Information visualization
According to the already established tradition, let's start with the definition.
Information visualization- presentation of information in the form of graphs, diagrams, structural diagrams, tables, maps, etc.
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Why visualize information? "Stupid question!" - the reader will exclaim. Of course, text with pictures is perceived better than "gray" text, and pictures with text are perceived even better. It's not for nothing that we all love comics so much - after all, they allow us to literally grasp information on the fly, seemingly without applying the slightest mental effort! And remember how well you remember during your studies the material of those lectures, which were accompanied by slides!
The first thing that comes to our minds when we say "visualization" is ϶ᴛᴏ graphs and diagrams (here it is, the power of associations!). On the other hand, only numerical data can be visualized in this way; no one has yet managed to build a graph based on coherent text. For the text, we can build a plan, highlight the main thoughts (theses) - make a short summary. We will talk about the disadvantages and dangers of note-taking a little later, but now we will say that if you combine the plan and a short summary - "hang" the theses on the branches of a tree, the structure of which corresponds to the structure (plan) of the text - then we will get an excellent block diagram text͵ which will be remembered much better than any synopsis. In this case, the branches will play the role of those "tracks" - tracks connecting concepts and theses that we talked about earlier.
Remember how we built UML diagrams based on the description of the designed software system received from its future users? The resulting pictures were perceived by both clients and developers much easier and faster than a text description. In the same way, you can "depict" absolutely any text, not only the technical task for the development of the system. The approach described above allows you to visually present absolutely any text - be it a fairy tale, a technical task, a lecture, a fantasy novel or the results of a meeting - in the form of a convenient and easy-to-understand tree. You can build it as you like - if only you get a clear and understandable diagram, which would be nice to illustrate with appropriate drawings.
Such schemes are also convenient to use in communication when discussing any issues and problems. As practice shows, the absence of clear notation standards does not create absolutely any communication difficulties for the participants in the discussions. On the contrary, the use of non-verbal forms of information presentation allows you to focus on the key points of the problem. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, visualization is one of the most promising areas of increasing the efficiency of analysis, presentation, perception and understanding of information.
Wow, finally we are done with the tedious description of scientific theories, methods and techniques used to process, organize and visualize information! The previous part of the chapter greatly tired both the author and the readers, and nevertheless, it was necessary: as a result, we saw that the features of our brain are already actively used by scientists in various fields of science, many things that seem familiar to us, - personal computers, user interfaces, knowledge bases, etc. - were originally built taking into account the associative nature of human thinking and its tendency to hierarchical representation and visualization of information. But the pinnacle and natural graphic expression of human thought processes is mind mapping, which we are finally discussing. And at the same time we will try to expand our understanding of the principles of visual thinking.
Information visualization - concept and types. Classification and features of the category "Information visualization" 2017, 2018.
The concept itself is quite multifaceted, there are several definitions depending on what field of activity we are talking about. The purpose of visualization is This means that the data should come from something abstract, or at least not immediately obvious. Visualization of objects excludes photography and this transformation from invisible to visible.
Data visualization
Information visualization is the process of presenting abstract business or scientific data in the form of images that can help you understand the meaning of the data. What is information visualization? This concept can be defined as the comparison of discrete data and their visual presentation. This definition does not cover all aspects of information visualization, such as static, dynamic (animation) and the most relevant interactive visualization today. Besides the differences between interactive visualization and animation, the most useful categorization is based on scientific visualization, which is usually done with specialized software. An important role is given to visibility in the educational sphere. This is very useful when it comes to teaching topics that are difficult to imagine without concrete examples, such as the structure of atoms, which are too small to be studied without expensive and difficult to use scientific equipment. Visualization allows you to penetrate into any world and imagine what it would seem impossible to imagine.
3D visualization
The software helps designers and digital marketers create a visual representation of a product, project, or virtual prototypes in 3D. Visualization provides developers with tools that can enhance advanced Visualization with visual imagery is an effective way to communicate. Visual presentation is one of the best ways to communicate with potential clients. Effective communication allows you to spend more time improving your projects and productive communication. 3D visualization is a technique for creating volumetric images, diagrams, or animation.
