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Context 1
... et al (1997) propose a commonly used framework for both an individual and an organizational perspective. The framework distinguishes eight building blocks of knowledge management as seen in Figure 2. These building blocks structure the knowledge management process in logical phases, suggest points for interventions, and help to identify the source of knowledge problems. ...
Context 2
... models (objects) bring together architectural plans and sections and enable a project to be seen from different perspectives. Physical models allow materials to be experienced and the design of complex buildings to be controlled ( Figure 20). ...
Context 3
... represent the main idea, are atmospheric, and help to quickly visualize an idea ( Figure 23 and Figure 24). Sketches are used to assist the group reflection and communication process by making knowledge explicit and debatable. ...
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... represent the main idea, are atmospheric, and help to quickly visualize an idea ( Figure 23 and Figure 24). Sketches are used to assist the group reflection and communication process by making knowledge explicit and debatable. ...
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... Sketches allow room for own interpretations and foster the creativity in groups. In contrast, Diagrams are abstract, schematic representations used to explore structural relationships among parts by denoting function relationship ( Figure 25). The type of knowledge that is being conveyed by diagrams is analytic. ...
Context 6
... knowledge maps can also be fictitious and address visions or stories, for example to establish a mutual context in an organization. Figure 26 presents a fictitious map that improved interfunctional communication of a complex project in an organization, based on the power of visual metaphors. The Tube Map Visualization is discussed and evaluated in detail as one of the four case studies. ...
Context 7
... address emotions and are inspiring, appealing, motivating, and energizing. Thus, they are widely used as a key instrument for advertising ( Figure 27). Images can be grasped and recalled in less than a second and sometimes be remembered for decades (i.e., key images of the war in Vietnam or Iraq). ...
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... can be grasped and recalled in less than a second and sometimes be remembered for decades (i.e., key images of the war in Vietnam or Iraq). The same effects can be used for the transfer of business related knowledge, e.g., by using visual metaphors ( Figure 28). "To convert tacit knowledge into explicit knowledge means finding a way to express the inexpressible. ...
Context 9
... in Space exploit the third dimension and allow materials to be experienced. Objects in space are helpful for example for information points (Figure 29), knowledge fairs, or exhibitions (Figure 30), to complement physical and digital visualizations and to show the content from different viewpoints. ...
Context 10
... application allows the results set to be filtered by using different sliders and is based on previous work, e.g., described in (Brodbeck and Girardin, 2003a). Another application, the Infoticle application (Vande Moere, et al., 2004), uses data-driven particles (Infoticles) to explore large time-varying datasets with reoccurring data objects that alter in time in an immersive environment (Figure 32). The animation of these Infoticles displays the behavior of individual data entries or the global context of the whole dataset. ...
Context 11
... illustrate a analysis of the situation an interactive visualization (Brodbeck and Girardin, 2003a), as seen in Figure 42, was used. It allowed different attributes of the cities in Switzerland to be explored. ...
Context 12
... help to address emotions and to support recall. Therefore various images were used ( Figure 52 - Figure 55), especially in presentations. ...
Context 13
... format illustrated the complexity and made relationships transparent. Further interactive visualizations were a video clip created in a workshop, and a virtual 3D World that allowed navigating through the master plan and imagining how Science City ETH could look like (Figure 62, Figure 63). ...
Context 14
... images were used in the whole communication process. (e.g., Figure 52-56). The images were used on the website, in the press, in presentations, flyers, and internal mailings. ...
Context 15
... images tried to use strong and warm colors to initiate positive associations and feelings. The effect of Figure 52 was very strong. This three dimensional rendering that is based on the two-dimensional diagram, helped people to better understand how Science City could look. ...
Context 16
... integrated in the Infostructure, it complemented ideally the static visual formats as the sketches or images. The interactive walk-through was a VRML application that allowed users to virtually navigate through Science City (Figure 62, Figure 63). This application was, due to technical limitations, not as appealing as other formats. ...
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Citations
... To make learning effective, researchers have recommended the use of lectures along with other teaching strategies (Hidalgo-Céspedes et al., 2016;Sarpong & Arthur, 2013). Some of the effective methods that have been recommended to be used in teaching data structures include complementary congruent visualizations (Burkhard, 2005). Other recommendations include using lectures, group discussions, and hands-on activities (King, 2021). ...
