visualise the world cohered with the production of increasingly accurate tools of measurement and the advent of the printing press, cartography emerged as a discipline, often used as tool of oppression and dominance. Cartographic visualizations, afforded the creator, and user, a Gods eye view of the world. Following others (See Casas-Cortés et. al., 2013; Koch, 1998), this chapter refers to this way of seeing the world from above as the Cartographic Gaze. First, the chapter briefly examines the historical emergence of the Cartographic Gaze before turning to a discussion about how the proliferation of geographic imaging technologies and digital tools simultaneously further embedded this gaze into mapping practice, while also diffusing such practices of mapping to broader populations. Discussing the rise of participatory mapping and counter mapping under the rubric of contestatory cartographies, the chapter presents some of the challenges that face those attempting to create alternative maps of their worlds, and the ways in which they become entrapped by the pervasiveness of the Cartographic Gaze. We use the term participatory mapping to refer to methodologies for map-making based around the participation of those who the map will represent. And we employ the term counter mapping to reference those mapping practices that explicitly seek to expose and challenge power relations. In specific, we look at how the colonizing origins of the Cartographic Gaze limit what it is possible to do with these alternative mapping practices

Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment

InfoVis experience enhancement through mediated interaction

Information visualization is an experience in which both the aesthetic representations and interaction are part. Such an experience can be augmented through close consideration of its major components. Interaction is crucial to the experience, yet it has seldom been adequately explored in the field. We claim that direct mediated interaction can augment such an experience. This paper discusses the reasons behind such a claim and proposes a mediated interactive manipulation scheme based on the notion of directness. It also describes the ways in which such a claim will be validated. The Literature Knowledge Domain (LKD) is used as the concrete domain around which the discussions will be held

Creating an Understanding of Data Literacy for a Data-driven Society

Society has become increasingly reliant on data, making it necessary to ensure that all citizens are equipped with the skills needed to be data literate. We argue that the foundations for a data literate society begin by acquiring key data literacy competences in school. However, as yet there is no clear definition of what these should be. This paper explores the different perspectives currently offered on both data and statistical literacy and then critically examines to what extent these address the data literacy needs of citizens in today’s society. We survey existing approaches to teaching data literacy in schools, to identify how data literacy is interpreted in practice. Based on these analyses, we propose a definition of data literacy that is focused on employing an inquiry-based approach to using data to understand real world phenomena. The contribution of this paper is the creation of a common foundation for teaching and learning data literacy skills

Urban Data in the primary classroom: bringing data literacy to the UK curriculum

As data becomes established as part of everyday life, the ability for the average citizen to have some level of data literacy is increasingly important. This paper describes an approach to teaching data skills in schools using real life, complex, urban data sets collected as part of a smart city project. The approach is founded on the premise that young learners have the ability to work with complex data sets if they are supported in the right way and if the tasks are grounded in a real life context. Narrative principles are used to frame the task, to assist interpretation and tell stories from data and to structure queries of datasets. An inquiry-based methodology organises the activities. This paper describes the initial trial in a UK primary school in which twelve students aged 9-10 years learnt about home energy consumption and the generation of solar energy from home solar PV, by interpreting existing visualisations of smart meter data and data obtained from aerial survey. Additional trials are scheduled with older learners which will evaluate learners on more challenging data handling tasks. The trials are informing the development of the Urban Data School, a web-based platform designed to support teaching data skills in schools in order to improve data literacy among school leavers

Extending the DSE: LOD support and TEI/IIIF integration in EVT

Current digital scholarly editions (DSEs) have the opportunity of evolving to dynamic objects interacting with other Internet-based resources thanks to open frameworks such as IIIF and LOD. This paper showcases and discusses two new functionalities of EVT (Edition Visualization Technology), version 2: one improving the management of named entities (f.i. personal names) through the use of LOD resources such as FOAF and DBpedia; the other, providing integration of the published text with digital images of the textual primary sources accessed from online repositories (e.g. e-codices or digital libraries such as the Vaticana or the Ambrosiana) via the IIIF protocol