https://wiki.impvis.co.uk/api.php?action=feedcontributions&feedformat=atom&user=Mark+ThomasImpVis Wiki - User contributions [en-gb]2026-04-13T05:42:44ZUser contributionsMediaWiki 1.36.0https://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=481Module status quo July 20212021-07-23T09:56:40Z<p>Mark Thomas: /* Activities */</p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
<span style="color:blue">Table of contents:</span><br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
<span style="color:blue">Details</span><br />
<br />
<span style="color:blue">Module Specification </span><br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
<span style="color:blue">Guest Lecturers</span><br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
<span style="color:blue">Staff-partners</span> <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
<span style="color:blue">Teaching Platform</span><br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
<span style="color:blue">To-do:</span> <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
<span style="color:blue">Submission platform </span><br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
<span style="color:blue">Todo </span><br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
<span style="color:blue">Details </span><br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
<span style="color:blue">Macro-design </span><br />
<br />
* General topic for each week and outline of course decided <br />
<br />
<span style="color:blue">To-do:</span> Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
<span style="color:blue">Still uncertain:</span><br />
<br />
* Form of Icebreaker <br />
<br />
<span style="color:blue">Introduction to Groups and Projects [W2] </span><br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
<span style="color:blue">Individual design strand lectures [W3-W5] </span><br />
<br />
<span style="color:blue">W3 - Educational design </span><br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
<span style="color:blue">W4 - Graphical design </span><br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
<span style="color:blue">W5: Interaction design </span><br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
<span style="color:blue">Specialism Workshops + Project [W6-W7] </span><br />
<br />
<span style="color:blue">W6-project </span><br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
<span style="color:blue">Pending</span> – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
<span style="color:blue">W7-project </span><br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
<span style="color:blue">Pending</span> – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
<span style="color:blue">W8-project </span><br />
<br />
* Rapid Feedback Sessions <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
<span style="color:blue">W9-review </span><br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
<span style="color:blue">W10-final review </span><br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection<br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
<span style="color:blue">Details </span><br />
<br />
<span style="color:blue">Assessment Criteria </span><br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<span style="color:blue">Design Project </span><br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
<span style="color:blue">Todo </span><br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
<span style="color:blue">Self-assessment </span><br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
<span style="color:blue">Portfolio </span><br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
<span style="color:blue">Feedback </span><br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
<span style="color:blue">Skills Matrix </span><br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=480Module status quo July 20212021-07-23T09:55:04Z<p>Mark Thomas: </p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
<span style="color:blue">Table of contents:</span><br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
<span style="color:blue">Details</span><br />
<br />
<span style="color:blue">Module Specification </span><br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
<span style="color:blue">Guest Lecturers</span><br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
<span style="color:blue">Staff-partners</span> <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
<span style="color:blue">Teaching Platform</span><br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
<span style="color:blue">To-do:</span> <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
<span style="color:blue">Submission platform </span><br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
<span style="color:blue">Todo </span><br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
<span style="color:blue">Details </span><br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
<span style="color:blue">Macro-design </span><br />
<br />
* General topic for each week and outline of course decided <br />
<br />
<span style="color:blue">To-do:</span> Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
<nowiki><span style="color:blue">Still uncertain:</span></nowiki> <br />
<br />
* Form of Icebreaker <br />
<br />
Introduction to Groups and Projects [W2] <br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
Individual design strand lectures [W3-W5] <br />
<br />
W3 - Educational design <br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W4 - Graphical design <br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W5: Interaction design <br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
<span style="color:blue">Specialism Workshops + Project [W6-W7] </span><br />
<br />
<span style="color:blue">W6-project </span><br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
<span style="color:blue">Pending</span> – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
<span style="color:blue">W7-project </span><br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
<span style="color:blue">Pending</span> – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
<span style="color:blue">W8-project </span><br />
<br />
* Rapid Feedback Sessions <br />
<br />
<span style="color:blue">Still uncertain: </span><br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
<span style="color:blue">W9-review </span><br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
<span style="color:blue">W10-final review </span><br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection <br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
<span style="color:blue">Details </span><br />
<br />
<span style="color:blue">Assessment Criteria </span><br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<span style="color:blue">Design Project </span><br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
<span style="color:blue">Todo </span><br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
<span style="color:blue">Self-assessment </span><br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
<span style="color:blue">Portfolio </span><br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
<span style="color:blue">Feedback </span><br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
<span style="color:blue">Skills Matrix </span><br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
<span style="color:blue">To-do: </span><br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=479Module status quo July 20212021-07-23T09:51:01Z<p>Mark Thomas: /* Activities */</p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
<span style="color:blue">Table of contents:</span><br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
<span style="color:blue">Details</span><br />
<br />
<span style="color:blue">Module Specification </span><br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
<span style="color:blue">Guest Lecturers</span><br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
<span style="color:blue">Staff-partners</span> <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
<span style="color:blue">Teaching Platform</span><br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
<span style="color:blue">To-do:</span> <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
<span style="color:blue">Submission platform </span><br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
<span style="color:blue">Todo </span><br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
<span style="color:blue">Details </span><br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
<span style="color:blue">Macro-design </span><br />
<br />
* General topic for each week and outline of course decided <br />
<br />
<span style="color:blue">To-do:</span> Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
<nowiki><span style="color:blue">Still uncertain:</span></nowiki> <br />
<br />
* Form of Icebreaker <br />
<br />
Introduction to Groups and Projects [W2] <br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
Individual design strand lectures [W3-W5] <br />
<br />
W3 - Educational design <br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W4 - Graphical design <br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W5: Interaction design <br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
Still uncertain: <br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
Specialism Workshops + Project [W6-W7] <br />
<br />
W6-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
Still uncertain: <br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
W7-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
W8-project <br />
<br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
W9-review <br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
W10-final review <br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection <br />
<br />
Page Break <br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
Details <br />
<br />
Assessment Criteria <br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
To-do: <br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
Design Project <br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
Todo <br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
Self-assessment <br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
To-do: <br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
Portfolio <br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
Feedback <br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
Skills Matrix <br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
To-do: <br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=478Module status quo July 20212021-07-23T09:50:19Z<p>Mark Thomas: </p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
<span style="color:blue">Table of contents:</span><br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
<span style="color:blue">Details</span><br />
<br />
<span style="color:blue">Module Specification </span><br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
<span style="color:blue">Guest Lecturers</span><br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
<span style="color:blue">Staff-partners</span> <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
<span style="color:blue">Todo</span> <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
<span style="color:blue">Teaching Platform</span><br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
<span style="color:blue">To-do:</span> <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
<span style="color:blue">Submission platform </span><br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
<span style="color:blue">Todo </span><br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
<span style="color:blue">Details </span><br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
<span style="color:blue">Macro-design </span><br />
<br />
* General topic for each week and outline of course decided <br />
<br />
<span style="color:blue">To-do:</span> Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
Still uncertain: <br />
<br />
* Form of Icebreaker <br />
<br />
Introduction to Groups and Projects [W2] <br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
Individual design strand lectures [W3-W5] <br />
<br />
W3 - Educational design <br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W4 - Graphical design <br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W5: Interaction design <br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
Still uncertain: <br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
Specialism Workshops + Project [W6-W7] <br />
<br />
W6-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
Still uncertain: <br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
W7-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
W8-project <br />
<br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
W9-review <br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
W10-final review <br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection <br />
<br />
Page Break <br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
Details <br />
<br />
Assessment Criteria <br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
To-do: <br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
Design Project <br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
Todo <br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
Self-assessment <br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
To-do: <br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
Portfolio <br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
Feedback <br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
Skills Matrix <br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
To-do: <br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=477Module status quo July 20212021-07-23T09:47:34Z<p>Mark Thomas: </p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
<span style="color:blue">Table of contents:</span><br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
Details <br />
<br />
Module Specification <br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
Guest Lecturers <br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
Staff-partners <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
Teaching Platform <br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
To-do: <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
Submission platform <br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
Todo <br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
Details <br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
Macro-design <br />
<br />
* General topic for each week and outline of course decided <br />
<br />
To-do: Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
Still uncertain: <br />
<br />
* Form of Icebreaker <br />
<br />
Introduction to Groups and Projects [W2] <br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
Individual design strand lectures [W3-W5] <br />
<br />
W3 - Educational design <br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W4 - Graphical design <br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W5: Interaction design <br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
Still uncertain: <br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
Specialism Workshops + Project [W6-W7] <br />
<br />
W6-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
Still uncertain: <br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
W7-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
W8-project <br />
<br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
W9-review <br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
W10-final review <br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection <br />
<br />
Page Break <br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
Details <br />
<br />
Assessment Criteria <br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
To-do: <br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
Design Project <br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