Using visualization in science
Today visualization has an ever-expanding range of applications in the fields of science, education, technology, interactive multimedia, medicine, and many others. Visualization has also found its application in the field of computer graphics, probably one of the most important events in the computer world. The development of animation is also helping to advance visualization. Using visualization to present information is not a new phenomenon. It has been used in maps, scientific drawings for over a thousand years. Computer graphics have been used from the very beginning to study scientific problems. Most people are familiar with digital animation, such as the presentation of meteorological data during a TV weather report. The TV also offers a scientific visualization version where it shows computer-traced and animated reconstructions of roads or aircraft crashes. Some of the most interesting computer generated examples include images of a real spaceship in action, in a void far beyond Earth, or on other planets. Dynamic forms of visualization such as educational animations or graphics have the potential to improve the quality of learning as visualization systems change over time.
The key to achieving your goals
What is an important tool for personal development. Just as motivating affirmations can help you focus on achieving your goals, so can you do it through visualization or mental imagery. Although visualization techniques in this sense have become very popular as a means of personal development since the late seventies and early eighties, people have used mental images to fulfill their desires since ancient times.
Creative tool
What is visualization? It is using the imagination to create mental images of what we want in our life. Together with focus and emotion, it becomes a powerful creative tool that helps you achieve your desired goal. When used correctly, it can lead to self-improvement, good health and various achievements, such as in a career. In sports, mental imagery is often used as a visualization tool by athletes to enhance their skills. Using visualization as a technique invariably leads to much better performance and results. This is also true in business and in life.
How it works?
Visualization, or imagination, works at a physiological level. Neural connections in the brain, in other words, thoughts, can stimulate the nervous system just like a real event. This kind of "rehearsal," or running certain events in the head, creates neural vibrations that will force the muscles to do what is required of them. Take, for example, the same athletes. During sports competitions, not only exceptional physical skills are important, but also a clear understanding of the game and a certain psychological and emotional attitude. To be effective, like any other skill, the imagination needs to be trained regularly. Without what is visualization impossible? Imagination lessons include important elements, namely mental imagery of relaxation, realism, and consistency.
When to use visualization?
Visual observation of the successful results of their activities can be carried out for absolutely any reason. Many people use visualization to bring their goals to life. Many athletes, actors and singers achieve something first in their minds, and then only in reality. It helps to focus and eliminate some of the prior fears and doubts. This is a kind of warm-up or rehearsal that can be done before an important and exciting event. Visualization is a great preparation tool that invariably leads to higher levels of productivity.
How is the rendering process carried out?
You can go somewhere quiet and secluded, where no one will bother you, close your eyes and think about the goal, attitude, behavior, or skills you want to acquire. Take a few deep breaths and relax. Try to visualize an object or situation as clearly and in as much detail as possible. Emotions and feelings also play a big role in this, try to feel what you want more than anything else. It is worth practicing the exercise at least twice a day for about 10 minutes each time and persist until you are successful. It is also important to maintain a good mood throughout the entire process.
Benefits of visualization
Systematic visualization of the model of your desire will help you better navigate the path to achieving your goals, will inspire and motivate, raise your mood with the help of positive, pleasant images and get rid of negative emotions. In life and work, success begins with a goal. This can be weight loss, promotion, getting rid of bad habits, starting your own business. Goals big or small provide important guidance. They are like a compass - they help you to move in the right direction. Visualization was described by Aristotle over 2000 years ago. The great thinker of his time described this process in the following words: “First, there must be a definite, clear, practical ideal, goal or task. Second, there are the necessary means to achieve them: wisdom, money, means and methods. Thirdly. , the most important thing is to learn how to manage all the necessary means to achieve the desired result. "
Seeing is believing
Usually it happens like this: I won't believe it until I see it. Before you can believe that a goal is achievable, you first need to have a visual idea of it. The technique of creating a mental image of a future event makes it possible to present the desired results and feel the joy of achieving them. When this happens, the person is motivated and becomes willing to pursue his goal.
It is worth remembering that this is not a clever trick, not just dreams and hopes for the future. Rather, visualization is a well-developed performance-enhancing technique used by successful people in a wide variety of fields. Research shows that visualization improves athletic performance by improving motivation, coordination, and concentration. It also helps in relaxation and can reduce fear and anxiety.
Why does visualization work?
Studies using brain scans of imaging work suggest that neurons in the brain, these electrically excitable cells that transmit information, interpret images as equivalent to real life activities. The brain generates an impulse, this creates new neural pathways - clusters of cells in our brain that work together to recreate memories or behavioral patterns. All this happens without physical activity, but in this way the brain seems to be programming itself for success. A huge plus of the power of visualization is that it is available to absolutely all people.