Data Structures and Algorithms (DSA) is a highly demanding course for computer science students. DSA content is highly interconnected and therefore the cognitive load is very high. Due to its high cognitive load, DSA is associated with higher failure and high dropout rates. This article analyses the main causes of student’s difficulties in learning DSA concepts as reported in CS literature. The study used desktop review methods to examine the causes of difficulties in learning DSA from several sources published in CS education pertaining to teaching and learning programming. The cognitive load theory (CLT) is used as a lens to analyze these difficulties in learning DSA. Our review reveals that difficulties associated with DSA course can be traced on varied of factors including abstract and dynamic nature of DSA concepts, poor instructional methods, curricula organization, instructional materials, background knowledge, the multidimensional nature of the DSA, lack of conceptual understanding, poor problem-solving and planning skills, faulty mental models, and low student motivation. Based on these findings we recommend instructors to improve teaching strategies and adopt new instructional approaches that stimulate student’s motivations and minimize learning overheads for novices. The study provides a reference and roadmap for both course designers and developers of computer programming teaching tools towards effective development of programming teaching tools. It also provides insights for both designers and developers of education supporting tools such as program visualization tools towards effective design appropriate
... Visual sociology Moran & Tegano 2005 Visual thinking Arnheim 1969McKim 1980aMcKim , 1980bHortin 1984;Martinello 1985;Hansen 1989Hansen , 1999Seels 1994 118 Visualisation Bederson & Shneiderman, 2003;Burkhard 2005;Thomas & Cook 2005;Lengler & Eppler 2007; Fried- man 2008;Spalter & van Dam 2008;Aigner et al 2011Khan & Khan, 2011; Papageorgiou & Vala- nides 2011;Shiravi et al. 2012 Writing Wilson 1988Barreto 2006 This review shows the inner-diversity of visual literacy as a concept, and the multi-diversity of visual literacy with respect to fields, areas, and disciplines. This interdisciplinary concept includes biological perspectives, communication perspectives, cultural perspectives, language perspectives, media perspectives, practical perspectives, religious perspectives, social perspectives, technological perspectives, theoretical perspectives, visual language perspectives, and bits and pieces from several other established areas and fields of research. ...
... Visual literacy is related to many fields, areas, and disciplines. Visual art Arnheim 1969Arnheim , 1986Curtiss 1987;Gonsalves 1983;Hortin 1994;Seward Barry 1994;Velders 1996;Bam- ford 2003 Visual cognition Miller & Burton 1994;Seward Barry 1997;Sinatra 1986 Visual communication Dondis 1973;Hardin 1983;Wisely et al. 1989;McDou- gall & Hampton 1990;Belland & Best 1992;Moriarty 1994;Seels 1994;Sewell 1994;Lester 1995Lester , 2006Scherer 1975;Seward Barry 1997;Matusitz 2005;Brumberger 2011 Visual competence Fransecky & Debes 1972;Ragan 1988;Hansen 1989;Seels 1994;Lapp et al. 1999 Visual thinking Arnheim 1969;McKim 1980aMcKim , 1980bHortin 1984;Martinello 1985;Hansen 1989Hansen , 1999Seels 1994Bederson & Shneiderman, 2003Burkhard 2005;Thomas & Cook 2005;Lengler & Eppler 2007;Fried- man 2008;Spalter & van Dam 2008;Aigner et al 2011Khan & Khan, 2011;Papageorgiou & Vala- nides 2011;Shiravi et al. 2012Writing Wilson 1988Barreto 2006 This review shows the inner-diversity of visual literacy as a concept, and the multi-diversity of visual literacy with respect to fields, areas, and disciplines. This interdisciplinary concept includes biological perspectives, communication perspectives, cultural perspectives, language perspectives, media perspectives, practical perspectives, religious perspectives, social perspectives, technological perspectives, theoretical perspectives, visual language perspectives, and bits and pieces from several other established areas and fields of research. ...
In information design the main functions of images are to visualize, clarify, inform, attract attention, facilitate reading, explain, and convey information. The type of visual to be used in the production of materials for information and learning must often be determined in each case with a view to specific demands on the visual, and also to the prevailing budget framework. Image design is an important “tool” in message design. Pictures can be used to facilitate attention, perception and mental processing Visual presentation support is persuasive and may aid learning.