Todo <br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
Self-assessment <br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
To-do: <br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
Portfolio <br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
Feedback <br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
Skills Matrix <br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
To-do: <br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=476Module status quo July 20212021-07-23T09:46:31Z<p>Mark Thomas: </p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
Table of contents:<br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
Details <br />
<br />
Module Specification <br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
Guest Lecturers <br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
Staff-partners <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
Teaching Platform <br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
To-do: <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
Submission platform <br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
Todo <br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
Details <br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
Macro-design <br />
<br />
* General topic for each week and outline of course decided <br />
<br />
To-do: Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
Still uncertain: <br />
<br />
* Form of Icebreaker <br />
<br />
Introduction to Groups and Projects [W2] <br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
Individual design strand lectures [W3-W5] <br />
<br />
W3 - Educational design <br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W4 - Graphical design <br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W5: Interaction design <br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
Still uncertain: <br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
Specialism Workshops + Project [W6-W7] <br />
<br />
W6-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
Still uncertain: <br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
W7-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
W8-project <br />
<br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
W9-review <br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
W10-final review <br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection <br />
<br />
Page Break <br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
Details <br />
<br />
Assessment Criteria <br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
To-do: <br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
Design Project <br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
Todo <br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
Self-assessment <br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
To-do: <br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
Portfolio <br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
Feedback <br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
Skills Matrix <br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
To-do: <br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=475Module status quo July 20212021-07-23T09:46:13Z<p>Mark Thomas: </p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
<br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
Details <br />
<br />
Module Specification <br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
Guest Lecturers <br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
Staff-partners <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
Teaching Platform <br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
To-do: <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
Submission platform <br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
Todo <br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
Details <br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
Macro-design <br />
<br />
* General topic for each week and outline of course decided <br />
<br />
To-do: Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
Still uncertain: <br />
<br />
* Form of Icebreaker <br />
<br />
Introduction to Groups and Projects [W2] <br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
Individual design strand lectures [W3-W5] <br />
<br />
W3 - Educational design <br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W4 - Graphical design <br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W5: Interaction design <br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
Still uncertain: <br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
Specialism Workshops + Project [W6-W7] <br />
<br />
W6-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
Still uncertain: <br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
W7-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
W8-project <br />
<br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
W9-review <br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
W10-final review <br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection <br />
<br />
Page Break <br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
Details <br />
<br />
Assessment Criteria <br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
To-do: <br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
Design Project <br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
Todo <br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
Self-assessment <br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
To-do: <br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
Portfolio <br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
Feedback <br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
Skills Matrix <br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
To-do: <br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=474Module status quo July 20212021-07-23T09:45:56Z<p>Mark Thomas: </p>
<hr />
<div>Status Quo Document, July 2021 <br />
<br />
In this document, we survey the current state of the module design project and identify key areas that still need to be worked on. This document is split up into three themes: general, activities, and assessments. <br />
<br />
Each section starts with an overview table listing the sub-tasks (essentially open questions), status (either not started, in progress, or done), and comments (explaining what actions have been or need to be taken). The summary then gives a bird eye view of the section. <br />
<br />
Each section ends with detailed discussions on each of the sub-tasks (detailed discussion should include links to current work on the sub-task, an explanation of those links, and list of todo that need to be done). The sections should be written with sufficient detail such that any person can use this document to pick up the project. <br />
<br />
<br />
<nowiki><categorytree mode="pages">Everything</categorytree></nowiki><br />
<br />
== General ==<br />
This section includes discussion on the module specification, guest lecturers, and technology. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Module specification <br />
|Done <br />
|<br />
* Submitted for review by Caroline <br />
|-<br />
|Guest lecturers <br />
|In progress <br />
|<br />
* Main lecturers invited, response from 2 <br />
* Yet to invite specialism workshop lecturers <br />
|-<br />
|Staff-partners <br />
|In progress <br />
|<br />
* Some contacted, most yet to be decided <br />
|-<br />
|Teaching platform <br />
|In progress <br />
|<br />
* Have thought about gather.town space requirements <br />
* Initial draft space made and tested with different features <br />
|-<br />
|Submission platform <br />
|In progress <br />
|<br />
* Decided to use wiki + Miro <br />
* Yet to try sharepoint as assignment submission platform <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, all tasks in this category are in progress. The module specification is done and should be approved soon. We have sent out invites for guest lecturers, however the ones for the specialism workshops have not been sent. We have a few candidates for staff-partners but have not formally confirmed any. Finally, the technology platforms are basically decided (and if they are not, it is not super important, e.g. where module materials are going to be hosted). <br />
<br />
Moving forward, we need to finalize the list of guest lecturers and find a list of 5-6 staff-partners who have a project and are willing to mentor students. The gather.town space also needs to be designed such that it facilitates the activities we have planned. <br />
<br />
Details <br />
<br />
Module Specification <br />
<br />
* Final module spec location: <nowiki>https://imperiallondon.sharepoint.com/:w:/r/sites/ImpVis2020-EQ/Shared%20Documents/Summer%20project%2021%20-%20STEMM%20module%20team/Module%20Specification%20Revised.docx?d=wd43b4dd4fa8645e794e039d2bd93f1d9&csf=1&web=1&e=06VuHk</nowiki> <br />
* Submitted for review, awaiting final approval <br />
<br />
Guest Lecturers <br />
<br />
* Main lecturers: invited <br />
<br />
* Education: Juan ~ <br />
* Graphical: Tracey ~ <br />
* Interactive: Bob √ <br />
* General: Freddie √ <br />
<br />
* Specialism workshops: not yet invited <br />
<br />
* See miro board for status: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Decide on who to invite for specialism workshops <br />
* Communicate on topic of lectures to design activities for that day <br />
<br />
Staff-partners <br />
<br />
* Caroline invited people in MBBS <br />
* Rest not yet invited or decided <br />
* See miro board for potential invites: <nowiki>https://miro.com/app/board/o9J_l6ZdCjY=/</nowiki> <br />
<br />
Todo <br />
<br />
* Create table to track progress of invites <br />
<br />
* Find 5-6 staff-partners <br />
<br />
Teaching Platform <br />
<br />
* Draft space (on a free plan): <nowiki>https://gather.town/app/yctcFVqJTSDJ7jMU/Design%20Sprint</nowiki> <br />
* Miro board for planning: <nowiki>https://miro.com/app/board/o9J_l6Cy4vM=/</nowiki> <br />
* Teams will be used for main information as will automatically have all students <br />
<br />
* Will have a main room for initial teaching, although this may take place on teams, to be decided fully <br />
* We want round tables if possible, but might need square to fit correct numbers <br />
* Want individual group rooms for each team which will depend on the number of students/number of groups we have, each as a private space <br />
* Colour coded rooms to make it easy to direct people <br />
* Can use spotlight square/mode to e.g. call back groups to main room <br />
<br />
* Can show a video to a group in a synchronous way with a start time if a guest lecturer were to record a video <br />
* Can have 1:1 private spaces for rapid feedback sessions <br />
* Will have a conference-style poster space with final designs embedded in poster boards, will need to colour code these posters in the same way as the group rooms for consistency and create a private space around each with enough room for a few people at a time <br />
* Final account (with paid plan if needed) to be made and then final space constructed in this <br />
* On a paid plan, can have iCal integration for sessions if wanted <br />
<br />
* Need to remember to add in the impassable squares so that people can’t just walk around anywhere as walls don’t initially do this, as well as the private spaces <br />
<br />
To-do: <br />
<br />
* Create gather.town space with features detailed above <br />
* Decide on integration/use alongside Teams <br />
* Get the correct paid plan for use and number of students <br />
<br />
<br />
Submission platform <br />
<br />
* Options for submission platform: sharepoint, blackboard, wiki… <br />
<br />
* Most likely will use Sharepoint within teams <br />
* Flexible, as students will work in wiki + Miro + pdf <br />
<br />
Todo <br />
<br />
* Try out Sharepoint assignment submission <br />
* Try out creating page in wiki <br />
* Page Break <br />
<br />
== Activities ==<br />
This section includes discussion on the planning for the activities for each week with emphasis on the time distribution for the activities and how complete the activity materials are. <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Macro-design <br />
|Done <br />
|<br />
* General topic for each week decided <br />
* Decided to move project introduction to W2 of module <br />
|-<br />
|Module Introduction [W1] <br />
|In-progress <br />
|<br />
* Decided on icebreaker - List of random question and each person answers one or introduces themselves <br />
|-<br />
|Introduction to Groups and Projects [W2] <br />
|In-progress <br />
|<br />
* Students introduce themselves after they are assigned project groups and a staff partner <br />
* Preliminary discussion of the topic with staff partner <br />
* Skills matrix introduction <br />
|-<br />
|Individual design strand lectures [W3-W5] <br />
|In-progress <br />
|<br />
* Q/A after 30-minute guest lecture <br />
* Design strand specific group discussions for each of the 3 weeks <br />
* Exchange of ideas within group on the general term <br />
* Updating Skills Matrix <br />
* Asynchronous Activity [W5] - Critique visualisation of choice based on the three strands of design <br />
|-<br />
|Specialism Workshops + Project [W6-W7] <br />
|In-progress <br />
|<br />
* 4 specialism workshops (2 per week) [Presentation + Q/A] <br />
* Discussions on project with group and staff partner <br />
* Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
|-<br />
|Project Presentation + Final Review [W8-W10] <br />
|In-progress <br />
|<br />
* Complete project design and present to panel of judges <br />
* Asynchronous Activity [W10] (for Portfolio) - Students critique their own visualisations based on the three strands of design as done in W5 <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
We have a very solid overall plan as to the topic of each week of the module. In addition, we have completed more detailed hour by hour plan for each week. Furthermore, we have multiple guest lecturers who we have invited and are waiting for a reply on. <br />
<br />
However, the activities board is not finalised and there are multiple ideas for the activities to do on each day. To move forward, we need to do a week-by-week discussion on which activities are necessary to do in-class, which activities specifically target the ILOs, and how long the activities will actually take. Furthermore, the activities for now are general pointers and ideas, not yet written up as a document that can be given to a TA or instructor. Finally, a lot more work needs to be done to consider how to scaffold the project design process. Or if it isn’t going to be scaffolded, guidance needs to be written up for the instructor/TA for how to guide the project creation within the groups. <br />
<br />
Details <br />
<br />
Course Structure and Activities - <nowiki>https://miro.com/app/board/o9J_l8ecJCk=/</nowiki> [Course Activities, Course Flow v5] <br />
<br />
Macro-design <br />
<br />
* General topic for each week and outline of course decided <br />
<br />
To-do: Consider time constraint that might arise and star-mark activities that might need to be done Asynchronously if time runs out <br />
<br />
Module Introduction [W1] <br />
<br />
* Introduce course <br />
* what will happen each week <br />
* course aim <br />
* course submission <br />
* Assessment <br />
* Icebreaker <br />
* list of random questions, each person answers one or introduce yourself one by one <br />
* Introduce related tools <br />
* Introduce to ImpVis <br />
* Introduce how to use Miro <br />
* Introduce how to use Gather town <br />
* Cianne: creating assessment criteria + Menti Exercise <br />
* Asynchronous Activity <br />
* Students fill out preference forms by W2 so that they can be assigned to project groups <br />
<br />
Still uncertain: <br />
<br />
* Form of Icebreaker <br />
<br />
Introduction to Groups and Projects [W2] <br />
<br />
* Freddie’s lecture – Holistic overview of designing interactive visualisations, his experience with working on MOOC visualisations and his own projects <br />