The inseparable connection between mind and body
Visualization is a mental practice. With its help, the natural forces of the mind are powerfully used. We can use the power of the mind to be successful in all areas of our lives. Psychological techniques teach us how to use our imagination to imagine the specific things we want in our life. The great thing is that our thoughts influence our reality.
Scientists have proven that we use only 10% of the total potential of our brain, and this is at best. Can we learn to use our natural abilities more effectively? Visualization systems represent the inextricable biological connections between mind and body, as well as the connection between mind and reality. If we learn to use imagination and visualization in the right direction, then it can be an extremely powerful vehicle for getting what we want in our life. It is important to learn how to use the power of our minds together with a creative approach that helps to reveal and develop hidden talents and opportunities.
Federal State Budgetary
educational institution
higher professional education
East Siberian State Academy of Education
Faculty of Mathematics, Physics and Informatics
Department of Informatics and Informatics Teaching Methods
COURSE WORK
"Technology of visualization of educational information"
Specialty - "Professional training of computer technology, computing technology and informatics"
Irkutsk - 2012
V conducting
I.Theoretical foundations of visualization technology
II.The role of educational information visualization methods in teaching
III.Electronic visual teaching aids based on modern computer technologies
IV.Knowledge visualization technologies and presentation of research results in the field of education
Conclusion
Bibliography
INTRODUCTION
The informational richness of the modern world requires special preparation of educational material before presenting it to students in order to provide students with basic or necessary information in a visually observable form. Visualization just presupposes the folding of information into an initial image (for example, into the image of an emblem, coat of arms, etc.).
One of the means of improving the professional training of future teachers who are capable of pedagogical innovations, to the development of technologies for designing effective educational activities of a student in the conditions of the dominance of the visual environment, is the formation of their special skills in visualizing educational information.
According to psychologists, new information is assimilated and remembered better when knowledge and skills are "imprinted" in the system of visual-spatial memory, therefore, the presentation of educational material in a structured form allows you to quickly and better assimilate new systems of concepts, methods of action.
Visualization of educational material opens up the opportunity not only to bring together all the theoretical calculations, which will allow you to quickly reproduce the material, but also to apply schemes to assess the degree of mastery of the topic under study.
The methodology of modern teaching using computer graphics and audiovisual means should be guided by future and modern technologies, including trends in the development of ways to use information and computer tools and technologies.
I. Theoretical foundations of visualization technology
In the era of information saturation, the problems of assembling knowledge and its operational use acquire colossal significance. In this regard, there is a need to systematize the accumulated experience of visualizing educational information and its scientific substantiation from the standpoint of a technological approach to teaching.
G.K. Selevko considers the technology of intensification of training based on schematic and symbolic models of educational material as the experience of V.F. Shatalov. According to G.V. Lavrentyev. and Lavrentieva N.E., its boundaries are much wider, and Shatalov's experience is just one of its manifestations. Expanding the boundaries of this technology, G.V. Lavrent'eva. and Lavrentieva N.E. offer a more capacious name for it, namely: the technology of visualization of educational material, understanding by this not only symbolic, but also some other images of “visualization” that come to the fore depending on the specifics of the studied object. These can be the following basic elements of the visual image:
direction;
structure;
traffic.
Present to one degree or another in any visual image, these elements radically affect the perception and assimilation of educational information by a person. The intensification of educational and cognitive activity occurs due to the fact that both the teacher and the student are guided not only by the assimilation of knowledge, but also by the methods of this assimilation, by the ways of thinking, which make it possible to see the connections and relationships between the studied objects, and therefore, to link the separate into a single whole. The technology of visualization of educational information is a system that includes the following terms:
a set of educational knowledge;
visual methods of their presentation;
visual and technical means of information transmission;
a set of psychological techniques for using and developing visual thinking in the learning process.
The visualization technology of educational material has something in common with the pedagogical concept of visual literacy, which arose in the late 60s of the XX century in the United States. This concept is based on the provisions on the importance of visual perception for a person in the process of learning about the world and his place in it, the leading role of the image in the processes of perception and understanding, the need to prepare a person's consciousness for activity in an increasingly “visualized” world and an increase in information load.
