ImpVis Wiki - User contributions [en-gb]

Module Team Records

2022-09-20T12:52:57Z

HelenElmslie: /* Group formation: */

[[Category:Records]]
[[Category:Summer 2022]]
'''Authors - Dalia, Helen, Dhruv'''

== Assessment ==

=== Summary: ===

* 6 ILOs were based on last year’s + a few changes

* Different ways we could assess, or activities related to the ILOs were proposed
* Table was made to vote on what should be assessed in the end or not
* Decision taken on how to distribute the marks

=== Detailed achievements: ===
The learning outcomes of the module were relooked at and changed to allow for the final mark to be equally graded on group and personal involvement. The assessment was also made more wholistic to accommodate for different goals, pace, and paths that individuals and groups may choose. This meant having reflection and output-based assessments which allow for an individual to get a good grade should they not be able to do either of them.

The marking scheme was also done in a way to maximise fairness in the case of group work that has gone badly or in the case of individuals that have done no work.

=== Learning: ===
We learnt that it is important to always go back to decisions made and evaluate whether any change needs to be made. We noticed that we had initially decided asynchronous worked shouldn’t be assessed but then when “mapping out” all the different unfair scenarios that could happen to a group, we realised it would actually be best to assess it.

=== What we didn’t do: ===

* Give a well/exemplary mapped sample of a finished project involving feedback, reflections, thought process, and the journey.
* Yet to finish what to look for when marking a portfolio, how marks are given.

=== Next step: ===
Make clearer criteria for each of the components of the assessment so that whoever will be marking will know what to look for.

=== Progress that has been made so far can be seen here: ===

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764527829325574&cot=14 Miro Board Assessment and ILOs]

== Platforms/Software for the Module: ==

=== Summary: ===

* We investigated and researched the best tools for time-management and blended learning, with the aim to promote better group working between students on the module.

* Caroline (module lead) explained that she wanted groups to learn to work better together, so we decided that time-management and blended tools would be best placed to allow this.

=== Detailed achievements: ===

'''Output'''

* The main software options we researched into and tested are as follows:
**Microsoft Teams
**Discord
**GatherTown
**Miro (main tool used)
**Airtable

* As a group, we voted between using Microsoft Teams and Discord as the main platform for the module – we did not reach a unanimous conclusion on this, however most people believed that Teams is the best tool for use on the module, mainly due to its familiarity and ability to integrate other team-working tools, such as Miro.

* However, others preferred Discord, which was our main method of communication within our Student Shaper group. If not used for the module, it was decided that Discord could still be used for the overall ImpVis project.

* The information we gathered and our opinions on the best possible software options can be found at this link: [https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528600558707&cot=14 Learning Tools Comparison]

=== Learning: ===
We realised that certain tools, specifically Miro, are most effective when used synchronously. From this, we gathered that effective scaffolding and prompting is necessary to ensure for equal participation within groups.

We were able to demonstrate this within our own meetings as a module team, and when requesting for feedback from our wider Student Shaper group.
Using Miro, we were able to receive feedback instantly from all members of our group.

=== What we didn’t do: ===

* We did not set up a Microsoft Teams or Discord space, as we had not decided how both would be used and monitored.

* We investigated Teams ChatBots, such as ScrumGenius and their potential to be integrated into our chosen learning tool/software. However, we did not take this forward due to lack of time, and inability to request access to these.

=== Next step: ===

* Decide which tools will be used on the module, and how these will be set up and monitored. If Microsoft Teams is chosen, we need to decide on and set up the necessary integrations.

== Reflections ==

=== Summary: ===

* Two different types of reflections were deemed important: self and group
* Lists of questions were prepared for each
* The group reflections were tested out on the student shapers team

* Dhruv and Dalia tested out the self-reflections
* Templates were made for the group reflections but still debating whether they will be just for TA use or shown to students too

=== Detailed achievements: ===
The reflection component of the module was restructured to go hand in hand with the revised learning outcomes of the module. With students now not giving themselves a grade, we had to design a reflection that allowed examiners to assess the quality of reflections and level of engagement with the module and thus the progress an individual has made during the module. We were able to create templates for group and personal reflections that allowed individuals to set goals for themselves, reflect on the goals, reflect on their group, and give feedback to each other.

'''Output'''

* Group reflection: 3 times during the entire module
* Self-reflection: Every two weeks
* Final reflection

Most of our reflections were based off the work and journey we had and not an accurate representation of what the students taking up the module would face. A limitation was that we did not have feedback from the people who were taking up the module.

=== Learning: ===
By making the StudentShapers participants take the group reflections, we learnt a lot about what can be improved. We concluded that having the reflection done anonymously would be much more beneficial and effective than doing it on a Miro board while everyone can see. That was because we would be influenced by what others have said.

We also realised that, if taken seriously, the reflection can be really helpful in terms of improving group work and it adds some intentionality into what we are doing.

=== What we didn’t do: ===

* Sample of filled personal reflections?

=== Next step: ===
Making the finalised google doc forms or the alternative way that we will be doing this.

=== Progress that has been made so far can be seen here: ===

* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC628E9A5-2BA5-409F-9225-E69CB7756F6D%7D&file=Self-%20Reflection.docx&action=default&mobileredirect=true Self reflections]
* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC3926CDD-DB22-4D29-8839-488953F62A19%7D&file=Group%20Reflection.docx&action=default&mobileredirect=true Group reflections]

== Visualisation resource scaffolding ==

=== Summary: ===

*Introduced as a new component of group work, assessed as pass/fail (carrying no weighting), to be included in the group portfolio.

*Following the creation of our own example projects, we concluded that the visualisation required a resource for group members without prior knowledge to understand the topic.

* Helen and Dalia worked on this.

=== Detailed achievements: ===

'''Output'''

The following is a collection of the resources we created for our example projects, organised chronologically:
* Visualisation resource for ‘Heat Transport Visualisation’ example (by Helen):
** Note that this resource does not follow a scaffold, but is an in-depth background research into the topic, including calculations.
** Link to pdf: [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh Heat_Transport_Visualisation_v4.pdf] (link accessible to Imperial students only).

* Visualisation resource for ‘Surfactant Concentration and Surface Tension’ example (by Dalia):
** This resource followed a more scaffolded approach.
** Link to Miro Board: [https://miro.com/app/board/uXjVOkE5LMg=/?share_link_id=285064772345 Surfactant_Conc_Resource] (link accessible to anyone).

* First draft of our resource scaffold and feedback we received from members of our Student Shaper group:
** Link to Miro Board: [https://miro.com/app/board/uXjVOlhZ2sk=/?share_link_id=46197807316 Resource Scaffold First Draft] (link accessible to anyone).
** Note that this board also contains a note-taking scaffold (taken from Miro’s library of templates)- could this be a useful method for collective notetaking?

=== Learning: ===
* Through the design of our own resources, we identified the following benefits:
** Students gain a more thorough understanding of their visualisation topic since they must carefully plan and carry out in-depth background research around it.
** Students with less familiarity or past knowledge will be able to understand the visualisation more effectively - this was particularly observed, after Helen prepared an example resource for Dalia, who had less prior knowledge in her topic (on Heat Transport), and who subsequently was able to understand the visualisation better.
** Allows students to design more useful ILOs, due to the thorough research they have carried out.

* We started developing a template for structuring the visualisation resources. The biggest challenge was ensuring that the scaffold does not restrict the students’ creativity while allowing them to follow a structured layout, so they do not waste time and end up deviating from the main project. This task has proven to be difficult because there are many ways that this could be done.

=== What we didn't do: ===
* Due to time constraints and the inability to meet with Caroline for a discussion, we were unable to develop a finalised version of the resource scaffold. As a result, we were only able to get feedback from our Student Shaper group members.

=== Next step: ===
* Making a detailed and finalised scaffold for the visualisation resource.

== Module Timeline ==

=== Summary: ===

* Rough module timeline was made
* Divided based on the different reflections and feedback sessions

* Didn’t have time to discuss with module team
* All the team contributed to an analogous timeline for the whole process

=== Detailed achievements: ===
The module timeline is vague and not much time was dedicated on perfecting it as other things were more important at the time such as the assessment and reflections.

=== Learning: ===
We learnt that experience and specifically sharing experiences is important in order to get a complete and comprehensive view. This was obvious when creating the timeline of the project as everyone had to pitch in their ideas.

Also learnt that missing the expertise can make it quite difficult to plan what would happen in the sessions.

=== Next step: ===
*Still need to think up ideas for workshops and how each session will be run.