* Portfolio explanation <br />
* Show group division and how to communicate <br />
* Introduce self in group <br />
* Discuss their topic <br />
* asynchronous activity <br />
* students research their topic to explain to the group next week <br />
<br />
<br />
<br />
Individual design strand lectures [W3-W5] <br />
<br />
W3 - Educational design <br />
<br />
* Before Week 3 <br />
* Miro brainstorm in groups ideas about educational design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Juan Nunez) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* each member of group tries to explain their topic to each other <br />
* group discussion of application of educational design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W4 - Graphical design <br />
<br />
* Before Week 4 <br />
* Miro brainstorm in groups ideas about Graphical design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: XXX) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* group discussion of application of graphical design ideas to their project and what elements they will need <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
<br />
W5: Interaction design <br />
<br />
* Before Week 5 <br />
* Miro brainstorm in groups ideas about Interaction design strand <br />
* Expert Talk <br />
* Experts Talk (Presenter: Bob Spence) <br />
* Q/A after 30-minute guest lecture <br />
* Workshop <br />
* students try out different methods of interaction (through links to different visualisations) <br />
* group discussion of application of interaction design ideas to their project <br />
* Cianne: creating assessment criteria + skills matrix skills <br />
* asynchronous activity <br />
* Miro - critique your favourite vis based on the three design strands <br />
<br />
Still uncertain: <br />
<br />
* How much time we need for creating assessment criteria + skills matrix skills <br />
<br />
Specialism Workshops + Project [W6-W7] <br />
<br />
W6-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
* Group Skills matrix discussion <br />
* Group discussion: What are the important aspects for the design related to each strand? <br />
* give students a timeline for their project <br />
<br />
Still uncertain: <br />
<br />
* When the timeline will be delivered and content <br />
* Experts give topic or lecturer set <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
W7-project <br />
<br />
* Workshop (experts give topic or lecturer set) <br />
<br />
* Introduce how to give good feedback <br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* Workshop form <br />
* How to get Rapid Feedback Sessions <br />
<br />
Pending – Finalize activities during/post specialism workshop after discussion with lecturer conducting that specific workshop <br />
<br />
Project Presentation + Final Review [W8-W10] <br />
<br />
W8-project <br />
<br />
* Rapid Feedback Sessions <br />
<br />
Still uncertain: <br />
<br />
* How to get Rapid Feedback Sessions <br />
<br />
W9-review <br />
<br />
* Rapid Feedback Sessions <br />
* introduction to self-assessment <br />
* Asynchronous -> Critique your own visualisation - Three strands of design [template similar to the exercise in W5] (As part of the student’s portfolio) <br />
<br />
W10-final review <br />
<br />
* Poster in public place of gather town. Teams are free to leave comments to other teams (might serve as encouragement) <br />
* Final Wrap up - Reflect on what they've done for 10W + ImpVis Wiki an if students want to join code & crisps to implement design <br />
* Asynchronous activity - fill out self-assessment/ reflection <br />
<br />
Page Break <br />
<br />
== Assessments ==<br />
This section includes discussion on the three assessments and related items (such as the design of the assessment criteria and skills matrix, though there is some overlap with the activities section). <br />
{| class="wikitable"<br />
|Sub-task <br />
|Status <br />
|Comments <br />
|-<br />
|Assessment criteria <br />
|Done <br />
|<br />
* Assessment criteria for design project will be completed by students in class <br />
* Timeline for producing the criteria has been created <br />
* Some more specific details of how the in-class discussion will work might be needed <br />
|-<br />
|Design project <br />
|In progress <br />
|<br />
* Tried design sprint <br />
* Need to decide on how to scaffold design process <br />
|-<br />
|Self-assessment <br />
|In progress <br />
|<br />
* Meetings with staff in charge of the Imperial Award and Change Makers programmes have given ideas <br />
* Specific template / structure needs deciding <br />
|-<br />
|Portfolio <br />
|In progress <br />
|<br />
* There are thoughts about what should be included <br />
* Specific structure needs to be considered further <br />
|-<br />
|Feedback <br />
|Done <br />
|<br />
* Not a direct assessment <br />
* Ideas of how students can give useful feedback <br />
* Will always be possible to add more examples/more detail to this if there is time, but can be used as is <br />
|-<br />
|Skills Matrix <br />
|In progress <br />
|<br />
* Timeline for producing the skills matrix in class has been created and skills that should be included have been considered <br />
* Decisions on template to use and skills to include need finalising <br />
|}<br />
<br />
<br />
'''Summary''' <br />
<br />
Overall, we have made great strides in improving the original three assessments. In particular, we have changed the structure to include external-, instructor-, and student-led assessment to give the student more agency. Furthermore, we switched to assessing a whole portfolio that allows the student to better show their learning versus only the final product. In the process, we have a clear idea for how to do feedback and through the design sprint have an idea for the requirements of the final design project submission. <br />
<br />
However, a number of key questions have yet to be answered. In particular, we have not yet tried the entire process for creating the assessment criteria. We have not done a proper run through of creating and refining the skills matrix. We have not created an exemplar design project. And we have not decided the format or content of the portfolio. These tasks are important to see how much we have to scaffold these activities and to test how the process will actually work with a group of students. <br />
<br />
Moving forward, we need to find time (most likely in September) to try out each of the assessments. From there, we can decide whether to tweak timings of the sessions and what materials we still need to develop. <br />
<br />
Details <br />
<br />
Assessment Criteria <br />
<br />
* Students will co-create the assessment criteria with the module lead in class through a combination of small group discussion, in-class discussion, and Menti submissions – time has been allocated for this in weeks 1-6 - the proposed plan is on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the formation of project groups to week 2 instead of week 5) <br />
* No specific assessment criteria have been created as this will be done in class – this will be led by Caroline <br />
* Some more thought might need to be given to how to structure the in-class discussions <br />
<br />
To-do: <br />
<br />
* Ensure assessment criteria creation has been incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
Design Project <br />
<br />
* Design sprint: <br />
<br />
* For the design created, see <nowiki>https://miro.com/app/board/o9J_l6BMMjQ=/</nowiki> <br />
* For comments on the process, see homebase miro board, heading “Design sprint observations” <br />
<br />
* Initial planning for formatting final design: <nowiki>https://miro.com/app/board/o9J_l5-ymT8=/</nowiki> <br />
* Interactive elements for students to test and use: <nowiki>https://impvis.co.uk/launch/impvis-layouts-v2/page1.html?collection=39</nowiki> <br />
<br />
Todo <br />
<br />
* Decide how to scaffold the design process <br />
<br />
* E.g. give prompts for the students to think about or ideas for how to do effective brainstorming <br />
<br />
* Finalise guidelines for the submission of the final design <br />
* Create example project of a “good” submission <br />
<br />
Self-assessment <br />
<br />
* Meetings with staff involved in the Imperial Award and Change Makers programmes have given ideas about how to create a good self-assessment format – notes from these meetings are on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) under the ‘self-assessment brainstorm’ and ‘self-assessment comments’ sections <br />
<br />
To-do: <br />
<br />
* Compile ideas to determine final plan for how self-assessment will be structured <br />
* Decide on the template, if any, that will be given to students <br />
* Decide on the time allocated, either in-class or asynchronously, for students to complete it <br />
<br />
* Decide on how much introduction / guidance will be given to students about how to complete a good self-assessment in class <br />
* Incorporate the self-assessment plan into the course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com)) <br />
<br />
<br />
Portfolio <br />
<br />
* Will be via a Miro board for each student <br />
<br />
* Used for the self-assessment/reflection as well as being a record of what they did during the project and their learning journey <br />
* Some example templates that could be used, but will give a lot of freedom <br />
* Will need to give areas on the Miro board for each activity <br />
* Would be nice to use a timeline type structure for their learning journey to help with their self-reflection at the end <br />
* A to-do list created at the start of each week and then reviewed before the next week could be useful for tracking what has been done <br />
<br />
* Plan so far: <nowiki>https://miro.com/app/board/o9J_l6YC4ic=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create structured Miro board for portfolio <br />
* Create spaces for individual weeks/activities <br />
* Create areas for linking to group project work <br />
<br />
* Create an area for self-reflection with some limitations/guidance so that people don’t go over the top/not give enough (e.g. specific locked frame size, text size, space to review their own design) <br />
<br />
Feedback <br />
<br />
* Focus on reviewing rather than feedback to fit with ImpVis procedure <br />
* Using a traffic light system (RAG) for priority of points <br />
* Focusing on points being Specific, Formative and Rich, which are detailed in the word doc <br />
<br />
* Examples of traffic light review systems have been found, but there will always be room for more, especially in biology/medicine (there are more on physics/engineering right now) <br />
* Could add more detail about the ImpVis review process, maybe with screenshots if there is time, but not necessary <br />
* Some templates have been created, some more creative than others, to make use of these methods and give choice to suit different kinds of learners, found on the Miro board <br />
* Tested cloning Miro boards and annotating pdfs as well as access/editing permissions: <nowiki>https://miro.com/app/board/o9J_l7CTGkk=/</nowiki> <br />
* Word doc detailing good review practices and giving examples: <nowiki>https://imperiallondon.sharepoint.com/:w:/s/ImpVis2020-EQ/Ef-dKtgL9UBKh-OI5uZIqUkBXiloOJbtGp5w-G7zZ33n5g?e=YrCbIf</nowiki> <br />
<br />
* Miro board with plan for final word doc (above) and feedback templates: <nowiki>https://miro.com/app/board/o9J_l6p-lcw=/</nowiki> <br />
<br />
To-do: <br />
<br />
* Create Miro boards for students to review designs at time of use <br />
<br />
Skills Matrix <br />
<br />
* The broad skills matrix will be filled in by students in-class, then students will add to this in their project groups to create a project-specific skills matrix <br />
<br />
* Students will use the project-specific skills matrix to set personal learning goals for the project <br />
* The purpose of the skills matrix is to allow students to identify what skills their group requires, what skills each group member already has, and what skills each group member will work to develop during the project <br />
* A timeline for producing the skills matrix in weeks 1-6 has been created on Assessment Criteria and Skills Matrix, Online Whiteboard for Visual Collaboration (miro.com) (The specific weeks listed have been adjusted due to moving the group formation from week 5 to week 2) <br />
* An example skills matrix was created in the design sprint to trial the process - Solid Angles Design Sprint, Online Whiteboard for Visual Collaboration (miro.com) <br />
* Observations of the process of creating the skills matrix can be found on Homebase, Online Whiteboard for Visual Collaboration (miro.com) <br />
<br />
To-do: <br />
<br />
* Decide on if there are any specific skills that need to be included, or whether this will be done completely in class <br />
* Determine the final template to be used (most competency matrixes seem quite similar so lots of examples online) <br />
* Some consideration might need to be given to how in-class discussions will be structured <br />
* Ensure skills matrix production plan is incorporated into course structure & activities timeline (Course Structure and Activities, Online Whiteboard for Visual Collaboration (miro.com))</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Module_status_quo_July_2021&diff=473Module status quo July 20212021-07-23T09:40:31Z<p>Mark Thomas: Created page with "Hello there."</p>
<hr />
<div>Hello there.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Main_Page&diff=472Main Page2021-07-23T09:40:08Z<p>Mark Thomas: /* Summer 2021 */</p>
<hr />
<div>== Navigate Categories ==<br />
<br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== Wiki Divisions ==<br />
<br />
* [[Blackboard]]<br />
* [[Visualisations]]<br />
* [[Knowledge]]<br />
<br />
== Summer 2021==<br />
*[[Tech Team Final Documentation]]<br />
*[[Module Team Design Sprint]]<br />
*[[ImpVis wiki status quo summer 2021]]<br />
*[[ImpVis Website]]<br />
*[[Module status quo July 2021]]<br />
<br />
==Getting started==<br />
Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Configuration_settings|Configuration settings list]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:FAQ|MediaWiki FAQ]]<br />
*[https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
*[[mediawikiwiki:Special:MyLanguage/Localisation#Translation_resources|Localise MediaWiki for your language]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Combating_spam|Learn how to combat spam on your wiki]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Main_Page&diff=471Main Page2021-07-23T09:39:15Z<p>Mark Thomas: /* Summer 2021 */</p>
<hr />
<div>== Navigate Categories ==<br />
<br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== Wiki Divisions ==<br />
<br />
* [[Blackboard]]<br />
* [[Visualisations]]<br />
* [[Knowledge]]<br />
<br />
== Summer 2021==<br />
*[[Tech Team Final Documentation]]<br />
*[[Module Team Design Sprint]]<br />
*[[ImpVis wiki status quo summer 2021]]<br />
*[[ImpVis Website]]<br />
<br />
==Getting started==<br />
Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Configuration_settings|Configuration settings list]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:FAQ|MediaWiki FAQ]]<br />
*[https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
*[[mediawikiwiki:Special:MyLanguage/Localisation#Translation_resources|Localise MediaWiki for your language]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Combating_spam|Learn how to combat spam on your wiki]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=ImpVis_Website&diff=470ImpVis Website2021-07-23T09:38:45Z<p>Mark Thomas: </p>
<hr />
<div>step-by-step guides of:<br />
<br />
- How to upload. *Not written yet*<br />
<br />
- How to update (incl. crediting authors) *Not written yet* (perhaps [[Upgrading Visualisation's Templates]] is relevant?)<br />
<br />
is relevant) - How to create a collection *Not written yet*<br />