The informational richness of the modern world requires special preparation of educational material before presenting it to students in order to provide students with basic or necessary information in a visually observable form. Visualization just presupposes the folding of information into an initial image (for example, into the image of an emblem, coat of arms, etc.). It should also take into account the possibilities of using auditory, olfactory, tactile visualization, if these sensations are significant in this profession.
An effective way of processing and assembling information is its "compression", i.e. presentation in a compact, easy-to-use form. The development of models for the representation of knowledge in a "compressed" form is engaged in a special branch of information technology - knowledge engineering. The didactic adaptation of the concept of knowledge engineering is based on the fact that, “firstly, the creators of intelligent systems rely on the mechanisms of processing and application of knowledge by humans, using the analogies of the neural systems of the human brain. Secondly, the user of intelligent systems is a person, which implies coding and decoding of information by means that are convenient for the user, i.e. both in the construction and in the application of intelligent systems, the mechanisms of human learning are taken into account. " The theory of meaningful generalization by V.V. Davydov, the theory of enlargement of didactic units by P.M. Erdniev. Under the "compression" of information is understood, first of all, its generalization, consolidation, systematization, generalization. P.M. Erdniev asserts that "the greatest strength of mastering the program material is achieved when educational information is presented simultaneously in four codes: drawing, numerical, symbolic, and verbal." It should also be borne in mind that the ability to transform oral and written information into visual form is a professional quality of many professionals. Therefore, in the learning process, elements of professional thinking should be formed:
systematization;
concentration;
highlighting the main thing in the content.
The methodological foundation of the technology under consideration is formed by the following principles of its construction: the principle of system quantization and the principle of cognitive visualization.
Systemic quantization follows from the specifics of the functioning of a person's mental activity, which is expressed by various sign systems:
linguistic;
symbolic;
graphic.
All kinds of models for the representation of knowledge in a compressed compact form correspond to the property of a person to think in images. Studying, assimilating, pondering the text - this is precisely the drawing up of schemes in the mind, the coding of the material. If necessary, a person can restore, "expand" the entire text, but its quality and strength will depend on the quality and strength of these schemes in memory, on whether they were created intuitively by a student or professionally by a teacher. This is a rather complex intellectual work and the student must be consistently prepared for it.
The greatest effect in the assimilation of information will be achieved if the methods of taking notes are consistent with how the brain stores and reproduces information. Physiologists P.K. Anokhin, D.A. Pospelov argue that this does not happen linearly, in a list, similar to speech or writing, but in the interweaving of words with symbols, sounds, images, feelings. American scientists and educators B. Deporter and M. Henaki substantiate their system of quantum learning by the specifics of the brain's work. Their contribution to the ways of creating models of educational material is “Memory cards”, “Records of fixing and creating”, “Grouping method”.
The principle of system quantization involves taking into account the following patterns:
large amount of educational material is difficult to remember;
educational material, located compactly in a certain system, is better perceived;
highlighting semantic reference points in the educational material contributes to effective memorization.
The principle of cognitive visualization follows from psychological laws, according to which the effectiveness of assimilation increases if the visualization in teaching performs not only an illustrative, but also a cognitive function, that is, cognitive graphic educational elements are used. This leads to the fact that the "figurative" right hemisphere is connected to the assimilation process. At the same time, "pillars" (pictures, diagrams, models), compactly illustrating the content, contribute to the consistency of knowledge. According to Z.I. Kalmykova, abstract educational material, first of all, requires concretization, and this goal corresponds to various types of visualization - from subject, to very abstract, conventionally symbolic. “When perceiving visual material, a person can grasp with a single glance all the components that make up the whole, trace possible connections between them, categorize them according to the degree of significance, generality, which serves as the basis not only for a deeper understanding of the essence of new information, but also for its translation into long-term memory ".
A visual representation of the principles is shown in Figure 1.
OUSG - generalization, consolidation, systematization, generalization;
CO - signal supports;
MD - mental activity, realized through sign systems.
Rice. 1. Visual representation of the principles of cognitive visualization and system quantization
G.K. Selevko argues that any system or approach to learning can be considered a technology if it meets the following criteria:
the presence of a conceptual framework;
consistency (integrity of parts);
manageability, that is, the ability to plan, design the learning process, vary the means and methods in order to obtain the planned result;
efficiency;
reproducibility.
The essence of the technology under consideration, according to G.V. Lavrentyev. and Lavrentieva N.E., is reduced to the integrity of its three parts.