*Need to contact people who can help lead that and have more expertise in design and coding.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528875305516&cot=14 Timeline of the module]

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764529313630859&cot=14 Timeline of the project]

== Group formation: ==

=== Summary: ===

* Two scenarios were proposed: A (groups work on one project from start to end), B (groups can start from the middle of a project or start and finish wherever deemed sensible)
* Pros and cons for each were written out in a table

* Criteria was made based of that and added into a table to vote on which scenario fits it best
* After voting, it was concluded that scenario B was more favourable

=== Detailed achievements: ===
Once it was decided that scenario B would be best, all the cons that it had were evaluated and a table was made with all the issues it has and with ways to mitigate those and action required.

Most of the unfairness was fixed when the assessment was made. However, there still are some things to do.

=== Learning: ===
We learned the significance of thoroughly thinking through different scenarios and evaluating each criterion individually before coming to a unanimous decision on what would be the best thing to do. We also learnt that even once we concluded that scenario B would be better, there still were some cons we had previously mentioned that had to be dealt with.

=== What we didn’t do: ===
- How the groups may be formed? Using the skills matrix?

=== Next step: ===

* Need to create a list of all possible skill sets that students would want to work on, and the list of all the possible projects they can work on.
* Provide a flow chart to help with choosing the topic.
* Making the form that students will need to fill to have fairly distributed groups.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528163586540&cot=14 Miro Board with the tables described above]

Module Team Records

2022-09-20T12:52:37Z

HelenElmslie: /* Module Timeline */

[[Category:Records]]
[[Category:Summer 2022]]
'''Authors - Dalia, Helen, Dhruv'''

== Assessment ==

=== Summary: ===

* 6 ILOs were based on last year’s + a few changes

* Different ways we could assess, or activities related to the ILOs were proposed
* Table was made to vote on what should be assessed in the end or not
* Decision taken on how to distribute the marks

=== Detailed achievements: ===
The learning outcomes of the module were relooked at and changed to allow for the final mark to be equally graded on group and personal involvement. The assessment was also made more wholistic to accommodate for different goals, pace, and paths that individuals and groups may choose. This meant having reflection and output-based assessments which allow for an individual to get a good grade should they not be able to do either of them.

The marking scheme was also done in a way to maximise fairness in the case of group work that has gone badly or in the case of individuals that have done no work.

=== Learning: ===
We learnt that it is important to always go back to decisions made and evaluate whether any change needs to be made. We noticed that we had initially decided asynchronous worked shouldn’t be assessed but then when “mapping out” all the different unfair scenarios that could happen to a group, we realised it would actually be best to assess it.

=== What we didn’t do: ===

* Give a well/exemplary mapped sample of a finished project involving feedback, reflections, thought process, and the journey.
* Yet to finish what to look for when marking a portfolio, how marks are given.

=== Next step: ===
Make clearer criteria for each of the components of the assessment so that whoever will be marking will know what to look for.

=== Progress that has been made so far can be seen here: ===

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764527829325574&cot=14 Miro Board Assessment and ILOs]

== Platforms/Software for the Module: ==

=== Summary: ===

* We investigated and researched the best tools for time-management and blended learning, with the aim to promote better group working between students on the module.

* Caroline (module lead) explained that she wanted groups to learn to work better together, so we decided that time-management and blended tools would be best placed to allow this.

=== Detailed achievements: ===

'''Output'''

* The main software options we researched into and tested are as follows:
**Microsoft Teams
**Discord
**GatherTown
**Miro (main tool used)
**Airtable

* As a group, we voted between using Microsoft Teams and Discord as the main platform for the module – we did not reach a unanimous conclusion on this, however most people believed that Teams is the best tool for use on the module, mainly due to its familiarity and ability to integrate other team-working tools, such as Miro.

* However, others preferred Discord, which was our main method of communication within our Student Shaper group. If not used for the module, it was decided that Discord could still be used for the overall ImpVis project.

* The information we gathered and our opinions on the best possible software options can be found at this link: [https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528600558707&cot=14 Learning Tools Comparison]

=== Learning: ===
We realised that certain tools, specifically Miro, are most effective when used synchronously. From this, we gathered that effective scaffolding and prompting is necessary to ensure for equal participation within groups.

We were able to demonstrate this within our own meetings as a module team, and when requesting for feedback from our wider Student Shaper group.
Using Miro, we were able to receive feedback instantly from all members of our group.

=== What we didn’t do: ===

* We did not set up a Microsoft Teams or Discord space, as we had not decided how both would be used and monitored.

* We investigated Teams ChatBots, such as ScrumGenius and their potential to be integrated into our chosen learning tool/software. However, we did not take this forward due to lack of time, and inability to request access to these.

=== Next step: ===

* Decide which tools will be used on the module, and how these will be set up and monitored. If Microsoft Teams is chosen, we need to decide on and set up the necessary integrations.

== Reflections ==

=== Summary: ===

* Two different types of reflections were deemed important: self and group
* Lists of questions were prepared for each
* The group reflections were tested out on the student shapers team

* Dhruv and Dalia tested out the self-reflections
* Templates were made for the group reflections but still debating whether they will be just for TA use or shown to students too

=== Detailed achievements: ===
The reflection component of the module was restructured to go hand in hand with the revised learning outcomes of the module. With students now not giving themselves a grade, we had to design a reflection that allowed examiners to assess the quality of reflections and level of engagement with the module and thus the progress an individual has made during the module. We were able to create templates for group and personal reflections that allowed individuals to set goals for themselves, reflect on the goals, reflect on their group, and give feedback to each other.

'''Output'''

* Group reflection: 3 times during the entire module
* Self-reflection: Every two weeks
* Final reflection

Most of our reflections were based off the work and journey we had and not an accurate representation of what the students taking up the module would face. A limitation was that we did not have feedback from the people who were taking up the module.

=== Learning: ===
By making the StudentShapers participants take the group reflections, we learnt a lot about what can be improved. We concluded that having the reflection done anonymously would be much more beneficial and effective than doing it on a Miro board while everyone can see. That was because we would be influenced by what others have said.

We also realised that, if taken seriously, the reflection can be really helpful in terms of improving group work and it adds some intentionality into what we are doing.

=== What we didn’t do: ===

* Sample of filled personal reflections?

=== Next step: ===
Making the finalised google doc forms or the alternative way that we will be doing this.

=== Progress that has been made so far can be seen here: ===

* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC628E9A5-2BA5-409F-9225-E69CB7756F6D%7D&file=Self-%20Reflection.docx&action=default&mobileredirect=true Self reflections]
* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC3926CDD-DB22-4D29-8839-488953F62A19%7D&file=Group%20Reflection.docx&action=default&mobileredirect=true Group reflections]

== Visualisation resource scaffolding ==

=== Summary: ===

*Introduced as a new component of group work, assessed as pass/fail (carrying no weighting), to be included in the group portfolio.

*Following the creation of our own example projects, we concluded that the visualisation required a resource for group members without prior knowledge to understand the topic.

* Helen and Dalia worked on this.

=== Detailed achievements: ===

'''Output'''

The following is a collection of the resources we created for our example projects, organised chronologically:
* Visualisation resource for ‘Heat Transport Visualisation’ example (by Helen):
** Note that this resource does not follow a scaffold, but is an in-depth background research into the topic, including calculations.
** Link to pdf: [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh Heat_Transport_Visualisation_v4.pdf] (link accessible to Imperial students only).

* Visualisation resource for ‘Surfactant Concentration and Surface Tension’ example (by Dalia):
** This resource followed a more scaffolded approach.
** Link to Miro Board: [https://miro.com/app/board/uXjVOkE5LMg=/?share_link_id=285064772345 Surfactant_Conc_Resource] (link accessible to anyone).

* First draft of our resource scaffold and feedback we received from members of our Student Shaper group:
** Link to Miro Board: [https://miro.com/app/board/uXjVOlhZ2sk=/?share_link_id=46197807316 Resource Scaffold First Draft] (link accessible to anyone).
** Note that this board also contains a note-taking scaffold (taken from Miro’s library of templates)- could this be a useful method for collective notetaking?

=== Learning: ===
* Through the design of our own resources, we identified the following benefits:
** Students gain a more thorough understanding of their visualisation topic since they must carefully plan and carry out in-depth background research around it.
** Students with less familiarity or past knowledge will be able to understand the visualisation more effectively - this was particularly observed, after Helen prepared an example resource for Dalia, who had less prior knowledge in her topic (on Heat Transport), and who subsequently was able to understand the visualisation better.
** Allows students to design more useful ILOs, due to the thorough research they have carried out.

* We started developing a template for structuring the visualisation resources. The biggest challenge was ensuring that the scaffold does not restrict the students’ creativity while allowing them to follow a structured layout, so they do not waste time and end up deviating from the main project. This task has proven to be difficult because there are many ways that this could be done.