<br />
<br />
Some relevant links: <br />
<br />
- How to [[review]]<br />
<br />
- [[The ImpVis Visual Identity - Ethos]]<br />
<br />
- [[Tutorial for setting up the coding environment]]<br />
<br />
- [[The visualisation development cycle]]<br />
<br />
<br />
<br />
Explanation of:<br />
<br />
- Learn, teach, code environments *Not written yet*<br />
<br />
<br />
GitHub: <br />
<br />
[[Getting connected on Github]] <br />
<br />
- ImpVis user (link to ImpVis GitHub: https://github.com/Imperial-visualizations)<br />
<br />
- Reflects every latest upload of vis on the website<br />
<br />
- When you upload a new vis, a repo is created and the dist folder is pushed, together with a zip folder of the src folder.<br />
<br />
- When you update a vis, any changes are pushed to the repo. So what is there is always the latest upload (not the latest approved or published version).<br />
<br />
- If you want to specifically download a previous version, you need to do that via the website (you will need developer or reviewer permissions to the vis). Go to versions --> press the download button alongside the version you are looking for.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=ImpVis_Website&diff=469ImpVis Website2021-07-23T09:33:56Z<p>Mark Thomas: </p>
<hr />
<div>step-by-step guides of:<br />
<br />
- How to upload. *Not written yet*<br />
<br />
- How to update (incl. crediting authors) *Not written yet*<br />
<br />
- How to create a collection *Not written yet*<br />
<br />
- How to [[review]]<br />
<br />
<br />
<br />
Explanation of:<br />
<br />
- Learn, teach, code environments *Not written yet*<br />
<br />
<br />
GitHub: <br />
<br />
- ImpVis user (link to ImpVis GitHub: https://github.com/Imperial-visualizations)<br />
<br />
- Reflects every latest upload of vis on the website<br />
<br />
- When you upload a new vis, a repo is created and the dist folder is pushed, together with a zip folder of the src folder.<br />
<br />
- When you update a vis, any changes are pushed to the repo. So what is there is always the latest upload (not the latest approved or published version).<br />
<br />
- If you want to specifically download a previous version, you need to do that via the website (you will need developer or reviewer permissions to the vis). Go to versions --> press the download button alongside the version you are looking for.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=ImpVis_Website&diff=468ImpVis Website2021-07-23T09:31:52Z<p>Mark Thomas: </p>
<hr />
<div>step-by-step guides of:<br />
<br />
- How to upload. *Not written yet*<br />
<br />
- How to update (incl. crediting authors) *Not written yet*<br />
<br />
- How to create a collection *Not written yet*<br />
<br />
- How to review [Review]<br />
<br />
<br />
Explanation of:<br />
<br />
- Learn, teach, code environments<br />
<br />
<br />
GitHub: <br />
<br />
- ImpVis user (link)<br />
<br />
- Reflects every latest upload of vis on the website<br />
<br />
- When you upload a new vis, a repo is created and the dist folder is pushed, together with a zip folder of the src folder.<br />
<br />
- When you update a vis, any changes are pushed to the repo. So what is there is always the latest upload (not the latest approved or published version).<br />
<br />
- If you want to specifically download a previous version, you need to do that via the website (you will need developer or reviewer permissions to the vis). Go to versions --> press the download button alongside the version you are looking for.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=ImpVis_wiki_status_quo_summer_2021&diff=466ImpVis wiki status quo summer 20212021-07-23T09:25:11Z<p>Mark Thomas: /* Structure */</p>
<hr />
<div>On this page, everything with regards to the current (July 2021) state of the wiki will be stated; this includes things that have been accomplished, ideas that have been discussed but not yet implemented, and any other miscellaneous information regarding the wiki.<br />
<br />
== Implementation == <br />
The ImpVis wiki is implemented through MediaWiki, which is both free and open-source. This decision was made after considering using the already existing organisation structure on the ImpVis website, as well as other free and paid Wiki services. Some of the later discussions regarding the choice of MediaWiki being made can be found at https://docs.google.com/document/d/1Ly28aOzML8BRNvKjWHGtVKnsYemzcqmx2wLbCt7bdJc.<br />
<br />
<br />
== Structure == <br />
<br />
Currently the Wiki is divided into two main "departments" through the main page - those under "Wiki Divisions" on the main page, and those that are not. Everything on the wiki should be able to be found through following relevant links from the main page. The Wiki Divisions sub-title is the intended location for where everything will be housed within the Wiki eventually. Currently, Wiki Divisions is split into the three titles "Blackboard", "Visualisations", and "Knowledge".<br />
<br />
The Blackboard section is intended to house all of the information that people taking the module need to see, and is intended to act as a homebase link for them to be able to refer to whenever looking for information with regards to the course. The Visualisation section is intended to be tied to visualisations that are visible on the website (whether this means only visualisations that are complete, or both that as well as designs submitted from the module is up for decision). As of the time of writing, no visualisations have been posted or tagged to this section yet. "Knowledge" is intended to hold all knowledge that people have found useful in the creation process of a visualisation. This can be at any stage from design, right through to project completion. For example, "How to contact an academic professional", "Things to consider when using discrete sliders", or "How this awkward to use function works" would all be found under the knowledge division of the wiki. <br />
<br />
The "Impvis website" wiki page has been linked through the Blackboard division of the wiki (links to [[ImpVis Website]]). Relevant links that exist for the page already posted on, but content not yet filled out (needs writing).<br />
<br />
== Tutorial ==<br />
<br />
The 2020 tutorial document has had all of its content worked into the wiki, with some minor modifications and additions. These pages can be found spread between the Blackboard and Knowledge divisions of the wiki. It must be noted that a lot of content has been copy and pasted in from the tutorial - a lot of improvements in writing to fit the context of being in the wiki need now to be made. In the tutorial there were some individual pages that had content missing/that needed expanding on anyway. The only page of real concern that we might not be able to write to though is the modal content written in red on this page: https://wiki.impvis.co.uk/index.php?title=Components_and_Vue_additional_comments. Outside of this, all content I've seen that's missing shouldn't require particular expertise to fill out (but they still do need filling out!). There is no "new" tutorial document as such; the pages are now just placed in the relevant places on the wiki (and shouldn't be difficult to find).<br />
<br />
== Permissions == <br />
Robert Jones currently has the highest permission privileges out of students remaining into Autumn 2021. Cianne Park has edit permissions, as do some students who were part of the "tech team" in summer 2021. Not all of these students have admin privileges however. <br />
<br />
<br />
== Unfinished == <br />
Discussions regarding setting up the permission structure (hierarchy of bureaucrats) to easily allow staff/students taking part in the module have been had, but not cleared up (no decisions were made). <br />
<br />
No visualisations have yet been tagged to the Visualisations division of the wiki. I suggest the first one that this could be done/trialed with would be Shahbanno's demo visualisation which shows off the components. <br />
<br />
Missing content: Welcome to ImpVis (in the context of the module, not the summer team or code and crisps).<br />
<br />
General tidyup of most wiki pages is needed at this point; <br />
<br />
Images on https://wiki.impvis.co.uk/index.php?title=Getting_connected_on_Github not sorted yet; need a conversation about the copyright for uploading screenshots of npm (might not be an issue at all). The images of concern are from the page https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_10.html.<br />
<br />
Need to set up categories so that https://wiki.impvis.co.uk/index.php?title=Special%3AAllPages works properly.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Main_Page&diff=464Main Page2021-07-23T09:23:17Z<p>Mark Thomas: /* Summer 2021 */</p>
<hr />
<div>== Navigate Categories ==<br />
<br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== Wiki Divisions ==<br />
<br />
* [[Blackboard]]<br />
* [[Visualisations]]<br />
* [[Knowledge]]<br />
<br />
== Summer 2021==<br />
*[[Tech Team Final Documentation]]<br />
*[[Module Team Design Sprint]]<br />
*[[ImpVis wiki status quo summer 2021]]<br />
<br />
==Getting started==<br />
Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Configuration_settings|Configuration settings list]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:FAQ|MediaWiki FAQ]]<br />
*[https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
*[[mediawikiwiki:Special:MyLanguage/Localisation#Translation_resources|Localise MediaWiki for your language]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Combating_spam|Learn how to combat spam on your wiki]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=ImpVis_wiki_status_quo_summer_2021&diff=463ImpVis wiki status quo summer 20212021-07-23T09:22:20Z<p>Mark Thomas: </p>
<hr />
<div>On this page, everything with regards to the current (July 2021) state of the wiki will be stated; this includes things that have been accomplished, ideas that have been discussed but not yet implemented, and any other miscellaneous information regarding the wiki.<br />
<br />
== Implementation == <br />
The ImpVis wiki is implemented through MediaWiki, which is both free and open-source. This decision was made after considering using the already existing organisation structure on the ImpVis website, as well as other free and paid Wiki services. Some of the later discussions regarding the choice of MediaWiki being made can be found at https://docs.google.com/document/d/1Ly28aOzML8BRNvKjWHGtVKnsYemzcqmx2wLbCt7bdJc.<br />
<br />
<br />
== Structure == <br />
<br />
Currently the Wiki is divided into two main "departments" through the main page - those under "Wiki Divisions" on the main page, and those that are not. Everything on the wiki should be able to be found through following relevant links from the main page. The Wiki Divisions sub-title is the intended location for where everything will be housed within the Wiki eventually. Currently, Wiki Divisions is split into the three titles "Blackboard", "Visualisations", and "Knowledge".<br />
<br />
The Blackboard section is intended to house all of the information that people taking the module need to see, and is intended to act as a homebase link for them to be able to refer to whenever looking for information with regards to the course. The Visualisation section is intended to be tied to visualisations that are visible on the website (whether this means only visualisations that are complete, or both that as well as designs submitted from the module is up for decision). As of the time of writing, no visualisations have been posted or tagged to this section yet. "Knowledge" is intended to hold all knowledge that people have found useful in the creation process of a visualisation. This can be at any stage from design, right through to project completion. For example, "How to contact an academic professional", "Things to consider when using discrete sliders", or "How this awkward to use function works" would all be found under the knowledge division of the wiki. <br />
<br />
The "Impvis website" wiki page has been linked through the Blackboard division of the wiki. Relevant links that exist for the page already posted on, but content not yet filled out (needs writing).<br />
<br />
== Tutorial ==<br />
<br />
The 2020 tutorial document has had all of its content worked into the wiki, with some minor modifications and additions. These pages can be found spread between the Blackboard and Knowledge divisions of the wiki. It must be noted that a lot of content has been copy and pasted in from the tutorial - a lot of improvements in writing to fit the context of being in the wiki need now to be made. In the tutorial there were some individual pages that had content missing/that needed expanding on anyway. The only page of real concern that we might not be able to write to though is the modal content written in red on this page: https://wiki.impvis.co.uk/index.php?title=Components_and_Vue_additional_comments. Outside of this, all content I've seen that's missing shouldn't require particular expertise to fill out (but they still do need filling out!). There is no "new" tutorial document as such; the pages are now just placed in the relevant places on the wiki (and shouldn't be difficult to find).<br />
<br />
== Permissions == <br />
Robert Jones currently has the highest permission privileges out of students remaining into Autumn 2021. Cianne Park has edit permissions, as do some students who were part of the "tech team" in summer 2021. Not all of these students have admin privileges however. <br />
<br />
<br />
== Unfinished == <br />
Discussions regarding setting up the permission structure (hierarchy of bureaucrats) to easily allow staff/students taking part in the module have been had, but not cleared up (no decisions were made). <br />
<br />
No visualisations have yet been tagged to the Visualisations division of the wiki. I suggest the first one that this could be done/trialed with would be Shahbanno's demo visualisation which shows off the components. <br />
<br />
Missing content: Welcome to ImpVis (in the context of the module, not the summer team or code and crisps).<br />
<br />
General tidyup of most wiki pages is needed at this point; <br />
<br />
Images on https://wiki.impvis.co.uk/index.php?title=Getting_connected_on_Github not sorted yet; need a conversation about the copyright for uploading screenshots of npm (might not be an issue at all). The images of concern are from the page https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_10.html.<br />
<br />
Need to set up categories so that https://wiki.impvis.co.uk/index.php?title=Special%3AAllPages works properly.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=ImpVis_wiki_status_quo_summer_2021&diff=461ImpVis wiki status quo summer 20212021-07-22T13:22:53Z<p>Mark Thomas: Created page with "On this page, everything with regards to the current (July 2021) state of the wiki will be stated; this includes things that have been accomplished, ideas that have been discu..."</p>
<hr />
<div>On this page, everything with regards to the current (July 2021) state of the wiki will be stated; this includes things that have been accomplished, ideas that have been discussed but not yet implemented, and any other miscellaneous information regarding the wiki.<br />
<br />
== Implementation == <br />
The ImpVis wiki is implemented through MediaWiki, which is both free and open-source. This decision was made after considering using the already existing organisation structure on the ImpVis website, as well as other free and paid Wiki services. Some of the later discussions regarding the choice of MediaWiki being made can be found at https://docs.google.com/document/d/1Ly28aOzML8BRNvKjWHGtVKnsYemzcqmx2wLbCt7bdJc.<br />
<br />
<br />
== Structure == <br />
<br />