You can download the previous edition of this book from IIID Public Library < http://www.iiid.net/public-library/iiid-library/ > (almost at the bottom of the page).
IIID will soon upload the new editions here./Rune Pettersson
... Visual perception Pettersson 2011, 2020;Barry 2002Barry , 2005Barry , 2020Güney 2019;Messaris 1993;Seward Barry 1994Stern and Robinson 1994 Pettersson 2011, 2020;Flory 1978;Güney 2019;Hansen 1989Hansen , 1999Hortin 1984;Lee, Cerreto, Cross, and Chung 2011;Martinello 1985;Olson, Shook, deGraffenried, and Westrup 2011;Rodriguez Estrada and Davis 2014;Seels 1994;Valanidou 2011Visualisation Aigner et al 2011Bederson and Shneiderman, 2003;Burkhard 2005;Dowling, 2011;Dwyer 1973;Friedman 2008;Khan and Khan, 2011;Lengler and Eppler 2007;Papageorgiou and Valanides 2011;Shiravi, Shiravi, and Ghorbani 2012;Spalter and van Dam 2008;Thomas and Cook 2005 Writing Abas 2019; Barreto 2006; Wilson 1988 The above list includes references to 450 different articles, books, chapters, and reports. These documents were written by a total of 534 authors. ...
Traditionally the concept of “literacy” was restricted to the ability to read, write and use arithmetic. In a multicultural world with fast technological advances people in all societies need abilities and skills to manage many kinds of systems for communication and information provide in imag-es, symbols, and texts. We all have to learn to interpret visual messages accurately and to create such messages. Interpretation and creation in visual literacy can be said to parallel read-ing and writing in print literacy.
... Burkhard R. (Burkhard R.A., 2005), analyzing the concepts of "data", "information" and "knowledge", builds a logical chain of their relationships: data are facts, information is interpretation of facts, knowledge is personified information. ...
In recent years, the scientific community has actively begun to study the introduction of smart education in the educational process. As technology and artificial intelligence intensified during the pandemic, all attention is naturally focused on forms. The authors analyse the very concept of smart education, pedagogical experience in the implementation of online education, and the possibility of using the latest technologies. In our study, we would like to dwell on the social risks and challenges of implementing smart education. In the previous work, we identified the main principles of the smart education methodology. Sociologists paid attention to the social risks of introducing smart technologies and artificial intelligence into a person’s everyday and professional life. Understanding how smart education responds to these challenges of smart reality is important.
... Припустимо, що параметр, який здійснює управляючу дію b відображує ступінь кооперативної, узгодженої взаємодії слухача та викладача (інструктора), їх пов'язаний між собою розвиток, що відбувається у процесі навчання. Такий параметр не просто визначає передачу інформації від викладача до слухача при формуванні навичок, а поряд з цим ще характеризує створення ситуації, у якій реалізується можливість перетворення отриманої інформації у знання самим слухачем (наприклад, при формуванні особистих умінь) [14]. У цьому випадку фактор b є відображенням дії, що запускає та підтримує нелінійний процес діалогу на основі зворотних зв'язків між викладачем (інструктором) та слухачем. ...
Запропоновано шляхи підвищення якості процесу проведення перенавчання та підвищення кваліфікації авіаційного персоналу в основу яких покладено застосування синергетичної моделі оцінки ефективності процесу навчання, що побудована на основі термодинамічного підходу. Така модель надає можливість здійснювати кількісну оцінку ефективності проведення навчання, що в свою чергу дозволяє формувати раціональні управляючі дії, що спрямовані на підвищення показників якості підготовки авіаційного персоналу. Розглянутий підхід дозволяє порівняти різноманітні режими проведення навчання та тренажів із врахуванням їх змісту та обсягу, обрати оптимальні технологічні або педагогічні інновації та найбільш вигідні управлінські рішення.
... Our innate visual system is a high bandwidth channel into the human cognitive centre (Burkhard, 2005). The DCT has its roots in the practical use of imagery as a memory aid 2500 years ago (Yates, 1966). ...