=== What we didn't do: ===
* Due to time constraints and the inability to meet with Caroline for a discussion, we were unable to develop a finalised version of the resource scaffold. As a result, we were only able to get feedback from our Student Shaper group members.

=== Next step: ===
* Making a detailed and finalised scaffold for the visualisation resource.

== Module Timeline ==

=== Summary: ===

* Rough module timeline was made
* Divided based on the different reflections and feedback sessions

* Didn’t have time to discuss with module team
* All the team contributed to an analogous timeline for the whole process

=== Detailed achievements: ===
The module timeline is vague and not much time was dedicated on perfecting it as other things were more important at the time such as the assessment and reflections.

=== Learning: ===
We learnt that experience and specifically sharing experiences is important in order to get a complete and comprehensive view. This was obvious when creating the timeline of the project as everyone had to pitch in their ideas.

Also learnt that missing the expertise can make it quite difficult to plan what would happen in the sessions.

=== Next step: ===
*Still need to think up ideas for workshops and how each session will be run.

*Need to contact people who can help lead that and have more expertise in design and coding.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528875305516&cot=14 Timeline of the module]

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764529313630859&cot=14 Timeline of the project]

== Group formation: ==
'''Written by Dalia'''

=== Summary: ===

* Two scenarios were proposed: A (groups work on one project from start to end), B (groups can start from the middle of a project or start and finish wherever deemed sensible)
* Pros and cons for each were written out in a table

* Criteria was made based of that and added into a table to vote on which scenario fits it best
* After voting, it was concluded that scenario B was more favourable

=== Detailed achievements: ===
Once it was decided that scenario B would be best, all the cons that it had were evaluated and a table was made with all the issues it has and with ways to mitigate those and action required.

Most of the unfairness was fixed when the assessment was made. However, there still are some things to do.

=== Learning: ===
We learned the significance of thoroughly thinking through different scenarios and evaluating each criterion individually before coming to a unanimous decision on what would be the best thing to do. We also learnt that even once we concluded that scenario B would be better, there still were some cons we had previously mentioned that had to be dealt with.

=== What we didn’t do: ===
- How the groups may be formed? Using the skills matrix?

=== Next step: ===

* Need to create a list of all possible skill sets that students would want to work on, and the list of all the possible projects they can work on.
* Provide a flow chart to help with choosing the topic.
* Making the form that students will need to fill to have fairly distributed groups.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528163586540&cot=14 Miro Board with the tables described above]

Module Team Records

2022-09-20T12:52:04Z

HelenElmslie: /* Visualisation resource scaffolding */

[[Category:Records]]
[[Category:Summer 2022]]
'''Authors - Dalia, Helen, Dhruv'''

== Assessment ==

=== Summary: ===

* 6 ILOs were based on last year’s + a few changes

* Different ways we could assess, or activities related to the ILOs were proposed
* Table was made to vote on what should be assessed in the end or not
* Decision taken on how to distribute the marks

=== Detailed achievements: ===
The learning outcomes of the module were relooked at and changed to allow for the final mark to be equally graded on group and personal involvement. The assessment was also made more wholistic to accommodate for different goals, pace, and paths that individuals and groups may choose. This meant having reflection and output-based assessments which allow for an individual to get a good grade should they not be able to do either of them.

The marking scheme was also done in a way to maximise fairness in the case of group work that has gone badly or in the case of individuals that have done no work.

=== Learning: ===
We learnt that it is important to always go back to decisions made and evaluate whether any change needs to be made. We noticed that we had initially decided asynchronous worked shouldn’t be assessed but then when “mapping out” all the different unfair scenarios that could happen to a group, we realised it would actually be best to assess it.

=== What we didn’t do: ===

* Give a well/exemplary mapped sample of a finished project involving feedback, reflections, thought process, and the journey.
* Yet to finish what to look for when marking a portfolio, how marks are given.

=== Next step: ===
Make clearer criteria for each of the components of the assessment so that whoever will be marking will know what to look for.

=== Progress that has been made so far can be seen here: ===

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764527829325574&cot=14 Miro Board Assessment and ILOs]

== Platforms/Software for the Module: ==

=== Summary: ===

* We investigated and researched the best tools for time-management and blended learning, with the aim to promote better group working between students on the module.

* Caroline (module lead) explained that she wanted groups to learn to work better together, so we decided that time-management and blended tools would be best placed to allow this.

=== Detailed achievements: ===

'''Output'''

* The main software options we researched into and tested are as follows:
**Microsoft Teams
**Discord
**GatherTown
**Miro (main tool used)
**Airtable

* As a group, we voted between using Microsoft Teams and Discord as the main platform for the module – we did not reach a unanimous conclusion on this, however most people believed that Teams is the best tool for use on the module, mainly due to its familiarity and ability to integrate other team-working tools, such as Miro.

* However, others preferred Discord, which was our main method of communication within our Student Shaper group. If not used for the module, it was decided that Discord could still be used for the overall ImpVis project.

* The information we gathered and our opinions on the best possible software options can be found at this link: [https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528600558707&cot=14 Learning Tools Comparison]

=== Learning: ===
We realised that certain tools, specifically Miro, are most effective when used synchronously. From this, we gathered that effective scaffolding and prompting is necessary to ensure for equal participation within groups.

We were able to demonstrate this within our own meetings as a module team, and when requesting for feedback from our wider Student Shaper group.
Using Miro, we were able to receive feedback instantly from all members of our group.

=== What we didn’t do: ===

* We did not set up a Microsoft Teams or Discord space, as we had not decided how both would be used and monitored.

* We investigated Teams ChatBots, such as ScrumGenius and their potential to be integrated into our chosen learning tool/software. However, we did not take this forward due to lack of time, and inability to request access to these.

=== Next step: ===

* Decide which tools will be used on the module, and how these will be set up and monitored. If Microsoft Teams is chosen, we need to decide on and set up the necessary integrations.

== Reflections ==

=== Summary: ===

* Two different types of reflections were deemed important: self and group
* Lists of questions were prepared for each
* The group reflections were tested out on the student shapers team

* Dhruv and Dalia tested out the self-reflections
* Templates were made for the group reflections but still debating whether they will be just for TA use or shown to students too

=== Detailed achievements: ===
The reflection component of the module was restructured to go hand in hand with the revised learning outcomes of the module. With students now not giving themselves a grade, we had to design a reflection that allowed examiners to assess the quality of reflections and level of engagement with the module and thus the progress an individual has made during the module. We were able to create templates for group and personal reflections that allowed individuals to set goals for themselves, reflect on the goals, reflect on their group, and give feedback to each other.

'''Output'''

* Group reflection: 3 times during the entire module
* Self-reflection: Every two weeks
* Final reflection

Most of our reflections were based off the work and journey we had and not an accurate representation of what the students taking up the module would face. A limitation was that we did not have feedback from the people who were taking up the module.

=== Learning: ===
By making the StudentShapers participants take the group reflections, we learnt a lot about what can be improved. We concluded that having the reflection done anonymously would be much more beneficial and effective than doing it on a Miro board while everyone can see. That was because we would be influenced by what others have said.

We also realised that, if taken seriously, the reflection can be really helpful in terms of improving group work and it adds some intentionality into what we are doing.

=== What we didn’t do: ===

* Sample of filled personal reflections?

=== Next step: ===
Making the finalised google doc forms or the alternative way that we will be doing this.

=== Progress that has been made so far can be seen here: ===

* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC628E9A5-2BA5-409F-9225-E69CB7756F6D%7D&file=Self-%20Reflection.docx&action=default&mobileredirect=true Self reflections]
* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC3926CDD-DB22-4D29-8839-488953F62A19%7D&file=Group%20Reflection.docx&action=default&mobileredirect=true Group reflections]

== Visualisation resource scaffolding ==

=== Summary: ===

*Introduced as a new component of group work, assessed as pass/fail (carrying no weighting), to be included in the group portfolio.

*Following the creation of our own example projects, we concluded that the visualisation required a resource for group members without prior knowledge to understand the topic.

* Helen and Dalia worked on this.

=== Detailed achievements: ===

'''Output'''

The following is a collection of the resources we created for our example projects, organised chronologically:
* Visualisation resource for ‘Heat Transport Visualisation’ example (by Helen):
** Note that this resource does not follow a scaffold, but is an in-depth background research into the topic, including calculations.
** Link to pdf: [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh Heat_Transport_Visualisation_v4.pdf] (link accessible to Imperial students only).