Currently the Wiki is divided into two main "departments" through the main page - those under "Wiki Divisions" on the main page, and those that are not. Everything on the wiki should be able to be found through following relevant links from the main page. The Wiki Divisions sub-title is the intended location for where everything will be housed within the Wiki eventually. Currently, Wiki Divisions is split into the three titles "Blackboard", "Visualisations", and "Knowledge".<br />
<br />
The Blackboard section is intended to house all of the information that people taking the module need to see, and is intended to act as a homebase link for them to be able to refer to whenever looking for information with regards to the course. The Visualisation section is intended to be tied to visualisations that are visible on the website (whether this means only visualisations that are complete, or both that as well as designs submitted from the module is up for decision). As of the time of writing, no visualisations have been posted or tagged to this section yet. "Knowledge" is intended to hold all knowledge that people have found useful in the creation process of a visualisation. This can be at any stage from design, right through to project completion. For example, "How to contact an academic professional", "Things to consider when using discrete sliders", or "How this awkward to use function works" would all be found under the knowledge division of the wiki. <br />
<br />
The 2020 tutorial document has had all of its content worked into the wiki, with some minor modifications and additions. These pages can be found spread between the Blackboard and Knowledge divisions of the wiki. It must be noted that a lot of content has been copy and pasted in from the tutorial - a lot of improvements in writing to fit the context of being in the wiki need now to be made. In the tutorial there were some individual pages that had content missing/that needed expanding on anyway. The only page of real concern that we might not be able to write to though is the modal content written in red on this page: https://wiki.impvis.co.uk/index.php?title=Components_and_Vue_additional_comments. Outside of this, all content I've seen that's missing shouldn't require particular expertise to fill out (but they still do need filling out!)<br />
<br />
<br />
<br />
<br />
Missing content: Welcome to ImpVis (in the context of the module, not the summer team or code and crisps).</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Main_Page&diff=424Main Page2021-07-22T10:11:30Z<p>Mark Thomas: /* Summer 2021 */</p>
<hr />
<div>== Navigate Categories ==<br />
<br />
<categorytree mode="pages">Everything</categorytree><br />
<br />
== Wiki Divisions ==<br />
<br />
* [[Blackboard]]<br />
* [[Visualisations]]<br />
* [[Knowledge]]<br />
<br />
== Summer 2021==<br />
*[[Tech Team Final Documentation]]<br />
*[[Module Team Design Sprint]]<br />
<br />
==Getting started==<br />
Consult the [[mediawikiwiki:Special:MyLanguage/Help:Contents|User's Guide]] for information on using the wiki software.<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Configuration_settings|Configuration settings list]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:FAQ|MediaWiki FAQ]]<br />
*[https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
*[[mediawikiwiki:Special:MyLanguage/Localisation#Translation_resources|Localise MediaWiki for your language]]<br />
*[[mediawikiwiki:Special:MyLanguage/Manual:Combating_spam|Learn how to combat spam on your wiki]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Review&diff=390Review2021-07-16T19:05:52Z<p>Mark Thomas: </p>
<hr />
<div>'''The writers and peers'''<br />
<br />
Any particular visualisation must be reviewed before it is incorporated into the website. This keeps up the quality of the content! Here is a set of questions a vis writer can ask as an initial review:<br />
<br />
# Has the vis achieved the primary learning outcome?<br />
# Is the vis physically correct or at least visually giving the right intuition?<br />
# Is it intuitive to use?<br />
<br />
And for a suite:<br />
<br />
# Has the suite achieved secondary learning outcomes?<br />
# Does every vis work correctly/the way you want?<br />
# Does it flow?<br />
# Is it easy to follow through?<br />
<br />
(Bug check: Have you looked into exceptional cases if they exist?)<br />
<br />
At this point, it’s best if you can get someone with “clean eyes,” either someone who has not seen the subject you’re trying to teach yet or someone who has not seen your visualization trying to teach the content you’re doing. Peers are an excellent choice! This peer review gives you feedback on how easy it is to understand what’s been said.<br />
<br />
<br />
<br />
'''Consulting an academic'''<br />
<br />
<span style="color:red">This document is not quite complete, needs expanidng on the sections of</span><br />
<br />
* 1.) How to ask for help<br />
* 2.) What to ask them to consider<br />
* 3.) Dealing with feedback<br />
<br />
By now, lecturers for the course you’re teaching, or people who may be interested in showing this content to students should be contacted, asking if they’re interested in hearing your ideas on how you’re visualizing the content of the suites. Showing them what you have/what you’re planning to have at this sort of stage is crucial, as it stops you moving too far without any misconceptions. You might find it surprising how many incorrect ideas make it this far, where it takes a lecturer to catch out any inconsistencies!</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Review&diff=389Review2021-07-16T19:05:19Z<p>Mark Thomas: </p>
<hr />
<div>'''The writers and peers'''<br />
<br />
Any particular visualisation must be reviewed before it is incorporated into the website. This keeps up the quality of the content! Here is a set of questions a vis writer can ask as an initial review:<br />
<br />
# Has the vis achieved the primary learning outcome?<br />
# Is the vis physically correct or at least visually giving the right intuition?<br />
# Is it intuitive to use?<br />
<br />
And for a suite:<br />
<br />
# Has the suite achieved secondary learning outcomes?<br />
# Does every vis work correctly/the way you want?<br />
# Does it flow?<br />
# Is it easy to follow through?<br />
<br />
(Bug check: Have you looked into exceptional cases if they exist?)<br />
<br />
At this point, it’s best if you can get someone with “clean eyes,” either someone who has not seen the subject you’re trying to teach yet or someone who has not seen your visualization trying to teach the content you’re doing. Peers are an excellent choice! This peer review gives you feedback on how easy it is to understand what’s been said.<br />
<br />
<br />
<br />
'''Consulting an academic'''<br />
<span style="color:red">This document is not quite complete, needs expanidng on the sections of</span></div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Review&diff=388Review2021-07-16T19:04:52Z<p>Mark Thomas: </p>
<hr />
<div>'''The writers and peers'''<br />
<br />
Any particular visualisation must be reviewed before it is incorporated into the website. This keeps up the quality of the content! Here is a set of questions a vis writer can ask as an initial review:<br />
<br />
# Has the vis achieved the primary learning outcome?<br />
# Is the vis physically correct or at least visually giving the right intuition?<br />
# Is it intuitive to use?<br />
<br />
And for a suite:<br />
<br />
# Has the suite achieved secondary learning outcomes?<br />
# Does every vis work correctly/the way you want?<br />
# Does it flow?<br />
# Is it easy to follow through?<br />
<br />
(Bug check: Have you looked into exceptional cases if they exist?)<br />
<br />
At this point, it’s best if you can get someone with “clean eyes,” either someone who has not seen the subject you’re trying to teach yet or someone who has not seen your visualization trying to teach the content you’re doing. Peers are an excellent choice! This peer review gives you feedback on how easy it is to understand what’s been said.<br />
<br />
<br />
<br />
'''Consulting an academic'''<br />
<br />
This document is not quite complete, needs expanidng on the sections of</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Review&diff=387Review2021-07-16T19:03:52Z<p>Mark Thomas: Created page with "asd"</p>
<hr />
<div>asd</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Legacy_content&diff=385Legacy content2021-07-16T19:03:09Z<p>Mark Thomas: </p>
<hr />
<div>'''jQuery'''<br />
<br />
jQuery is a JavaScript plugin that allows more effortless interactivity between the user and different HTML elements. After importing jQuery in your HTML head, you can then treat any HTML elements as a pseudo-JS variable. To do this, you can reference an element by id:<center><code>let Length = $(“#lengthslider”);</code></center>where the id is “lengthslider” in this case. Or by class:<center><code>let Length = $(“.slider”);</code></center>where the class is “slider” in this case. Generally, it is very good practice to use ID, '''NOT''' class, when specifying any one element.<br />
<br />
When a HTML element is defined in JS, jQuery can then call several different functions on that element. One of the most important functions we use is the value function, which can either return the value of a HTML element:<center><code>let value_of_element = Length.val();</code></center>Or can set the value of the HTML element:<center><code>Length.val(“Hello Mars!”);</code></center>For more on jQuery, visit <nowiki>https://www.w3schools.com/jQuery/</nowiki>.<br />
<br />
<br />
<br />
'''p5.js'''<br />
<br />
p5.js is a drawing tool that allows developers to create non-plot graphics (such as a mass and spring) with heavy mouse interactivity. It does this by repeatedly drawing objects on a canvas at a rate equal to 1/framerate. After p5 is imported in your HTML header, the first step you will want to take is creating setup and draw functions in your JS file:<center><code>function setup() {let canvas = createCanvas(500,400);canvas.parent(‘canvas’);frameRate(60);};</code></center><center><code>function draw() {clear();background('#ffffff');noStroke();fill("#A51900");rect(mouseX, mouseY, 75,75);};</code></center>P5 automatically recognises these two functions. Setup defines all the essential meta-variables for p5’s drawing, variables such as frame rate and canvas size (specified in pixels). The Draw function is then carried out every [1/framerate] seconds. Good practice for p5 is first to clear any previous drawings, then draw your background. After that, you can draw your objects. In the example above, a brick red square is drawn at the mouse position with length and width equal to 75px.<br />
<br />
For more on p5.JS visit <nowiki>https://p5js.org/.s</nowiki></div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Legacy_content&diff=384Legacy content2021-07-16T19:02:16Z<p>Mark Thomas: Created page with "asd"</p>
<hr />
<div>asd</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Component_organisation_display.9526d3ba.png&diff=380File:Component organisation display.9526d3ba.png2021-07-16T19:00:40Z<p>Mark Thomas: </p>
<hr />
<div>Modal display</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Component_organisation.6893a9e1.png&diff=379File:Component organisation.6893a9e1.png2021-07-16T18:58:25Z<p>Mark Thomas: </p>
<hr />
<div>Component organisation</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Guidance_data_structure.ecc03472.png&diff=376File:Guidance data structure.ecc03472.png2021-07-16T18:56:14Z<p>Mark Thomas: </p>
<hr />
<div>Guidance data structure</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Z_index_display.fdbeb982.png&diff=375File:Z index display.fdbeb982.png2021-07-16T18:54:55Z<p>Mark Thomas: </p>
<hr />
<div>Z index display</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Debugging_and_Console&diff=372Debugging and Console2021-07-16T18:47:29Z<p>Mark Thomas: </p>
<hr />
<div>In Python, debugging is easy - you press play, and if there is an error in the code, your interpreter tells you precisely what and where it is. For web development, debugging is a little trickier, but the golden rule is F12 (or fn+F12 for some keyboards) is your best friend! This hotkey (or right-click + inspect for mac) brings up the browser developer tools, composed of several tabs. Of these, the elements tab is essentially your HTML/CSS debugger. If you hover over the HTML brought up in this tab, the div will be highlighted on the actual web page. Here we can see the div and its corresponding padding highlighted on the page when the container div is hovered over<br />
<br />
<span style="color:red">This page should be continually expanded upon, if you can add something to this page, please do!</span><br />
[[File:Console.cf6a0456.png|thumb|Console display]]<br />
In Python, debugging is easy - you press play, and if there is an error in the code, your interpreter tells you precisely what and where it is. For web development, debugging is a little trickier, but the golden rule is F12 (or fn+F12 for some keyboards) is your best friend! This hotkey (or right-click + inspect for mac) brings up the browser developer tools, composed of several tabs. Of these, the elements tab is essentially your HTML/CSS debugger. If you hover over the HTML brought up in this tab, the div will be highlighted on the actual web page. Here we can see the div and its corresponding padding highlighted on the page when the container div is hovered over:<br />
<br />
<br />
<br />
The second important tab to know about is the console tab. This is essentially your JavaScript debugger. Any error reports in your JS code will pop up here in red, and if you click on the error, it should take you to the JS code where the error was found. Also, the analogy to the python print(“hello world”) in JS is console.log(“hello world”), where the printed output should appear in the console tab. However, when you have finished your debugging, it is very important to remove all console.log commands, so they do not stay in your page's live version!</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Console.cf6a0456.png&diff=371File:Console.cf6a0456.png2021-07-16T18:47:01Z<p>Mark Thomas: </p>
<hr />
<div>Console display</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Debugging_and_Console&diff=370Debugging and Console2021-07-16T18:45:54Z<p>Mark Thomas: </p>
<hr />
<div>In Python, debugging is easy - you press play, and if there is an error in the code, your interpreter tells you precisely what and where it is. For web development, debugging is a little trickier, but the golden rule is F12 (or fn+F12 for some keyboards) is your best friend! This hotkey (or right-click + inspect for mac) brings up the browser developer tools, composed of several tabs. Of these, the elements tab is essentially your HTML/CSS debugger. If you hover over the HTML brought up in this tab, the div will be highlighted on the actual web page. Here we can see the div and its corresponding padding highlighted on the page when the container div is hovered over<br />
<br />
<span style="color:red">This page should be continually expanded upon, if you can add something to this page, please do!</span><br />
<br />
In Python, debugging is easy - you press play, and if there is an error in the code, your interpreter tells you precisely what and where it is. For web development, debugging is a little trickier, but the golden rule is F12 (or fn+F12 for some keyboards) is your best friend! This hotkey (or right-click + inspect for mac) brings up the browser developer tools, composed of several tabs. Of these, the elements tab is essentially your HTML/CSS debugger. If you hover over the HTML brought up in this tab, the div will be highlighted on the actual web page. Here we can see the div and its corresponding padding highlighted on the page when the container div is hovered over:<br />
<br />
<br />
<br />