Systematic use in the educational process of visual models of one specific type or their combinations.
Teaching students to rational methods of "compression" of information and its cognitive-graphic presentation.
Methodological techniques for the inclusion of visual models in the educational process. Working with them has clear stages and is accompanied by a whole range of techniques and fundamental methodological solutions.
The role of educational information visualization methods in teaching
In recent decades, almost revolutionary changes have taken place in the field of transmission of visual information:
the volume and quantity of transmitted information has tremendously increased;
new types of visual information and methods of its transmission have developed.
Technical progress and the formation of a new visual culture inevitably leaves its mark on the set of requirements for the activities of teachers.
One of the means of improving the professional training of future teachers who are capable of pedagogical innovations, to the development of technologies for designing effective educational activities of a student in the conditions of the dominance of the visual environment, is the formation of their special skills in visualizing educational information. The term "visualization" comes from the Latin visualis - perceived visually, visual. Information visualization presentation of numerical and textual information in the form of graphs, diagrams, structural diagrams, tables, maps, etc. However, such an understanding of visualization as an observation process presupposes minimal mental and cognitive activity of students, and visual didactic tools perform only an illustrative function. A different definition of visualization is given in the well-known pedagogical concepts (the theory of schemes - R.S. Anderson, F. Bartlett; the theory of frames - Ch. Volker, M. Minsky, etc.), in which this phenomenon is interpreted as the removal in the process of cognitive activity from the internal plan to the external plane of mental images, the form of which is spontaneously determined by the mechanism of associative projection.
Similarly, the concept of visualization is understood by A. Verbitsky: “The process of visualization is the folding of mental contents into a visual image; being perceived, the image can be deployed and serve as a support for adequate mental and practical actions. " This definition makes it possible to separate the concepts of "visual", "visual means" from the concepts of "visual", "visual means". In the pedagogical meaning of the concept "visual" is always based on the demonstration of specific objects, processes, phenomena, the presentation of a finished image, given from the outside, and not born and carried out from the internal plan of human activity. The process of unfolding a mental image and "transferring" it from the internal plane to the external plane is a projection of the mental image. Projection is built into the processes of interaction between the subject and objects of the material world, it relies on the mechanisms of thinking, covers various levels of reflection and reflection, manifests itself in various forms of educational activity.
If we purposefully consider productive cognitive activity as a process of interaction between external and internal plans, as the transfer of future products of activity from the internal plan to the external one, as an adjustment and implementation of ideas in the external plan, then visualization acts as the main mechanism that provides a dialogue between external and internal plans of activity. Consequently, depending on the properties of didactic visual aids, the level of activation of the mental and cognitive activity of students depends.
In this regard, the role of visual models for the presentation of educational information is increasing, which make it possible to overcome the difficulties associated with learning based on abstract logical thinking. Depending on the type and content of educational information, methods of compaction or step-by-step deployment using a variety of visual means are used. At present, the use of cognitive visualization of didactic objects seems to be promising in education. This definition actually includes all possible types of visualization of pedagogical objects, functioning on the principles of concentration of knowledge, generalization of knowledge, expansion of orientation and presentation functions of visual didactic tools, algorithmicization of educational and cognitive actions, implemented in visual aids.
In practice, more than a hundred methods of visual structuring are used - from traditional diagrams and graphs to "strategic" maps (roadmaps), ray spiders and causal chains. This diversity is due to significant differences in the nature, characteristics and properties of knowledge in various subject areas. The greatest information capacity, in our opinion, is the universality and integrability of structural and logical schemes. This method of systematization and visual display of educational information is based on the identification of significant links between the elements of knowledge and analytical-synthetic activity when translating verbal information into non-verbal (figurative), synthesizing an integral system of knowledge elements. Mastering the listed types of concretizing meanings, developing a logical chain of thinking, describing images and their signs of mental activity, as well as operations using verbal means of exchanging information, forms productive ways of thinking that are so necessary for specialists at the modern pace of development of science, technology and technology. According to the achievements of neuropsychology, "learning is effective when the potential of the human brain develops through overcoming intellectual difficulties in the search for meaning through the establishment of patterns."