* Visualisation resource for ‘Surfactant Concentration and Surface Tension’ example (by Dalia):
** This resource followed a more scaffolded approach.
** Link to Miro Board: [https://miro.com/app/board/uXjVOkE5LMg=/?share_link_id=285064772345 Surfactant_Conc_Resource] (link accessible to anyone).

* First draft of our resource scaffold and feedback we received from members of our Student Shaper group:
** Link to Miro Board: [https://miro.com/app/board/uXjVOlhZ2sk=/?share_link_id=46197807316 Resource Scaffold First Draft] (link accessible to anyone).
** Note that this board also contains a note-taking scaffold (taken from Miro’s library of templates)- could this be a useful method for collective notetaking?

=== Learning: ===
* Through the design of our own resources, we identified the following benefits:
** Students gain a more thorough understanding of their visualisation topic since they must carefully plan and carry out in-depth background research around it.
** Students with less familiarity or past knowledge will be able to understand the visualisation more effectively - this was particularly observed, after Helen prepared an example resource for Dalia, who had less prior knowledge in her topic (on Heat Transport), and who subsequently was able to understand the visualisation better.
** Allows students to design more useful ILOs, due to the thorough research they have carried out.

* We started developing a template for structuring the visualisation resources. The biggest challenge was ensuring that the scaffold does not restrict the students’ creativity while allowing them to follow a structured layout, so they do not waste time and end up deviating from the main project. This task has proven to be difficult because there are many ways that this could be done.

=== What we didn't do: ===
* Due to time constraints and the inability to meet with Caroline for a discussion, we were unable to develop a finalised version of the resource scaffold. As a result, we were only able to get feedback from our Student Shaper group members.

=== Next step: ===
* Making a detailed and finalised scaffold for the visualisation resource.

== Module Timeline ==
'''Written by Dalia'''

=== Summary: ===

* Rough module timeline was made
* Divided based on the different reflections and feedback sessions

* Didn’t have time to discuss with module team
* All the team contributed to an analogous timeline for the whole process

=== Detailed achievements: ===
The module timeline is vague and not much time was dedicated on perfecting it as other things were more important at the time such as the assessment and reflections.

=== Learning: ===
We learnt that experience and specifically sharing experiences is important in order to get a complete and comprehensive view. This was obvious when creating the timeline of the project as everyone had to pitch in their ideas.

Also learnt that missing the expertise can make it quite difficult to plan what would happen in the sessions.

=== Next step: ===
*Still need to think up ideas for workshops and how each session will be run.

*Need to contact people who can help lead that and have more expertise in design and coding.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528875305516&cot=14 Timeline of the module]

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764529313630859&cot=14 Timeline of the project]

== Group formation: ==
'''Written by Dalia'''

=== Summary: ===

* Two scenarios were proposed: A (groups work on one project from start to end), B (groups can start from the middle of a project or start and finish wherever deemed sensible)
* Pros and cons for each were written out in a table

* Criteria was made based of that and added into a table to vote on which scenario fits it best
* After voting, it was concluded that scenario B was more favourable

=== Detailed achievements: ===
Once it was decided that scenario B would be best, all the cons that it had were evaluated and a table was made with all the issues it has and with ways to mitigate those and action required.

Most of the unfairness was fixed when the assessment was made. However, there still are some things to do.

=== Learning: ===
We learned the significance of thoroughly thinking through different scenarios and evaluating each criterion individually before coming to a unanimous decision on what would be the best thing to do. We also learnt that even once we concluded that scenario B would be better, there still were some cons we had previously mentioned that had to be dealt with.

=== What we didn’t do: ===
- How the groups may be formed? Using the skills matrix?

=== Next step: ===

* Need to create a list of all possible skill sets that students would want to work on, and the list of all the possible projects they can work on.
* Provide a flow chart to help with choosing the topic.
* Making the form that students will need to fill to have fairly distributed groups.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528163586540&cot=14 Miro Board with the tables described above]

Module Team Records

2022-09-20T12:51:37Z

HelenElmslie: /* Reflections */

[[Category:Records]]
[[Category:Summer 2022]]
'''Authors - Dalia, Helen, Dhruv'''

== Assessment ==

=== Summary: ===

* 6 ILOs were based on last year’s + a few changes

* Different ways we could assess, or activities related to the ILOs were proposed
* Table was made to vote on what should be assessed in the end or not
* Decision taken on how to distribute the marks

=== Detailed achievements: ===
The learning outcomes of the module were relooked at and changed to allow for the final mark to be equally graded on group and personal involvement. The assessment was also made more wholistic to accommodate for different goals, pace, and paths that individuals and groups may choose. This meant having reflection and output-based assessments which allow for an individual to get a good grade should they not be able to do either of them.

The marking scheme was also done in a way to maximise fairness in the case of group work that has gone badly or in the case of individuals that have done no work.

=== Learning: ===
We learnt that it is important to always go back to decisions made and evaluate whether any change needs to be made. We noticed that we had initially decided asynchronous worked shouldn’t be assessed but then when “mapping out” all the different unfair scenarios that could happen to a group, we realised it would actually be best to assess it.

=== What we didn’t do: ===

* Give a well/exemplary mapped sample of a finished project involving feedback, reflections, thought process, and the journey.
* Yet to finish what to look for when marking a portfolio, how marks are given.

=== Next step: ===
Make clearer criteria for each of the components of the assessment so that whoever will be marking will know what to look for.

=== Progress that has been made so far can be seen here: ===

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764527829325574&cot=14 Miro Board Assessment and ILOs]

== Platforms/Software for the Module: ==

=== Summary: ===

* We investigated and researched the best tools for time-management and blended learning, with the aim to promote better group working between students on the module.

* Caroline (module lead) explained that she wanted groups to learn to work better together, so we decided that time-management and blended tools would be best placed to allow this.

=== Detailed achievements: ===

'''Output'''

* The main software options we researched into and tested are as follows:
**Microsoft Teams
**Discord
**GatherTown
**Miro (main tool used)
**Airtable

* As a group, we voted between using Microsoft Teams and Discord as the main platform for the module – we did not reach a unanimous conclusion on this, however most people believed that Teams is the best tool for use on the module, mainly due to its familiarity and ability to integrate other team-working tools, such as Miro.

* However, others preferred Discord, which was our main method of communication within our Student Shaper group. If not used for the module, it was decided that Discord could still be used for the overall ImpVis project.

* The information we gathered and our opinions on the best possible software options can be found at this link: [https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528600558707&cot=14 Learning Tools Comparison]

=== Learning: ===
We realised that certain tools, specifically Miro, are most effective when used synchronously. From this, we gathered that effective scaffolding and prompting is necessary to ensure for equal participation within groups.

We were able to demonstrate this within our own meetings as a module team, and when requesting for feedback from our wider Student Shaper group.
Using Miro, we were able to receive feedback instantly from all members of our group.

=== What we didn’t do: ===

* We did not set up a Microsoft Teams or Discord space, as we had not decided how both would be used and monitored.

* We investigated Teams ChatBots, such as ScrumGenius and their potential to be integrated into our chosen learning tool/software. However, we did not take this forward due to lack of time, and inability to request access to these.

=== Next step: ===

* Decide which tools will be used on the module, and how these will be set up and monitored. If Microsoft Teams is chosen, we need to decide on and set up the necessary integrations.

== Reflections ==

=== Summary: ===

* Two different types of reflections were deemed important: self and group
* Lists of questions were prepared for each
* The group reflections were tested out on the student shapers team

* Dhruv and Dalia tested out the self-reflections
* Templates were made for the group reflections but still debating whether they will be just for TA use or shown to students too

=== Detailed achievements: ===
The reflection component of the module was restructured to go hand in hand with the revised learning outcomes of the module. With students now not giving themselves a grade, we had to design a reflection that allowed examiners to assess the quality of reflections and level of engagement with the module and thus the progress an individual has made during the module. We were able to create templates for group and personal reflections that allowed individuals to set goals for themselves, reflect on the goals, reflect on their group, and give feedback to each other.

'''Output'''

* Group reflection: 3 times during the entire module
* Self-reflection: Every two weeks
* Final reflection

Most of our reflections were based off the work and journey we had and not an accurate representation of what the students taking up the module would face. A limitation was that we did not have feedback from the people who were taking up the module.

=== Learning: ===
By making the StudentShapers participants take the group reflections, we learnt a lot about what can be improved. We concluded that having the reflection done anonymously would be much more beneficial and effective than doing it on a Miro board while everyone can see. That was because we would be influenced by what others have said.

We also realised that, if taken seriously, the reflection can be really helpful in terms of improving group work and it adds some intentionality into what we are doing.

=== What we didn’t do: ===

* Sample of filled personal reflections?