The second important tab to know about is the console tab. This is essentially your JavaScript debugger. Any error reports in your JS code will pop up here in red, and if you click on the error, it should take you to the JS code where the error was found. Also, the analogy to the python print(“hello world”) in JS is console.log(“hello world”), where the printed output should appear in the console tab. However, when you have finished your debugging, it is very important to remove all console.log commands, so they do not stay in your page's live version!</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Debugging_and_Console&diff=369Debugging and Console2021-07-16T18:44:54Z<p>Mark Thomas: Created page with "In Python, debugging is easy - you press play, and if there is an error in the code, your interpreter tells you precisely what and where it is. For web development, debugging..."</p>
<hr />
<div>In Python, debugging is easy - you press play, and if there is an error in the code, your interpreter tells you precisely what and where it is. For web development, debugging is a little trickier, but the golden rule is F12 (or fn+F12 for some keyboards) is your best friend! This hotkey (or right-click + inspect for mac) brings up the browser developer tools, composed of several tabs. Of these, the elements tab is essentially your HTML/CSS debugger. If you hover over the HTML brought up in this tab, the div will be highlighted on the actual web page. Here we can see the div and its corresponding padding highlighted on the page when the container div is hovered over</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Help_on_HTML,_CSS,_JS_and_JS_libraries&diff=367Help on HTML, CSS, JS and JS libraries2021-07-16T18:44:01Z<p>Mark Thomas: </p>
<hr />
<div>'''HTML'''<br />
<br />
HTML is less of a language and more of a collection of blocks or ‘elements’ that define what goes on your page. These elements are defined using opening and closing tags. For example, if I wanted to have an element displaying “hello world,” I would have an open <code><nowiki><div></nowiki></code> tag, followed by the text, followed by a closing <code><nowiki></div></nowiki></code> tag. So overall, the element looks like:<center><code><nowiki><div>hello world</div></nowiki></code></center>When constructing your own HTML, it is likely to be composed of two sections: a head and a body. In the Head, all of your external packages apart from your JavaScript file(s). For example, if I were using MathJax to write my equations, I would put the MathJax importing script into the Head. The body contains the actual elements that appear on the page. Then, you should import your JavaScript (or JS) files at the end of the body. This is done because if the JS files were in the Head, they might reference things that aren’t defined yet.<br />
<br />
For more tutorials on HTML, here are a few useful resources:<br />
<br />
* W3 Schools: <nowiki>https://www.w3schools.com/html/html_intro.asp</nowiki><br />
* CodeAcademy: <nowiki>https://www.codecademy.com/learn/learn-html</nowiki><br />
<br />
<br />
'''Cascading Style Sheet'''<br />
<br />
Cascading Style Sheet, or CSS, is how we style almost everything on a given web page. CSS is a series of properties and their corresponding values describing all the stylistic features of an HTML element. For example, the following piece of code can set the width, height, and text colour of a div: 0<center><code>width:100%; height: 100%; colour: “#003E74”;</code></center>Everything from colour to size to animations is defined using CSS. One way of defining an HTML elements style using CSS is to embed the CSS directly into the element. An example of embedding CSS directly in an HTML element is:<center><code><nowiki><div class = “textbox” id = “theory” style = “width:100%; height: 100%; colour: “#003E74”;”> Hello world! <\div></nowiki></code></center>''Note: If you don’t understand the above code, it may be useful to look at the HTML section in the Functionality Guidelines document!''<br />
<br />
Alternatively, an element's style can be inherited from a class or ID, with the actual CSS written in a separate standalone file. An example for the HTML in this case is: <code><nowiki><div class = “textbox” id = “theory”> Hello world! <\div></nowiki></code> With the separate stylesheet containing the following CSS:<br />
<br />
* <code>.textbox{</code><br />
* <code>width: 100%;</code><br />
* <code>height: 100%;</code><br />
* <code>}</code>And<br />
<br />
* <code>#theory{</code><br />
* <code>Colour: “#003E74”;</code><br />
* <code>}</code><br />
<br />
A typical visualisation will have a basic inherited style from one of two global stylesheets: skeleton.css and style.css. Any further detailed styling by a developer is typically done directly in the HTML file. For more on CSS, visit: W3 Schools: <nowiki>https://www.w3schools.com/css/css_intro.asp</nowiki><br />
<br />
'''Note on Sizes:'''When defining a class's dimensions in a CSS file, this can be done using absolute or relative units. Note that in the first line of example code in the document, relative units have been used (height and width defined in percent). Another way of using relative units would be to write height in terms of "vh" (view height) and width in terms of "vw" (view width); e.g.:<code>width:75vw; height: 85vh;</code>. Here, 1vw means 1% of the width of the viewport (the user's visible area of a web page) and the same for vh.<br />
<br />
Absolute sizes are generally defined in pixels, e.g.:<code>width:550px; height: 300px;</code>. The disadvantage of this method of defining sizes is that certain elements will end up being different sizes, depending on the user's screen's resolution. For this reason, when defining div sizes, it is strongly recommended you use relative units.<br />
<br />
<br />
<br />
<br />
'''JavaScript'''<br />
<br />
<br />
<br />
For the most part, JS is structurally similar to python; it has functions that take input variables equal to a String, Float, Integer, or Boolean. However, if you are coming from a Python background, there are a few significant differences to note:<br />
<br />
* Defining variables for the first time needs to be preceded with either '''Let''', '''Var''', or '''Const'''. For example, the start of your JS code could say const g = 9.8. The difference between these variable declarations is:<br />
** '''Let''' exists in a block-scoped namespace. I.e., if it is defined in a function, then it stays in that function.<br />
** '''Var''' is very wishy-washy. Please do not use it.<br />
** '''Const''' is also block-scoped, but cannot be reassigned.<br />
* Rather than using indentation to define where a for loop/function is, JS uses curly brackets. For example:<br />
** This function returns the square of the input value:<code>function square(x) {return(x*x);};</code><br />
** This for loop counts from 1 to 10: <code>for (let i=0; i<10; i++ {console.log(i);};</code><br />
** This if statement prints ‘yay’ if happy is true and ‘aww’ if happy is false:<code>if(happy===true){console.log(“yay”)}else{console.log(“aww”)};</code>Note that although you don't need indentation to write JavaScript code, you are able to indent it however you like. Consistent<br />
<br />
<br />
<br />
'''Plotly'''<br />
<br />
<br />
Plotly is a plotting package based on the D3 library. Most interactive plots in our visualisations have been made using Plotly, due to its simplicity and great style right out of the box. After including Plotly in your HTML head, you will mostly be dealing with Plotly through three functions:<br />
<br />
* <code>plotly.newplot(graph_id,data,layout)</code><br />
* This function creates a plot in a previously unoccupied div with id graph_id. The data and layout inputs define what data is plotted and how the plot looks. Use this to initialise your plot.<br />
<br />
* <code>plotly.animate(graph_id, frames,animation_attributes)</code><br />
* This function updates the data of an already existing plot in the element with id = graph_id. The frame variable defines the new set of data. Use this for animating a constant set of points or a line, for example.<br />
<br />
* <code>plotly.react(graph_id, data, layout)</code><br />
* This function updates both the data and layout of an existing plot with id=graph_id. Use this if you need to animate axis sizes, for example, or if your new data set has different dimensions to the old one.<br />
*<br />
<br />
Notice how in all three functions, there is either a '''data''' or '''layout''' variable (or both). These are the two most essential variables in Plotly, and have a basic dictionary-like structure that is super intuitive! Let’s take a look at a '''data''' example first:<br />
<br />
* <code>var data=[{type:"scatter",mode:"lines",x: [0,2,5,7,3],y: [1,6,3,7,8],line:{color:"#960078", width:3, dash: "dashed"}, },];</code><br />
<br />
As you can see, data is a list of dictionaries, where the dictionaries’ entries are properties of a dataset, properties such as x, y, and data label. Data is a list because Plotly allows for the addition of multiple datasets at once onto a plot.<br />
<br />
Now let’s look at a '''layout''' example:<br />
<br />
* <code><nowiki>const layout = {autosize: true,margin: {l:30, r:30, t:30, b:30},hovermode: "closest",showlegend: false,xaxis: {range: [-10,10], zeroline: true, title: "x"},yaxis: {range: [-10,10], zeroline: true, title: "y"},aspectratio: {x:1, y:1}};</nowiki></code><br />
<br />
As you can see, the layout is a single dictionary defining stylistic features of the plot, such as its size and margins. For more on how you should style a Plotly graph, visit the style guidelines page. For more on Plotly, the two most important resources are:<br />
<br />
# '''Function reference''' - <nowiki>https://plot.ly/javascript/plotlyjs-function-reference/</nowiki><br />
# '''Full reference''' -<nowiki>https://plot.ly/javascript/reference/</nowiki><br />
<br />
<center>''Important note: Plotly can often be the reason a given page is slow or unoptimized. Look out for slow ways of updating a graph, such as plotly.purge() and plotly.newplot().''</center></div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Help_on_HTML,_CSS,_JS_and_JS_libraries&diff=366Help on HTML, CSS, JS and JS libraries2021-07-16T18:41:58Z<p>Mark Thomas: </p>
<hr />
<div>'''HTML'''<br />
<br />
HTML is less of a language and more of a collection of blocks or ‘elements’ that define what goes on your page. These elements are defined using opening and closing tags. For example, if I wanted to have an element displaying “hello world,” I would have an open <code><nowiki><div></nowiki></code> tag, followed by the text, followed by a closing <code><nowiki></div></nowiki></code> tag. So overall, the element looks like:<center><code><nowiki><div>hello world</div></nowiki></code></center>When constructing your own HTML, it is likely to be composed of two sections: a head and a body. In the Head, all of your external packages apart from your JavaScript file(s). For example, if I were using MathJax to write my equations, I would put the MathJax importing script into the Head. The body contains the actual elements that appear on the page. Then, you should import your JavaScript (or JS) files at the end of the body. This is done because if the JS files were in the Head, they might reference things that aren’t defined yet.<br />
<br />
For more tutorials on HTML, here are a few useful resources:<br />
<br />
* W3 Schools: <nowiki>https://www.w3schools.com/html/html_intro.asp</nowiki><br />
* CodeAcademy: <nowiki>https://www.codecademy.com/learn/learn-html</nowiki></div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Help_on_HTML,_CSS,_JS_and_JS_libraries&diff=365Help on HTML, CSS, JS and JS libraries2021-07-16T18:41:01Z<p>Mark Thomas: Created page with "asdf"</p>
<hr />
<div>asdf</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=The_ImpVis_Visual_Identity_-_Ethos&diff=353The ImpVis Visual Identity - Ethos2021-07-16T18:33:13Z<p>Mark Thomas: </p>
<hr />
<div>At ImpVis, we have several design principles and goals that help guide how visualisations look and feel. As developers, you should always keep these principles in mind; as long as you adhere to our ethos, your specific styling can vary however you want.<br />
<br />
* '''Playful'''We want to encourage people to get involved in our visualisations. The colours, layout, and animation should be enticing and invite creativity and curiosity.<br />
* '''Intuitive:'''Although every ‘learn’ visualisation should be accompanied by guidance, any person should immediately interact with a visualisation. Buttons to be pressed and sliders to be dragged should seem to “pop” out the screen.<br />
* '''Light:'''In terms of tone, any Imperial Visualisation should never feel dark, heavy, or too artificial. Instead, it should feel light, fun, and natural.<br />
* '''Clean and Concise''' As we are dealing with difficult scientific concepts, one of our main priorities is not to overwhelm the user with complexity. As such, each visualisation should look clean and organised (but not disparate).<br />
* '''Part of a journey (for suites)'''Every visualisation should be taking the user on a journey. The page's overall design should reflect this; the user’s attention should be drawn to the start of the visualisation journey and move slowly towards the journey’s end.<br />
== The ImpVis Visual Identity - Colour Schemes ==<br />
[[File:Sliderblock.ca8ef98e.png|thumb|Colour blind friendly sliderblock]]<br />
When developing the colour scheme for any individual visualisation, special attention should be paid to keeping the visualisations colour-blind friendly. In practice, this means making fair use of monochromatic schemes when possible and using online tools to ensure that, when contrasting colours are chosen (e.g., in plots), they are visibly contrasting to everyone. Some useful links are: <nowiki>http://colorbrewer2.org/#type=sequential&scheme=BuGn&n=3</nowiki> and <nowiki>https://venngage.com/blog/color-blind-friendly-palette/</nowiki><br />
<br />
Currently, we have two primary colours for the lay-out components, the Imperial Blue (#133f6f) and the Hotspot Orange (#FF901C). These are used in the Title bar and hotspot button components, respectively. Within components such as the sliderBlock, we advise using different shades and tints of a single colour to create a distinction between subsections within a component and combining with the help of black and white text depending on the given background colour. The sliderBlock shown below highlights this.<br />
[[File:Colour scheme.1bd4abb1.png|center|frameless|600x600px|<br />
<br />
<br />
<br />
<br />
The ImpVis colour scheme]]The range of shade and tints show below is achieved using two equations:<br />
<br />
* New_rgb = old_r *(1 - shade_Factor), old_g *(1 - shade_Factor), old_b *(1 - shade_Factor)<br />
* New_rgb = old_r + (255 - old_r )*tint_Factor, old_g + (255 - old_g )*tint_Factor, old_b + (255 - old_b)*tint_Factor<br />
<br />
The first equation produced darker shades, and the second equation made lighter tints, with the shade and tint factors in each varied to increase change. These colours and their shades are produced once at the page load in '''colorStore.js''' vue bus and may be accessed by using <code>import colorStore from "@/buses/colorStore"</code> the shades of a given colour are then selected using color: <code>colorStore.color_full_list["myColour"]</code>. Note that the selectable colours are accessed using the following keys:<br />
<br />
* "navy": [14,64,111],<br />
* "blue": [0,139,210],<br />
* "teal": [17,177,162],<br />
* "green": [168,204,106],<br />
* "purple": [98,41,107],<br />
* "berry": [207,16,63],<br />
* "orange": [239,120,20],<br />
* "tangerine": [246,176,15],<br />
* [[File:Sliderblock colours.f57fbdfb.png|thumb|Sliderblock colours]]"yellow": [252,217,22]<br />
<br />
Where the RGB has replaced the hex codes for each colour for the colour. So for example, if I wanted to access the shades for #0E406F (the first colour), then I would use: <code>color: colorStore.color_full_list[“navy”]</code> within the data of my component and then to access a specific shade I use <code>this.color.shade_500</code> (for the unchanged input navy colour), <code>this.color.shade_900</code>(for the darkest shade), <code>this.color.shade_100</code>(for the lightest shade). For an example of components using the colours see sliderBlock and guidanceModal.<br />