In this paper, MTL, an approach for visualization-based pedagogy, is analyzed and contextualized in both Cognitive Load Theory (CLT) and Dual Coding Theory (DCT). Through MTL, lectures, tutorials, laboratory sessions and individual study in learning and teaching programming are all carried out using two cognitive channels; verbal and non-verbal. RAM diagrams together with animations are used to visualize (represent the images of) codes, while text and voice are used for verbal presentations. A class experiment was carried out to evaluate the impact of using MTL together with animations in teaching programming. The chi-square test results revealed that, students' performance on one question (question 1) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.89%). Similarly, the results of the chi-square test revealed that, students' performance on another question (question 2) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.14%). It is concluded that the MTL approach enhances comprehension since it allows the use of two cognitive channels, which, in turn, reduces cognitive load.
... This study treats programmers as users, and interviews were conducted as part of the qualitative study. A product has pragmatic attributes that capture the usage and functions of the product; the hedonic details are the psychological reactions of the user concerning the product [1]. Hassenzahl model gives a systematic interpretation to User Experiences, the user's subjective experience while using a product (UX). ...
... The programmers' views on Previsualization is analyzed to understand its characteristics. The study is in the framework of Knowledge Visualization [7] It explains the role of visual representations to improve the transfer of knowledge [1]. This framework describes the transfer of ideas, generally referred to as knowledge. ...
... The programmers expressed themes such as duration and length prediction related to time. Animations can be called interactive visualization; they present changes over a period [1]. It aligns with the view of Chang that Animation provides the visual cues necessary to understand what is happening before, during, and after the action [2]. ...
... The gestalt principles: proximity, similarity, figure-ground, continuity, closure and connectedness[12]. ...
This paper focuses on the first research phase of the development and analysis of a support interface for Taekwondo athletes. This study aims to solve the existing gap in the time of analysis and feedback from the coach to the athlete. Through the creation of a platform supported by a system based on deep learning, it is intended to design a user interface that promotes the physical and theoretical development of the various athletes of this sport. Therefore, it became fundamental to perform the analysis of standard structures in which statistics and data concerning the athlete are often presented in a digital context. The first research phase consisted of analyzing content related to the importance of design and data structuring in sports. Consequently, the study and evaluation of similar applications began to understand the various tools and graphical user interfaces used to enhance and stimulate the performance of athletes. Since there is not a great diversity of applications inherent to Taekwondo, the research was extended to platforms of other sports categories, namely: Fitbit, HomeCourt and Strava. Based on the study undertaken there were identified relevant needs that trigger the necessity of development of a specific platform for Taekwondo athletes.KeywordsDesign processUI/UX designTaekwondo
... Burkhard[23] 1 1Kascak et al.[81] 1 1 Recker et al. [135] 1 1 Aranda et al. [7] 1 1 Britton et al. [21] 1 1 Green and Petre [66] Y 1 1 Green and Blackwell [65] 1 1 Blackwell and Green [14] Y 1 1 Norman [121] Y 1 1 Constantine [30] 1 1 Moody et al. [116] Y 1 1 Moody et al. [117] 1 1 Batini et al. [10] 1 1 Krogstie et al. [86] 1 1 Leutner et al. [94] 1 1 Moody and Shanks [118] 1 1 1 Paivio [125] Y 1 1 Maes and Poels [102] 1 1 Recker and Dreiling [134] 1 1 ISO 7010 [75] 1 1 Zender and Mejía [161] 1 1ent years of publication were ignored. Therefore, the last numbers of ISO standards, which represent the year of publication, were omitted. ...
Numerous visual notations are present in technical and business domains. Notations have to be cognitively effective to ease the planning, documentation, and communication of the domains’ concepts. Semantic transparency (ST) is one of the elementary principles that influence notations’ cognitive effectiveness. However, the principle is criticized for not being well defined and challenges arise in the evaluations and applications of ST. Accordingly, this research’s objectives were to answer how the ST principle is defined, operationalized, and evaluated in present notations as well as applied in the design of new notations in ICT and related areas. To meet these objectives, a systematic literature review was conducted with 94 studies passing the selection process criteria. The results reject one of the three aspects, which define semantic transparency, namely “ST is achieved with the use of icons.” Besides, taxonomies of related concepts and research methods, evaluation metrics, and other findings from this study can help to conduct verifiable ST-related experiments and applications, consequently improving the visual vocabularies of notations and effectiveness of the resulting diagrams.
... Burkhard R. (Burkhard R.A., 2005), analyzing the concepts of "data", "information" and "knowledge", builds a logical chain of their relationships: data are facts, information is interpretation of facts, knowledge is personified information. ...