=== Next step: ===
Making the finalised google doc forms or the alternative way that we will be doing this.

=== Progress that has been made so far can be seen here: ===

* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC628E9A5-2BA5-409F-9225-E69CB7756F6D%7D&file=Self-%20Reflection.docx&action=default&mobileredirect=true Self reflections]
* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC3926CDD-DB22-4D29-8839-488953F62A19%7D&file=Group%20Reflection.docx&action=default&mobileredirect=true Group reflections]

== Visualisation resource scaffolding ==
'''Written by Helen'''

=== Summary: ===

*Introduced as a new component of group work, assessed as pass/fail (carrying no weighting), to be included in the group portfolio.

*Following the creation of our own example projects, we concluded that the visualisation required a resource for group members without prior knowledge to understand the topic.

* Helen and Dalia worked on this.

=== Detailed achievements: ===

'''Output'''

The following is a collection of the resources we created for our example projects, organised chronologically:
* Visualisation resource for ‘Heat Transport Visualisation’ example (by Helen):
** Note that this resource does not follow a scaffold, but is an in-depth background research into the topic, including calculations.
** Link to pdf: [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh Heat_Transport_Visualisation_v4.pdf] (link accessible to Imperial students only).

* Visualisation resource for ‘Surfactant Concentration and Surface Tension’ example (by Dalia):
** This resource followed a more scaffolded approach.
** Link to Miro Board: [https://miro.com/app/board/uXjVOkE5LMg=/?share_link_id=285064772345 Surfactant_Conc_Resource] (link accessible to anyone).

* First draft of our resource scaffold and feedback we received from members of our Student Shaper group:
** Link to Miro Board: [https://miro.com/app/board/uXjVOlhZ2sk=/?share_link_id=46197807316 Resource Scaffold First Draft] (link accessible to anyone).
** Note that this board also contains a note-taking scaffold (taken from Miro’s library of templates)- could this be a useful method for collective notetaking?

=== Learning: ===
* Through the design of our own resources, we identified the following benefits:
** Students gain a more thorough understanding of their visualisation topic since they must carefully plan and carry out in-depth background research around it.
** Students with less familiarity or past knowledge will be able to understand the visualisation more effectively - this was particularly observed, after Helen prepared an example resource for Dalia, who had less prior knowledge in her topic (on Heat Transport), and who subsequently was able to understand the visualisation better.
** Allows students to design more useful ILOs, due to the thorough research they have carried out.

* We started developing a template for structuring the visualisation resources. The biggest challenge was ensuring that the scaffold does not restrict the students’ creativity while allowing them to follow a structured layout, so they do not waste time and end up deviating from the main project. This task has proven to be difficult because there are many ways that this could be done.

=== What we didn't do: ===
* Due to time constraints and the inability to meet with Caroline for a discussion, we were unable to develop a finalised version of the resource scaffold. As a result, we were only able to get feedback from our Student Shaper group members.

=== Next step: ===
* Making a detailed and finalised scaffold for the visualisation resource.

== Module Timeline ==
'''Written by Dalia'''

=== Summary: ===

* Rough module timeline was made
* Divided based on the different reflections and feedback sessions

* Didn’t have time to discuss with module team
* All the team contributed to an analogous timeline for the whole process

=== Detailed achievements: ===
The module timeline is vague and not much time was dedicated on perfecting it as other things were more important at the time such as the assessment and reflections.

=== Learning: ===
We learnt that experience and specifically sharing experiences is important in order to get a complete and comprehensive view. This was obvious when creating the timeline of the project as everyone had to pitch in their ideas.

Also learnt that missing the expertise can make it quite difficult to plan what would happen in the sessions.

=== Next step: ===
*Still need to think up ideas for workshops and how each session will be run.

*Need to contact people who can help lead that and have more expertise in design and coding.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528875305516&cot=14 Timeline of the module]

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764529313630859&cot=14 Timeline of the project]

== Group formation: ==
'''Written by Dalia'''

=== Summary: ===

* Two scenarios were proposed: A (groups work on one project from start to end), B (groups can start from the middle of a project or start and finish wherever deemed sensible)
* Pros and cons for each were written out in a table

* Criteria was made based of that and added into a table to vote on which scenario fits it best
* After voting, it was concluded that scenario B was more favourable

=== Detailed achievements: ===
Once it was decided that scenario B would be best, all the cons that it had were evaluated and a table was made with all the issues it has and with ways to mitigate those and action required.

Most of the unfairness was fixed when the assessment was made. However, there still are some things to do.

=== Learning: ===
We learned the significance of thoroughly thinking through different scenarios and evaluating each criterion individually before coming to a unanimous decision on what would be the best thing to do. We also learnt that even once we concluded that scenario B would be better, there still were some cons we had previously mentioned that had to be dealt with.

=== What we didn’t do: ===
- How the groups may be formed? Using the skills matrix?

=== Next step: ===

* Need to create a list of all possible skill sets that students would want to work on, and the list of all the possible projects they can work on.
* Provide a flow chart to help with choosing the topic.
* Making the form that students will need to fill to have fairly distributed groups.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528163586540&cot=14 Miro Board with the tables described above]

Module Team Records

2022-09-20T12:51:03Z

HelenElmslie: /* Platforms/Software for the Module: */

[[Category:Records]]
[[Category:Summer 2022]]
'''Authors - Dalia, Helen, Dhruv'''

== Assessment ==

=== Summary: ===

* 6 ILOs were based on last year’s + a few changes

* Different ways we could assess, or activities related to the ILOs were proposed
* Table was made to vote on what should be assessed in the end or not
* Decision taken on how to distribute the marks

=== Detailed achievements: ===
The learning outcomes of the module were relooked at and changed to allow for the final mark to be equally graded on group and personal involvement. The assessment was also made more wholistic to accommodate for different goals, pace, and paths that individuals and groups may choose. This meant having reflection and output-based assessments which allow for an individual to get a good grade should they not be able to do either of them.

The marking scheme was also done in a way to maximise fairness in the case of group work that has gone badly or in the case of individuals that have done no work.

=== Learning: ===
We learnt that it is important to always go back to decisions made and evaluate whether any change needs to be made. We noticed that we had initially decided asynchronous worked shouldn’t be assessed but then when “mapping out” all the different unfair scenarios that could happen to a group, we realised it would actually be best to assess it.

=== What we didn’t do: ===

* Give a well/exemplary mapped sample of a finished project involving feedback, reflections, thought process, and the journey.
* Yet to finish what to look for when marking a portfolio, how marks are given.

=== Next step: ===
Make clearer criteria for each of the components of the assessment so that whoever will be marking will know what to look for.

=== Progress that has been made so far can be seen here: ===

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764527829325574&cot=14 Miro Board Assessment and ILOs]

== Platforms/Software for the Module: ==

=== Summary: ===

* We investigated and researched the best tools for time-management and blended learning, with the aim to promote better group working between students on the module.

* Caroline (module lead) explained that she wanted groups to learn to work better together, so we decided that time-management and blended tools would be best placed to allow this.

=== Detailed achievements: ===

'''Output'''

* The main software options we researched into and tested are as follows:
**Microsoft Teams
**Discord
**GatherTown
**Miro (main tool used)
**Airtable

* As a group, we voted between using Microsoft Teams and Discord as the main platform for the module – we did not reach a unanimous conclusion on this, however most people believed that Teams is the best tool for use on the module, mainly due to its familiarity and ability to integrate other team-working tools, such as Miro.

* However, others preferred Discord, which was our main method of communication within our Student Shaper group. If not used for the module, it was decided that Discord could still be used for the overall ImpVis project.

* The information we gathered and our opinions on the best possible software options can be found at this link: [https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528600558707&cot=14 Learning Tools Comparison]

=== Learning: ===
We realised that certain tools, specifically Miro, are most effective when used synchronously. From this, we gathered that effective scaffolding and prompting is necessary to ensure for equal participation within groups.

We were able to demonstrate this within our own meetings as a module team, and when requesting for feedback from our wider Student Shaper group.
Using Miro, we were able to receive feedback instantly from all members of our group.

=== What we didn’t do: ===

* We did not set up a Microsoft Teams or Discord space, as we had not decided how both would be used and monitored.

* We investigated Teams ChatBots, such as ScrumGenius and their potential to be integrated into our chosen learning tool/software. However, we did not take this forward due to lack of time, and inability to request access to these.

=== Next step: ===

* Decide which tools will be used on the module, and how these will be set up and monitored. If Microsoft Teams is chosen, we need to decide on and set up the necessary integrations.