<br />
<br />
== Text == <br />
Imperial College London’s executive typeface “Meta normal” is used as the font on all visualisations. For more information on this, see: https://www.imperial.ac.uk/brand-style-guide/visual-identity/font/ You can refer to “Notes_on_format_for_clarity_and_comprehension.pdf” in this repository for more details.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=The_ImpVis_Visual_Identity_-_Ethos&diff=352The ImpVis Visual Identity - Ethos2021-07-16T18:32:40Z<p>Mark Thomas: /* The ImpVis Visual Identity - Colour Schemes */</p>
<hr />
<div>At ImpVis, we have several design principles and goals that help guide how visualisations look and feel. As developers, you should always keep these principles in mind; as long as you adhere to our ethos, your specific styling can vary however you want.<br />
<br />
* '''Playful'''We want to encourage people to get involved in our visualisations. The colours, layout, and animation should be enticing and invite creativity and curiosity.<br />
* '''Intuitive:'''Although every ‘learn’ visualisation should be accompanied by guidance, any person should immediately interact with a visualisation. Buttons to be pressed and sliders to be dragged should seem to “pop” out the screen.<br />
* '''Light:'''In terms of tone, any Imperial Visualisation should never feel dark, heavy, or too artificial. Instead, it should feel light, fun, and natural.<br />
* '''Clean and Concise''' As we are dealing with difficult scientific concepts, one of our main priorities is not to overwhelm the user with complexity. As such, each visualisation should look clean and organised (but not disparate).<br />
* '''Part of a journey (for suites)'''Every visualisation should be taking the user on a journey. The page's overall design should reflect this; the user’s attention should be drawn to the start of the visualisation journey and move slowly towards the journey’s end.<br />
== The ImpVis Visual Identity - Colour Schemes ==<br />
[[File:Sliderblock.ca8ef98e.png|thumb|Colour blind friendly sliderblock]]<br />
When developing the colour scheme for any individual visualisation, special attention should be paid to keeping the visualisations colour-blind friendly. In practice, this means making fair use of monochromatic schemes when possible and using online tools to ensure that, when contrasting colours are chosen (e.g., in plots), they are visibly contrasting to everyone. Some useful links are: <nowiki>http://colorbrewer2.org/#type=sequential&scheme=BuGn&n=3</nowiki> and <nowiki>https://venngage.com/blog/color-blind-friendly-palette/</nowiki><br />
<br />
Currently, we have two primary colours for the lay-out components, the Imperial Blue (#133f6f) and the Hotspot Orange (#FF901C). These are used in the Title bar and hotspot button components, respectively. Within components such as the sliderBlock, we advise using different shades and tints of a single colour to create a distinction between subsections within a component and combining with the help of black and white text depending on the given background colour. The sliderBlock shown below highlights this.<br />
[[File:Colour scheme.1bd4abb1.png|center|frameless|600x600px|<br />
<br />
<br />
<br />
<br />
The ImpVis colour scheme]]The range of shade and tints show below is achieved using two equations:<br />
<br />
* New_rgb = old_r *(1 - shade_Factor), old_g *(1 - shade_Factor), old_b *(1 - shade_Factor)<br />
* New_rgb = old_r + (255 - old_r )*tint_Factor, old_g + (255 - old_g )*tint_Factor, old_b + (255 - old_b)*tint_Factor<br />
<br />
The first equation produced darker shades, and the second equation made lighter tints, with the shade and tint factors in each varied to increase change. These colours and their shades are produced once at the page load in '''colorStore.js''' vue bus and may be accessed by using <code>import colorStore from "@/buses/colorStore"</code> the shades of a given colour are then selected using color: <code>colorStore.color_full_list["myColour"]</code>. Note that the selectable colours are accessed using the following keys:<br />
<br />
* "navy": [14,64,111],<br />
* "blue": [0,139,210],<br />
* "teal": [17,177,162],<br />
* "green": [168,204,106],<br />
* "purple": [98,41,107],<br />
* "berry": [207,16,63],<br />
* "orange": [239,120,20],<br />
* "tangerine": [246,176,15],<br />
* [[File:Sliderblock colours.f57fbdfb.png|thumb|Sliderblock colours]]"yellow": [252,217,22]<br />
<br />
Where the RGB has replaced the hex codes for each colour for the colour. So for example, if I wanted to access the shades for #0E406F (the first colour), then I would use: <code>color: colorStore.color_full_list[“navy”]</code> within the data of my component and then to access a specific shade I use <code>this.color.shade_500</code> (for the unchanged input navy colour), <code>this.color.shade_900</code>(for the darkest shade), <code>this.color.shade_100</code>(for the lightest shade). For an example of components using the colours see sliderBlock and guidanceModal.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Sliderblock_colours.f57fbdfb.png&diff=351File:Sliderblock colours.f57fbdfb.png2021-07-16T18:32:24Z<p>Mark Thomas: </p>
<hr />
<div>Sliderblock colours</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=The_ImpVis_Visual_Identity_-_Ethos&diff=350The ImpVis Visual Identity - Ethos2021-07-16T18:30:50Z<p>Mark Thomas: /* The ImpVis Visual Identity - Colour Schemes */</p>
<hr />
<div>At ImpVis, we have several design principles and goals that help guide how visualisations look and feel. As developers, you should always keep these principles in mind; as long as you adhere to our ethos, your specific styling can vary however you want.<br />
<br />
* '''Playful'''We want to encourage people to get involved in our visualisations. The colours, layout, and animation should be enticing and invite creativity and curiosity.<br />
* '''Intuitive:'''Although every ‘learn’ visualisation should be accompanied by guidance, any person should immediately interact with a visualisation. Buttons to be pressed and sliders to be dragged should seem to “pop” out the screen.<br />
* '''Light:'''In terms of tone, any Imperial Visualisation should never feel dark, heavy, or too artificial. Instead, it should feel light, fun, and natural.<br />
* '''Clean and Concise''' As we are dealing with difficult scientific concepts, one of our main priorities is not to overwhelm the user with complexity. As such, each visualisation should look clean and organised (but not disparate).<br />
* '''Part of a journey (for suites)'''Every visualisation should be taking the user on a journey. The page's overall design should reflect this; the user’s attention should be drawn to the start of the visualisation journey and move slowly towards the journey’s end.<br />
== The ImpVis Visual Identity - Colour Schemes ==<br />
[[File:Sliderblock.ca8ef98e.png|thumb|Colour blind friendly sliderblock]]<br />
When developing the colour scheme for any individual visualisation, special attention should be paid to keeping the visualisations colour-blind friendly. In practice, this means making fair use of monochromatic schemes when possible and using online tools to ensure that, when contrasting colours are chosen (e.g., in plots), they are visibly contrasting to everyone. Some useful links are: <nowiki>http://colorbrewer2.org/#type=sequential&scheme=BuGn&n=3</nowiki> and <nowiki>https://venngage.com/blog/color-blind-friendly-palette/</nowiki><br />
<br />
Currently, we have two primary colours for the lay-out components, the Imperial Blue (#133f6f) and the Hotspot Orange (#FF901C). These are used in the Title bar and hotspot button components, respectively. Within components such as the sliderBlock, we advise using different shades and tints of a single colour to create a distinction between subsections within a component and combining with the help of black and white text depending on the given background colour. The sliderBlock shown below highlights this.<br />
[[File:Colour scheme.1bd4abb1.png|center|frameless|600x600px|The ImpVis colour scheme]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Colour_scheme.1bd4abb1.png&diff=349File:Colour scheme.1bd4abb1.png2021-07-16T18:29:55Z<p>Mark Thomas: </p>
<hr />
<div>The ImpVis colour scheme</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Sliderblock.ca8ef98e.png&diff=348File:Sliderblock.ca8ef98e.png2021-07-16T18:29:05Z<p>Mark Thomas: </p>
<hr />
<div>Sliderblock</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=The_ImpVis_Visual_Identity_-_Ethos&diff=347The ImpVis Visual Identity - Ethos2021-07-16T18:27:59Z<p>Mark Thomas: </p>
<hr />
<div>At ImpVis, we have several design principles and goals that help guide how visualisations look and feel. As developers, you should always keep these principles in mind; as long as you adhere to our ethos, your specific styling can vary however you want.<br />
<br />
* '''Playful'''We want to encourage people to get involved in our visualisations. The colours, layout, and animation should be enticing and invite creativity and curiosity.<br />
* '''Intuitive:'''Although every ‘learn’ visualisation should be accompanied by guidance, any person should immediately interact with a visualisation. Buttons to be pressed and sliders to be dragged should seem to “pop” out the screen.<br />
* '''Light:'''In terms of tone, any Imperial Visualisation should never feel dark, heavy, or too artificial. Instead, it should feel light, fun, and natural.<br />
* '''Clean and Concise''' As we are dealing with difficult scientific concepts, one of our main priorities is not to overwhelm the user with complexity. As such, each visualisation should look clean and organised (but not disparate).<br />
* '''Part of a journey (for suites)'''Every visualisation should be taking the user on a journey. The page's overall design should reflect this; the user’s attention should be drawn to the start of the visualisation journey and move slowly towards the journey’s end.<br />
== The ImpVis Visual Identity - Colour Schemes ==</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=The_ImpVis_Visual_Identity_-_Ethos&diff=346The ImpVis Visual Identity - Ethos2021-07-16T18:27:07Z<p>Mark Thomas: </p>
<hr />
<div>At ImpVis, we have several design principles and goals that help guide how visualisations look and feel. As developers, you should always keep these principles in mind; as long as you adhere to our ethos, your specific styling can vary however you want.<br />
<br />
* '''Playful'''We want to encourage people to get involved in our visualisations. The colours, layout, and animation should be enticing and invite creativity and curiosity.<br />
* '''Intuitive:'''Although every ‘learn’ visualisation should be accompanied by guidance, any person should immediately interact with a visualisation. Buttons to be pressed and sliders to be dragged should seem to “pop” out the screen.<br />
* '''Light:'''In terms of tone, any Imperial Visualisation should never feel dark, heavy, or too artificial. Instead, it should feel light, fun, and natural.<br />
* '''Clean and Concise''' As we are dealing with difficult scientific concepts, one of our main priorities is not to overwhelm the user with complexity. As such, each visualisation should look clean and organised (but not disparate).<br />
* '''Part of a journey (for suites)'''Every visualisation should be taking the user on a journey. The page's overall design should reflect this; the user’s attention should be drawn to the start of the visualisation journey and move slowly towards the journey’s end.</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=The_ImpVis_Visual_Identity_-_Ethos&diff=345The ImpVis Visual Identity - Ethos2021-07-16T18:26:48Z<p>Mark Thomas: Created page with "awsd"</p>
<hr />
<div>awsd</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Basic_Component_Tutorial&diff=339Basic Component Tutorial2021-07-16T18:20:51Z<p>Mark Thomas: </p>
<hr />
<div>This article contains basic information on how to set up the Pane and Hotspot components. For how to write your own components, view [[Writing your own component|Writing your own component]].<br />
[[File:Pane screenshot.png|thumb|Screenshot of the pane being implemented.]]<br />
<br />
== Panes ==<br />
<br />
Panes are clickable and draggable environments to place text and images over a visualisation. The code seen below is what's needed to produce the pane seen to the right of this text; this can also be seen on the left hand side of [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_27.html Pane tutorial page]. <br />
[[File:Pane code.06188d60.png|center|thumb|518x518px|Code to implement the Pane seen on the right.]]<br />
<br />
<br />
<br />
<br />
== Adding SHM to the pane ==<br />
[[File:Shm code.3432acb7.png|left|thumb|SHM code being implemented in MainStage.vue]]<br />
<br />
<br />
Firstly, if you want to copy and paste this code, check out the shm folder contained in the GitHub repository for this tutorial document at <nowiki>https://github.com/Imperial-visualizations/Tutorial</nowiki>. This document is intended to be useful behind seeing the logic of setting up such a visualisation, as opposed to providing the code to be changed. But please do spend some time messing around with it!<br />
<br />
<br />
The code to produce an object which performs SHM is pasted to the left of this text. This should sit in the MainStage.vue file, as we want to treat the SHM block as a component, which we can use multiple times anywhere. Specifically, the code makes a basic SHM vis using a prop for any variables I may want to control with sliders/buttons. When you run this code, you should see a ball conducting SHM on the screen.<br />
<br />
Sliders which control the SHM motion can be be added, to see this in action, check out the App.vue file in the SHM vis, from there, you will be able to see how interaction with the MainStage component is brought about.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
== Toggleable hotspots ==<br />
[[File:Toggleable hotspot screenshot.png|thumb|600x600px|Screenshot of the implementation of the toggleable hotspot.]]<br />
<br />
Hotspots overlay onto the page similarly to a Pane, but are smaller, and can be stuck on the corners or edges of a page. They can be used to house text or tools used to interact with a visualisation. The code pasted here demonstrates how to produce a ''toggleable'' hotspot, which is a hotspot that can be toggled in and out of the way of the visualisation.<br />
[[File:Toggleable hotspot code.png|thumb|600x600px|Code written to produce the toggleable hotspot and Pane.]]<br />
<br />
<br />
<br />
An interactive version of the toggleable hotspot is found on the[https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_28.html toggle hotspot] page of the ImpVis tutorial.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
== Fixed hotspots ==<br />
Hotspots can also be fixed in position so that they ''always'' appear onscreen, as opposed to being toggleable where they can be brought on and off. For example now, to add a fixed hotspot to the code on the previous page, we could write the code as seen below. <br />
<br />
[[File:Fixed hotspot code.b3b4f880.png|left|thumb|300x300px|Fixed hotspot code]]<br />
[[File:Fixed hotspot screenshot.png|thumb|Fixed hotspot screenshot]]<br />
Notice how the hotspot overlays over the main content of the visualisation. We will later discuss how to use this feature effectively when designing the learning journey for the users of your visualisations. The screenshotted code would produce a fixed hotspot in the top right of the page. For this demonstration, I have displayed the hostspot in the bottom right for clarity. See the [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_29.html tutorial page on fixed hotspots] to see this implemented online.<br />
<br />
<br />
<br />
<br />
<br />
<br />
== Importing your own components ==<br />
Say you wanted to create your own component that does its own thing, you can import this as a separate file and use it in your visualisations. <br />