== Reflections ==
'''Written by Dhruv'''

=== Summary: ===

* Two different types of reflections were deemed important: self and group
* Lists of questions were prepared for each
* The group reflections were tested out on the student shapers team

* Dhruv and Dalia tested out the self-reflections
* Templates were made for the group reflections but still debating whether they will be just for TA use or shown to students too

=== Detailed achievements: ===
The reflection component of the module was restructured to go hand in hand with the revised learning outcomes of the module. With students now not giving themselves a grade, we had to design a reflection that allowed examiners to assess the quality of reflections and level of engagement with the module and thus the progress an individual has made during the module. We were able to create templates for group and personal reflections that allowed individuals to set goals for themselves, reflect on the goals, reflect on their group, and give feedback to each other.

'''Output'''

* Group reflection: 3 times during the entire module
* Self-reflection: Every two weeks
* Final reflection

Most of our reflections were based off the work and journey we had and not an accurate representation of what the students taking up the module would face. A limitation was that we did not have feedback from the people who were taking up the module.

=== Learning: ===
By making the StudentShapers participants take the group reflections, we learnt a lot about what can be improved. We concluded that having the reflection done anonymously would be much more beneficial and effective than doing it on a Miro board while everyone can see. That was because we would be influenced by what others have said.

We also realised that, if taken seriously, the reflection can be really helpful in terms of improving group work and it adds some intentionality into what we are doing.

=== What we didn’t do: ===

* Sample of filled personal reflections?

=== Next step: ===
Making the finalised google doc forms or the alternative way that we will be doing this.

=== Progress that has been made so far can be seen here: ===

* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC628E9A5-2BA5-409F-9225-E69CB7756F6D%7D&file=Self-%20Reflection.docx&action=default&mobileredirect=true Self reflections]
* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC3926CDD-DB22-4D29-8839-488953F62A19%7D&file=Group%20Reflection.docx&action=default&mobileredirect=true Group reflections]

== Visualisation resource scaffolding ==
'''Written by Helen'''

=== Summary: ===

*Introduced as a new component of group work, assessed as pass/fail (carrying no weighting), to be included in the group portfolio.

*Following the creation of our own example projects, we concluded that the visualisation required a resource for group members without prior knowledge to understand the topic.

* Helen and Dalia worked on this.

=== Detailed achievements: ===

'''Output'''

The following is a collection of the resources we created for our example projects, organised chronologically:
* Visualisation resource for ‘Heat Transport Visualisation’ example (by Helen):
** Note that this resource does not follow a scaffold, but is an in-depth background research into the topic, including calculations.
** Link to pdf: [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh Heat_Transport_Visualisation_v4.pdf] (link accessible to Imperial students only).

* Visualisation resource for ‘Surfactant Concentration and Surface Tension’ example (by Dalia):
** This resource followed a more scaffolded approach.
** Link to Miro Board: [https://miro.com/app/board/uXjVOkE5LMg=/?share_link_id=285064772345 Surfactant_Conc_Resource] (link accessible to anyone).

* First draft of our resource scaffold and feedback we received from members of our Student Shaper group:
** Link to Miro Board: [https://miro.com/app/board/uXjVOlhZ2sk=/?share_link_id=46197807316 Resource Scaffold First Draft] (link accessible to anyone).
** Note that this board also contains a note-taking scaffold (taken from Miro’s library of templates)- could this be a useful method for collective notetaking?

=== Learning: ===
* Through the design of our own resources, we identified the following benefits:
** Students gain a more thorough understanding of their visualisation topic since they must carefully plan and carry out in-depth background research around it.
** Students with less familiarity or past knowledge will be able to understand the visualisation more effectively - this was particularly observed, after Helen prepared an example resource for Dalia, who had less prior knowledge in her topic (on Heat Transport), and who subsequently was able to understand the visualisation better.
** Allows students to design more useful ILOs, due to the thorough research they have carried out.

* We started developing a template for structuring the visualisation resources. The biggest challenge was ensuring that the scaffold does not restrict the students’ creativity while allowing them to follow a structured layout, so they do not waste time and end up deviating from the main project. This task has proven to be difficult because there are many ways that this could be done.

=== What we didn't do: ===
* Due to time constraints and the inability to meet with Caroline for a discussion, we were unable to develop a finalised version of the resource scaffold. As a result, we were only able to get feedback from our Student Shaper group members.

=== Next step: ===
* Making a detailed and finalised scaffold for the visualisation resource.

== Module Timeline ==
'''Written by Dalia'''

=== Summary: ===

* Rough module timeline was made
* Divided based on the different reflections and feedback sessions

* Didn’t have time to discuss with module team
* All the team contributed to an analogous timeline for the whole process

=== Detailed achievements: ===
The module timeline is vague and not much time was dedicated on perfecting it as other things were more important at the time such as the assessment and reflections.

=== Learning: ===
We learnt that experience and specifically sharing experiences is important in order to get a complete and comprehensive view. This was obvious when creating the timeline of the project as everyone had to pitch in their ideas.

Also learnt that missing the expertise can make it quite difficult to plan what would happen in the sessions.

=== Next step: ===
*Still need to think up ideas for workshops and how each session will be run.

*Need to contact people who can help lead that and have more expertise in design and coding.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528875305516&cot=14 Timeline of the module]

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764529313630859&cot=14 Timeline of the project]

== Group formation: ==
'''Written by Dalia'''

=== Summary: ===

* Two scenarios were proposed: A (groups work on one project from start to end), B (groups can start from the middle of a project or start and finish wherever deemed sensible)
* Pros and cons for each were written out in a table

* Criteria was made based of that and added into a table to vote on which scenario fits it best
* After voting, it was concluded that scenario B was more favourable

=== Detailed achievements: ===
Once it was decided that scenario B would be best, all the cons that it had were evaluated and a table was made with all the issues it has and with ways to mitigate those and action required.

Most of the unfairness was fixed when the assessment was made. However, there still are some things to do.

=== Learning: ===
We learned the significance of thoroughly thinking through different scenarios and evaluating each criterion individually before coming to a unanimous decision on what would be the best thing to do. We also learnt that even once we concluded that scenario B would be better, there still were some cons we had previously mentioned that had to be dealt with.

=== What we didn’t do: ===
- How the groups may be formed? Using the skills matrix?

=== Next step: ===

* Need to create a list of all possible skill sets that students would want to work on, and the list of all the possible projects they can work on.
* Provide a flow chart to help with choosing the topic.
* Making the form that students will need to fill to have fairly distributed groups.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528163586540&cot=14 Miro Board with the tables described above]

Module Team Records

2022-09-20T12:50:29Z

HelenElmslie: /* Assessment */

[[Category:Records]]
[[Category:Summer 2022]]
'''Authors - Dalia, Helen, Dhruv'''

== Assessment ==

=== Summary: ===

* 6 ILOs were based on last year’s + a few changes

* Different ways we could assess, or activities related to the ILOs were proposed
* Table was made to vote on what should be assessed in the end or not
* Decision taken on how to distribute the marks

=== Detailed achievements: ===
The learning outcomes of the module were relooked at and changed to allow for the final mark to be equally graded on group and personal involvement. The assessment was also made more wholistic to accommodate for different goals, pace, and paths that individuals and groups may choose. This meant having reflection and output-based assessments which allow for an individual to get a good grade should they not be able to do either of them.

The marking scheme was also done in a way to maximise fairness in the case of group work that has gone badly or in the case of individuals that have done no work.

=== Learning: ===
We learnt that it is important to always go back to decisions made and evaluate whether any change needs to be made. We noticed that we had initially decided asynchronous worked shouldn’t be assessed but then when “mapping out” all the different unfair scenarios that could happen to a group, we realised it would actually be best to assess it.

=== What we didn’t do: ===

* Give a well/exemplary mapped sample of a finished project involving feedback, reflections, thought process, and the journey.
* Yet to finish what to look for when marking a portfolio, how marks are given.

=== Next step: ===
Make clearer criteria for each of the components of the assessment so that whoever will be marking will know what to look for.

=== Progress that has been made so far can be seen here: ===

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764527829325574&cot=14 Miro Board Assessment and ILOs]

== Platforms/Software for the Module: ==
'''Written by Helen'''

=== Summary: ===

* We investigated and researched the best tools for time-management and blended learning, with the aim to promote better group working between students on the module.

* Caroline (module lead) explained that she wanted groups to learn to work better together, so we decided that time-management and blended tools would be best placed to allow this.

=== Detailed achievements: ===

'''Output'''

* The main software options we researched into and tested are as follows:
**Microsoft Teams
**Discord
**GatherTown
**Miro (main tool used)
**Airtable

* As a group, we voted between using Microsoft Teams and Discord as the main platform for the module – we did not reach a unanimous conclusion on this, however most people believed that Teams is the best tool for use on the module, mainly due to its familiarity and ability to integrate other team-working tools, such as Miro.

* However, others preferred Discord, which was our main method of communication within our Student Shaper group. If not used for the module, it was decided that Discord could still be used for the overall ImpVis project.

* The information we gathered and our opinions on the best possible software options can be found at this link: [https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528600558707&cot=14 Learning Tools Comparison]

=== Learning: ===
We realised that certain tools, specifically Miro, are most effective when used synchronously. From this, we gathered that effective scaffolding and prompting is necessary to ensure for equal participation within groups.

We were able to demonstrate this within our own meetings as a module team, and when requesting for feedback from our wider Student Shaper group.
Using Miro, we were able to receive feedback instantly from all members of our group.

=== What we didn’t do: ===

* We did not set up a Microsoft Teams or Discord space, as we had not decided how both would be used and monitored.

* We investigated Teams ChatBots, such as ScrumGenius and their potential to be integrated into our chosen learning tool/software. However, we did not take this forward due to lack of time, and inability to request access to these.

=== Next step: ===

* Decide which tools will be used on the module, and how these will be set up and monitored. If Microsoft Teams is chosen, we need to decide on and set up the necessary integrations.

== Reflections ==
'''Written by Dhruv'''

=== Summary: ===

* Two different types of reflections were deemed important: self and group
* Lists of questions were prepared for each
* The group reflections were tested out on the student shapers team

* Dhruv and Dalia tested out the self-reflections
* Templates were made for the group reflections but still debating whether they will be just for TA use or shown to students too

=== Detailed achievements: ===
The reflection component of the module was restructured to go hand in hand with the revised learning outcomes of the module. With students now not giving themselves a grade, we had to design a reflection that allowed examiners to assess the quality of reflections and level of engagement with the module and thus the progress an individual has made during the module. We were able to create templates for group and personal reflections that allowed individuals to set goals for themselves, reflect on the goals, reflect on their group, and give feedback to each other.

'''Output'''

* Group reflection: 3 times during the entire module
* Self-reflection: Every two weeks
* Final reflection

Most of our reflections were based off the work and journey we had and not an accurate representation of what the students taking up the module would face. A limitation was that we did not have feedback from the people who were taking up the module.

=== Learning: ===
By making the StudentShapers participants take the group reflections, we learnt a lot about what can be improved. We concluded that having the reflection done anonymously would be much more beneficial and effective than doing it on a Miro board while everyone can see. That was because we would be influenced by what others have said.

We also realised that, if taken seriously, the reflection can be really helpful in terms of improving group work and it adds some intentionality into what we are doing.

=== What we didn’t do: ===

* Sample of filled personal reflections?

=== Next step: ===
Making the finalised google doc forms or the alternative way that we will be doing this.

=== Progress that has been made so far can be seen here: ===

* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC628E9A5-2BA5-409F-9225-E69CB7756F6D%7D&file=Self-%20Reflection.docx&action=default&mobileredirect=true Self reflections]
* [https://imperiallondon-my.sharepoint.com/personal/dt419_ic_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BC3926CDD-DB22-4D29-8839-488953F62A19%7D&file=Group%20Reflection.docx&action=default&mobileredirect=true Group reflections]

== Visualisation resource scaffolding ==
'''Written by Helen'''

=== Summary: ===

*Introduced as a new component of group work, assessed as pass/fail (carrying no weighting), to be included in the group portfolio.

*Following the creation of our own example projects, we concluded that the visualisation required a resource for group members without prior knowledge to understand the topic.

* Helen and Dalia worked on this.

=== Detailed achievements: ===

'''Output'''

The following is a collection of the resources we created for our example projects, organised chronologically:
* Visualisation resource for ‘Heat Transport Visualisation’ example (by Helen):
** Note that this resource does not follow a scaffold, but is an in-depth background research into the topic, including calculations.
** Link to pdf: [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh Heat_Transport_Visualisation_v4.pdf] (link accessible to Imperial students only).

* Visualisation resource for ‘Surfactant Concentration and Surface Tension’ example (by Dalia):
** This resource followed a more scaffolded approach.
** Link to Miro Board: [https://miro.com/app/board/uXjVOkE5LMg=/?share_link_id=285064772345 Surfactant_Conc_Resource] (link accessible to anyone).

* First draft of our resource scaffold and feedback we received from members of our Student Shaper group:
** Link to Miro Board: [https://miro.com/app/board/uXjVOlhZ2sk=/?share_link_id=46197807316 Resource Scaffold First Draft] (link accessible to anyone).
** Note that this board also contains a note-taking scaffold (taken from Miro’s library of templates)- could this be a useful method for collective notetaking?

=== Learning: ===
* Through the design of our own resources, we identified the following benefits:
** Students gain a more thorough understanding of their visualisation topic since they must carefully plan and carry out in-depth background research around it.
** Students with less familiarity or past knowledge will be able to understand the visualisation more effectively - this was particularly observed, after Helen prepared an example resource for Dalia, who had less prior knowledge in her topic (on Heat Transport), and who subsequently was able to understand the visualisation better.
** Allows students to design more useful ILOs, due to the thorough research they have carried out.

* We started developing a template for structuring the visualisation resources. The biggest challenge was ensuring that the scaffold does not restrict the students’ creativity while allowing them to follow a structured layout, so they do not waste time and end up deviating from the main project. This task has proven to be difficult because there are many ways that this could be done.

=== What we didn't do: ===
* Due to time constraints and the inability to meet with Caroline for a discussion, we were unable to develop a finalised version of the resource scaffold. As a result, we were only able to get feedback from our Student Shaper group members.

=== Next step: ===
* Making a detailed and finalised scaffold for the visualisation resource.

== Module Timeline ==
'''Written by Dalia'''

=== Summary: ===

* Rough module timeline was made
* Divided based on the different reflections and feedback sessions

* Didn’t have time to discuss with module team
* All the team contributed to an analogous timeline for the whole process

=== Detailed achievements: ===
The module timeline is vague and not much time was dedicated on perfecting it as other things were more important at the time such as the assessment and reflections.

=== Learning: ===
We learnt that experience and specifically sharing experiences is important in order to get a complete and comprehensive view. This was obvious when creating the timeline of the project as everyone had to pitch in their ideas.

Also learnt that missing the expertise can make it quite difficult to plan what would happen in the sessions.

=== Next step: ===
*Still need to think up ideas for workshops and how each session will be run.

*Need to contact people who can help lead that and have more expertise in design and coding.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528875305516&cot=14 Timeline of the module]

[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764529313630859&cot=14 Timeline of the project]

== Group formation: ==
'''Written by Dalia'''

=== Summary: ===

* Two scenarios were proposed: A (groups work on one project from start to end), B (groups can start from the middle of a project or start and finish wherever deemed sensible)
* Pros and cons for each were written out in a table

* Criteria was made based of that and added into a table to vote on which scenario fits it best
* After voting, it was concluded that scenario B was more favourable

=== Detailed achievements: ===
Once it was decided that scenario B would be best, all the cons that it had were evaluated and a table was made with all the issues it has and with ways to mitigate those and action required.

Most of the unfairness was fixed when the assessment was made. However, there still are some things to do.

=== Learning: ===
We learned the significance of thoroughly thinking through different scenarios and evaluating each criterion individually before coming to a unanimous decision on what would be the best thing to do. We also learnt that even once we concluded that scenario B would be better, there still were some cons we had previously mentioned that had to be dealt with.

=== What we didn’t do: ===
- How the groups may be formed? Using the skills matrix?

=== Next step: ===

* Need to create a list of all possible skill sets that students would want to work on, and the list of all the possible projects they can work on.
* Provide a flow chart to help with choosing the topic.
* Making the form that students will need to fill to have fairly distributed groups.

=== Progress that has been made so far can be seen here: ===
[https://miro.com/app/board/uXjVOtQtmVQ=/?moveToWidget=3458764528163586540&cot=14 Miro Board with the tables described above]

Heat Transport Visualisation

2022-09-20T11:43:18Z

HelenElmslie: /* Learning */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template, which was done by Abhinand (don't have link).

== Learning ==
* While working on my visualisation, I realised how important it is to document your progress as you go along and to be able to adapt your ideas if your original plan doesn't work out. After initially deciding to code up the visualisation, I switched to using Desmos.
* When creating a visualisation, I also learned the value of collaboration. Collaboration with other group members aided in the development and progression of my own visualisation.

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs].
** Fully integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki]- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template], so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki], if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:32:27Z

HelenElmslie: /* Detailed Achievements */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template, which was done by Abhinand (don't have link).