[[File:Filename.png|thumb|Mainstage.vue file]]<br />
In order to use the file (which we will call MainStage.vue for now), you must export it. Everything you might want to use outside of the MainStage.vue file is written in the export default code block.<br />
<br />
For example, we might want to create a canvas that we can display some interactive content in (check out the SHM visualisation, we'll go through some of that content here). To do this, we'd write the following pieces of code:<br />
[[File:Mainstage code.png|center|thumb|Mainstage code.]]<br />
[[File:Inserting mainstage to app.png|thumb|Inserting mainstage to app.vue]]<br />
<br />
<br />
<br />
<br />
1.) Place the input from mainstage into the correct part of template (where you want it to go) in App.vue <br />
<br />
<br />
<br />
<br />
<br />
<br />
[[File:Canvas box.a4967d50.png|thumb|Creating canvas box]]<br />
2.) Insert the code that draws a box around the edges of the canvas drawing area on the screen (that's what we currently want to do, so we can see the canvas).<br />
<br />
A screenshot of the result of this code is pasted below.<br />
[[File:Canvas box display.7731b0f1.png|center|thumb|600x600px|Canvas box result displayed.]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Basic_Component_Tutorial&diff=338Basic Component Tutorial2021-07-16T18:20:19Z<p>Mark Thomas: /* Adding SHM to the pane */</p>
<hr />
<div>This article contains basic information on how to set up the Pane and Hotspot components. For how to write your own components, view [[Writing your own component|Writing your own component]].<br />
[[File:Pane screenshot.png|thumb|Screenshot of the pane being implemented.]]<br />
<br />
== Panes ==<br />
<br />
Panes are clickable and draggable environments to place text and images over a visualisation. The code seen below is what's needed to produce the pane seen to the right of this text; this can also be seen on the left hand side of [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_27.html Pane tutorial page]. <br />
[[File:Pane code.06188d60.png|center|thumb|518x518px|Code to implement the Pane seen on the right.]]<br />
<br />
<br />
<br />
<br />
== Adding SHM to the pane ==<br />
[[File:Shm code.3432acb7.png|left|thumb|SHM code being implemented in MainStage.vue]]<br />
<br />
<br />
Firstly, if you want to copy and paste this code, check out the shm folder contained in the GitHub repository for this tutorial document at <nowiki>https://github.com/Imperial-visualizations/Tutorial</nowiki>. This document is intended to be useful behind seeing the logic of setting up such a visualisation, as opposed to providing the code to be changed. But please do spend some time messing around with it!<br />
<br />
<br />
The code to produce an object which performs SHM is pasted to the left of this text. This should sit in the MainStage.vue file, as we want to treat the SHM block as a component, which we can use multiple times anywhere. Specifically, the code makes a basic SHM vis using a prop for any variables I may want to control with sliders/buttons. When you run this code, you should see a ball conducting SHM on the screen.<br />
<br />
Sliders which control the SHM motion can be be added, to see this in action, check out the App.vue file in the SHM vis, from there, you will be able to see how interaction with the MainStage component is brought about.<br />
<br />
== Toggleable hotspots ==<br />
[[File:Toggleable hotspot screenshot.png|thumb|600x600px|Screenshot of the implementation of the toggleable hotspot.]]<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Hotspots overlay onto the page similarly to a Pane, but are smaller, and can be stuck on the corners or edges of a page. They can be used to house text or tools used to interact with a visualisation. The code pasted here demonstrates how to produce a ''toggleable'' hotspot, which is a hotspot that can be toggled in and out of the way of the visualisation.<br />
[[File:Toggleable hotspot code.png|thumb|600x600px|Code written to produce the toggleable hotspot and Pane.]]<br />
<br />
<br />
<br />
An interactive version of the toggleable hotspot is found on the[https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_28.html toggle hotspot] page of the ImpVis tutorial.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
== Fixed hotspots ==<br />
Hotspots can also be fixed in position so that they ''always'' appear onscreen, as opposed to being toggleable where they can be brought on and off. For example now, to add a fixed hotspot to the code on the previous page, we could write the code as seen below. <br />
<br />
[[File:Fixed hotspot code.b3b4f880.png|left|thumb|300x300px|Fixed hotspot code]]<br />
[[File:Fixed hotspot screenshot.png|thumb|Fixed hotspot screenshot]]<br />
Notice how the hotspot overlays over the main content of the visualisation. We will later discuss how to use this feature effectively when designing the learning journey for the users of your visualisations. The screenshotted code would produce a fixed hotspot in the top right of the page. For this demonstration, I have displayed the hostspot in the bottom right for clarity. See the [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_29.html tutorial page on fixed hotspots] to see this implemented online.<br />
<br />
<br />
<br />
<br />
<br />
<br />
== Importing your own components ==<br />
Say you wanted to create your own component that does its own thing, you can import this as a separate file and use it in your visualisations. <br />
[[File:Filename.png|thumb|Mainstage.vue file]]<br />
In order to use the file (which we will call MainStage.vue for now), you must export it. Everything you might want to use outside of the MainStage.vue file is written in the export default code block.<br />
<br />
For example, we might want to create a canvas that we can display some interactive content in (check out the SHM visualisation, we'll go through some of that content here). To do this, we'd write the following pieces of code:<br />
[[File:Mainstage code.png|center|thumb|Mainstage code.]]<br />
[[File:Inserting mainstage to app.png|thumb|Inserting mainstage to app.vue]]<br />
<br />
<br />
<br />
<br />
1.) Place the input from mainstage into the correct part of template (where you want it to go) in App.vue <br />
<br />
<br />
<br />
<br />
<br />
<br />
[[File:Canvas box.a4967d50.png|thumb|Creating canvas box]]<br />
2.) Insert the code that draws a box around the edges of the canvas drawing area on the screen (that's what we currently want to do, so we can see the canvas).<br />
<br />
A screenshot of the result of this code is pasted below.<br />
[[File:Canvas box display.7731b0f1.png|center|thumb|600x600px|Canvas box result displayed.]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=File:Shm_code.3432acb7.png&diff=337File:Shm code.3432acb7.png2021-07-16T18:17:39Z<p>Mark Thomas: </p>
<hr />
<div>SHM code</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Basic_Component_Tutorial&diff=336Basic Component Tutorial2021-07-16T18:16:31Z<p>Mark Thomas: </p>
<hr />
<div>This article contains basic information on how to set up the Pane and Hotspot components. For how to write your own components, view [[Writing your own component|Writing your own component]].<br />
[[File:Pane screenshot.png|thumb|Screenshot of the pane being implemented.]]<br />
<br />
== Panes ==<br />
<br />
Panes are clickable and draggable environments to place text and images over a visualisation. The code seen below is what's needed to produce the pane seen to the right of this text; this can also be seen on the left hand side of [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_27.html Pane tutorial page]. <br />
[[File:Pane code.06188d60.png|center|thumb|518x518px|Code to implement the Pane seen on the right.]]<br />
<br />
<br />
<br />
== Adding SHM to the pane ==<br />
Hellothere<br />
<br />
<br />
<br />
== Toggleable hotspots ==<br />
[[File:Toggleable hotspot screenshot.png|thumb|600x600px|Screenshot of the implementation of the toggleable hotspot.]]<br />
Hotspots overlay onto the page similarly to a Pane, but are smaller, and can be stuck on the corners or edges of a page. They can be used to house text or tools used to interact with a visualisation. The code pasted here demonstrates how to produce a ''toggleable'' hotspot, which is a hotspot that can be toggled in and out of the way of the visualisation.<br />
[[File:Toggleable hotspot code.png|thumb|600x600px|Code written to produce the toggleable hotspot and Pane.]]<br />
<br />
<br />
<br />
An interactive version of the toggleable hotspot is found on the[https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_28.html toggle hotspot] page of the ImpVis tutorial.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
== Fixed hotspots ==<br />
Hotspots can also be fixed in position so that they ''always'' appear onscreen, as opposed to being toggleable where they can be brought on and off. For example now, to add a fixed hotspot to the code on the previous page, we could write the code as seen below. <br />
<br />
[[File:Fixed hotspot code.b3b4f880.png|left|thumb|300x300px|Fixed hotspot code]]<br />
[[File:Fixed hotspot screenshot.png|thumb|Fixed hotspot screenshot]]<br />
Notice how the hotspot overlays over the main content of the visualisation. We will later discuss how to use this feature effectively when designing the learning journey for the users of your visualisations. The screenshotted code would produce a fixed hotspot in the top right of the page. For this demonstration, I have displayed the hostspot in the bottom right for clarity. See the [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_29.html tutorial page on fixed hotspots] to see this implemented online.<br />
<br />
<br />
<br />
<br />
<br />
<br />
== Importing your own components ==<br />
Say you wanted to create your own component that does its own thing, you can import this as a separate file and use it in your visualisations. <br />
[[File:Filename.png|thumb|Mainstage.vue file]]<br />
In order to use the file (which we will call MainStage.vue for now), you must export it. Everything you might want to use outside of the MainStage.vue file is written in the export default code block.<br />
<br />
For example, we might want to create a canvas that we can display some interactive content in (check out the SHM visualisation, we'll go through some of that content here). To do this, we'd write the following pieces of code:<br />
[[File:Mainstage code.png|center|thumb|Mainstage code.]]<br />
[[File:Inserting mainstage to app.png|thumb|Inserting mainstage to app.vue]]<br />
<br />
<br />
<br />
<br />
1.) Place the input from mainstage into the correct part of template (where you want it to go) in App.vue <br />
<br />
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[[File:Canvas box.a4967d50.png|thumb|Creating canvas box]]<br />
2.) Insert the code that draws a box around the edges of the canvas drawing area on the screen (that's what we currently want to do, so we can see the canvas).<br />
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A screenshot of the result of this code is pasted below.<br />
[[File:Canvas box display.7731b0f1.png|center|thumb|600x600px|Canvas box result displayed.]]</div>Mark Thomashttps://wiki.impvis.co.uk/index.php?title=Basic_Component_Tutorial&diff=335Basic Component Tutorial2021-07-16T18:16:12Z<p>Mark Thomas: </p>
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<div>This article contains basic information on how to set up the Pane and Hotspot components. For how to write your own components, view [[Writing your own component|Writing your own component]].<br />
[[File:Pane screenshot.png|thumb|Screenshot of the pane being implemented.]]<br />
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== Panes ==<br />
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Panes are clickable and draggable environments to place text and images over a visualisation. The code seen below is what's needed to produce the pane seen to the right of this text; this can also be seen on the left hand side of [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_27.html Pane tutorial page]. <br />
[[File:Pane code.06188d60.png|center|thumb|518x518px|Code to implement the Pane seen on the right.]]<br />
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<nowiki>== Adding SHM to the pane ==</nowiki><br />
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== Toggleable hotspots ==<br />
[[File:Toggleable hotspot screenshot.png|thumb|600x600px|Screenshot of the implementation of the toggleable hotspot.]]<br />
Hotspots overlay onto the page similarly to a Pane, but are smaller, and can be stuck on the corners or edges of a page. They can be used to house text or tools used to interact with a visualisation. The code pasted here demonstrates how to produce a ''toggleable'' hotspot, which is a hotspot that can be toggled in and out of the way of the visualisation.<br />
[[File:Toggleable hotspot code.png|thumb|600x600px|Code written to produce the toggleable hotspot and Pane.]]<br />
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An interactive version of the toggleable hotspot is found on the[https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_28.html toggle hotspot] page of the ImpVis tutorial.<br />
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== Fixed hotspots ==<br />
Hotspots can also be fixed in position so that they ''always'' appear onscreen, as opposed to being toggleable where they can be brought on and off. For example now, to add a fixed hotspot to the code on the previous page, we could write the code as seen below. <br />
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[[File:Fixed hotspot code.b3b4f880.png|left|thumb|300x300px|Fixed hotspot code]]<br />
[[File:Fixed hotspot screenshot.png|thumb|Fixed hotspot screenshot]]<br />
Notice how the hotspot overlays over the main content of the visualisation. We will later discuss how to use this feature effectively when designing the learning journey for the users of your visualisations. The screenshotted code would produce a fixed hotspot in the top right of the page. For this demonstration, I have displayed the hostspot in the bottom right for clarity. See the [https://impvis.co.uk/launch/impvis-tutorial-unpublished/page_29.html tutorial page on fixed hotspots] to see this implemented online.<br />
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== Importing your own components ==<br />
Say you wanted to create your own component that does its own thing, you can import this as a separate file and use it in your visualisations. <br />
[[File:Filename.png|thumb|Mainstage.vue file]]<br />
In order to use the file (which we will call MainStage.vue for now), you must export it. Everything you might want to use outside of the MainStage.vue file is written in the export default code block.<br />
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For example, we might want to create a canvas that we can display some interactive content in (check out the SHM visualisation, we'll go through some of that content here). To do this, we'd write the following pieces of code:<br />
[[File:Mainstage code.png|center|thumb|Mainstage code.]]<br />
[[File:Inserting mainstage to app.png|thumb|Inserting mainstage to app.vue]]<br />
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1.) Place the input from mainstage into the correct part of template (where you want it to go) in App.vue <br />
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[[File:Canvas box.a4967d50.png|thumb|Creating canvas box]]<br />
2.) Insert the code that draws a box around the edges of the canvas drawing area on the screen (that's what we currently want to do, so we can see the canvas).<br />
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A screenshot of the result of this code is pasted below.<br />
[[File:Canvas box display.7731b0f1.png|center|thumb|600x600px|Canvas box result displayed.]]</div>Mark Thomas