== Learning ==
* Through working on my visualisation,

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs].
** Fully integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki]- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template], so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki], if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:30:43Z

HelenElmslie: /* Learning */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==
* Through working on my visualisation,

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs].
** Fully integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki]- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template], so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki], if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:27:33Z

HelenElmslie: /* Next Step */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs].
** Fully integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki]- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template], so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki], if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:27:06Z

HelenElmslie: /* Next Step */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs].
** Fully integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki]- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template], so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the ImpVis Wiki, if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:25:50Z

HelenElmslie: /* What I didn't do */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs].
** Fully integrate the visualisation into the [https://wiki.impvis.co.uk/index.php?title=Main_Page ImpVis Wiki]- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the ImpVis template, so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the ImpVis Wiki, if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:24:05Z

HelenElmslie: /* What I didn't do */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs].
** Fully integrate the visualisation into the ImpVis Wiki- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the ImpVis template, so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the ImpVis Wiki, if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:23:34Z

HelenElmslie: /* What I didn't do */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation].
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the ILOs.
** Fully integrate the visualisation into the ImpVis Wiki- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the ImpVis template, so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the ImpVis Wiki, if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:22:58Z

HelenElmslie: /* What I didn't do */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Compare my current visualisation to the existing WOLFRAM visualisation.
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the ILOs.
** Fully integrate the visualisation into the ImpVis Wiki- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the ImpVis template, so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the ImpVis Wiki, if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:21:05Z

HelenElmslie: /* Next Step */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the ILOs.
** Fully integrate the visualisation into the ImpVis Wiki- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
For future improvements to my visualisation I would like to do the following:
* Fully integrate the visualisation onto the ImpVis template, so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* Code up the visualisation with JavaScript and compare this to the Desmos version.
* Test the visualisation with my intended target users, and make any changes based on their feedback.
* Directly integrate the visualisation into the ImpVis Wiki, if a working visualisation is achieved.

Heat Transport Visualisation

2022-09-20T11:19:02Z

HelenElmslie: /* Next Step */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the ILOs.
** Fully integrate the visualisation into the ImpVis Wiki- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==
* I would like to fully integrate the visualisation onto the ImpVis template, so that it can be used by others; this should be done after all designs are completed and after any potential errors have been identified.
* I would like to code up the visualisation with JavaScript and compare this to the Desmos version.
* I would also like to test the visualisation with my intended target users, and make any changes based on their feedback.
* If a working visualisation is achieved, I would like to see if this could be directly integrated into the ImpVis Wiki in the future.

Heat Transport Visualisation

2022-09-20T11:08:32Z

HelenElmslie: /* What I didn't do */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding a scene on heat generation in the wall.
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the ILOs.
** Fully integrate the visualisation into the ImpVis Wiki- including adding calculations and descriptions.

* In retrospect, I would have created a mockup of my visualisation in [https://www.figma.com/ Figma], and then made any adjustments to my design, before creating it in [https://www.desmos.com/calculator Desmos].

== Next Step ==

Heat Transport Visualisation

2022-09-20T11:00:29Z

HelenElmslie: /* What I didn't do */

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==
* I didn't do the following tasks, due to lack of time:
** Finish all the designs for my visualisation, including adding heat generation in the wall.
** Document my progress and journey while creating the visualisation.
** Test whether my visualisation met the ILOs.
** Fully integrate the visualisation into the ImpVis Wiki- including adding calculations and descriptions.

== Next Step ==

Heat Transport Visualisation

2022-09-20T10:52:01Z

HelenElmslie:

[[Category:Records]]
[[Category:Summer 2022]]

'''Author - Helen'''

== Summary ==

'''''<big>Redesigning an existing visualisation, to make it better</big>'''''

=== Visualisation Topic Title: ===
* Investigating how the temperature profile varies within a composite wall under 1D steady-state conduction.

=== Intended Learning Outcomes (ILOs): ===
* After using the visualisation, the student should be able to:
** Visualise how the '''''temperature profile''''' varies within a composite wall under '''''1D steady-state conduction''''' as the following parameters are changed:
**# Wall thickness
**# Wall subject to uniform heat generation
**# Surface temperature of each wall material
**# Wall material
** Understand that the temperature profile within a planar wall is '''''linear''''' (under 1D steady-state conduction, no heat generation)
** Understand that the temperature profile at and away from the wall is an '''''exponential''''', as explained by '''''Newton's Law of Cooling'''''

=== Motivation: ===
* The idea for this visualisation came after I had struggled to visualise a concept within my ‘Heat and Mass Transport 2’ module in the 2nd year of my degree (MEng Biomedical Engineering).
* I had found an existing visualisation online, by WOLFRAM: [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM Visualisation], but it had many limitations in its functionality. I therefore decided that I would redesign and improve it.

=== Intended User: ===
* 2nd year MEng Biomedical Engineering students, studying the module: [https://www.imperial.ac.uk/bioengineering/admin/current-ug/options/bh9c/?module=BIOE50001&year=22_23'''BIOE50001''']

=== Mode of Learning: ===
* Independent study, study groups

=== Initial Visualisation Idea: ===
* The original plan for the example project was to code the visualisation in JavaScript, from the perspective of someone who had never used JavaScript before and only had two years of Python experience.
* I had intended to redesign the existing visualisation with more useful [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs], and code this design on the [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template] using JavaScript.

== Detailed Achievements ==

=== Design Process ===
'''Ideas Brainstorming'''
* First, I worked with Dalia, using [https://miro.com/index/ Miro] to identify what needed to be improved and worked on in the new design, by brainstorming ideas for improved features.
''Output''

[[File:Visualisation_ideas.jpg|1000px|centre|thumb|Screenshot of [https://demonstrations.wolfram.com/HeatGenerationAndConductionThroughCompositeWalls/ WOLFRAM visualisation] with sticky notes for ideas for graphic, interactive and educational design improvements]]

''The original Miro board, from which this screenshot was taken can be found [https://miro.com/app/board/uXjVOrbGwqM=/?share_link_id=647348697742 '''here''']''

'''Visualisation Resource'''

* I then designed and created a resource on the topic in order to show it to Dalia, who had less prior knowledge on the subject.
''Output''

The link to the resource's pdf can be found [https://imperiallondon-my.sharepoint.com/:b:/g/personal/he120_ic_ac_uk/EX-uj1X2I_lPvpZ5TiAFRssBH8pS-cILTib3MHf1fED1wg?e=OYZmhh '''here'''] - (link accessible to Imperial students only).

* While creating this resource I identified the following benefits:
** Designing the [https://wiki.impvis.co.uk/index.php?title=Heat_Transport_Visualisation#Intended_Learning_Outcomes_.28ILOs.29: ILOs] for my visualisation was much easier.
** I was able to revise my design ideas, after thoroughly reviewing the background topic.

'''Visualisation Design'''

'''Desmos Visualisation'''
* Despite my initial plans to code the visualisation from scratch, I decided to create a non-coded visualisation using [https://www.desmos.com/calculator Desmos Graphing Calculator].
* I chose this because:
** It was more efficient to use in the time frame I had (2 weeks)
** I wanted the visualisation to be as easy to use as possible without detracting from the ILOs

''Output''

* My final visualisation is made up of three designs, each one more complex than the one before it.

'''Design 1'''
[[File:Heat_Vis_1.jpg|1000px|centre|thumb| 1D Steady State Conduction: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 1 [https://www.desmos.com/calculator/rdpstwxyca '''here''']''

'''Design 2'''
[[File:Heat_Vis_2.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 2 [https://www.desmos.com/calculator/zlstcimgbw '''here''']''

'''Design 3'''
[[File:Heat_Vis_03.jpg|1000px|centre|thumb| 1D Steady State Conduction and Convection within a Multi-Layered Composite Wall: (Constant Surface Temperature and No Heat Generation)]]

''Access Design 3 [https://www.desmos.com/calculator/yuougzvxpz '''here''']''

* To compare the resource and visualisation design, go to this Miro board [https://miro.com/app/board/uXjVOkaW2Fo=/?share_link_id=198721752218 here].

'''Integration of Visualisation onto [https://wiki.impvis.co.uk/index.php?title=Knowledgebase#The_ImpVis_visualisations_template ImpVis template]'''
[[File:ImpVis_Heat_Vis.png|1000px|centre|thumb| Screenshot from ImpVis template - visualisation integration]]

* We decided to integrate the visualisation onto the ImpVis template (don't have link).

== Learning ==

== What I didn't do ==

== Next Step ==

Heat Transport Visualisation

2022-09-20T10:50:12Z

HelenElmslie: /* Design Process */