Structural and logical diagrams create special clarity by arranging content elements in a non-linear form and highlighting logical and successive connections between them. This visibility is based on the structure and associative connections characteristic of a person's long-term memory. In a way, structural-logical schemes act as an intermediate link between the external linear content (text of the textbook) and the internal non-linear content (in the mind). As one of the advantages of the structural logic circuits A.V. Petrov emphasizes that "it performs the function of combining concepts into certain systems." By themselves, concepts cannot say anything about the content of the subject of instruction, but being linked by a certain system, they reveal the structure of the subject, its tasks and paths of development. Understanding and comprehending a new situation arises when the brain finds support in previous knowledge and ideas.
This implies the importance of constant updating of previous experience for mastering new knowledge. The process of learning new material can be represented as the perception and processing of new information by correlating it with the concepts and methods of action known to the student, through the use of the intellectual operations mastered by him. Information entering the brain through various channels is conceptualized and structured, forming conceptual networks in consciousness. New information is built into existing cognitive schemas, transforms them and forms new cognitive schemas and intellectual operations. At the same time, connections are established between known concepts and methods of action and new knowledge, and the structure of new knowledge emerges.
According to psychologists, new information is assimilated and remembered better when knowledge and skills are "imprinted" in the system of visual-spatial memory, therefore, the presentation of educational material in a structured form allows you to quickly and better assimilate new systems of concepts, methods of action. An example is the visual scheme: "RGB color model" (see Fig. 2).
Rice. 2. Scheme of the concept "RGB color model"
Visualization of educational material opens up the opportunity not only to bring together all the theoretical calculations, which will allow you to quickly reproduce the material, but also to apply schemes to assess the degree of mastery of the topic under study. In practice, the method of analyzing a specific diagram or table is also widely used, in which skills in collecting and processing information are developed. The method allows trainees to be actively involved in the application of theoretical information in practical work. A special place is given to joint discussion, during which there is an opportunity to receive prompt feedback, to understand better yourself and other people. Summarizing what has been said, we note that, depending on the place and purpose of visual didactic materials in the process of forming a concept (studying a theory, a phenomenon), various psychological and pedagogical requirements should be presented to the choice of a certain structural model and visual display of the training content.
When visualizing educational material, it should be borne in mind that visual images shorten the chains of verbal reasoning and can synthesize a schematic image of a larger "capacity", thereby condensing information. In the process of developing educational and methodological materials, it is necessary to control the degree of generalization of the content of training, to duplicate the verbal information of the figurative and vice versa, so that, if necessary, the links of the logical chain are fully restored by the students.
Another important aspect of using visual teaching materials is to determine the optimal ratio of visual images and verbal, symbolic information. Conceptual and visual thinking in practice are in constant interaction. They complement each other and reveal different aspects of the studied concept, process or phenomenon. Verbal-logical thinking gives us a more accurate and generalized reflection of reality, but this reflection is abstract. In turn, visual thinking helps to organize images, makes them holistic, generalized, complete.
Visualization of educational information allows you to solve a number of pedagogical problems:
provision of intensification of training;
enhancing educational and cognitive activities;
formation and development of critical and visual thinking;
visual perception;
figurative presentation of knowledge and learning activities;
knowledge transfer and pattern recognition;
enhancing visual literacy and visual culture.
Electronic visual teaching aids based on modern computer technologies
In school education, they have always used and still use a variety of types of visualization. Their role in the learning process is exceptional. Especially in the case when the use of visual aids is not limited to simple illustration in order to make the curriculum more accessible and easy to learn, but becomes an organic part of the student's cognitive activity, a means of forming and developing not only visual-figurative, but also abstract-logical thinking ... This, in turn, requires a significant revision and change of traditional visual teaching aids, which should become dynamic, interactive and multimedia.
In this regard, of particular interest is the computer visualization of educational information, which allows you to visually present objects and processes on the screen from all sorts of angles, in detail, with the possibility of demonstrating the internal relationships of components, including those hidden in the real world, and, which is especially important, in development, in temporal and spatial movement. Computer visualization of educational information is provided by specific visual teaching aids, created on the basis of modern multimedia technologies, thanks to which it becomes possible to include all the variety of visual aids in the teaching process - text, graphics, sound, animation, video images. These are, for example, interactive maps, animated (dynamic) reference notes, interactive posters, etc. And in this case, we are not talking about a simple translation of traditional visual aids (tables, diagrams, pictures, illustrations) into digital format, but about the development and creation completely new types of visibility. At the same time, its appearance is caused not only by the need for expressive visual information and visual stimulation, to which modern students have already become accustomed, but also by the didactic features of this new type of educational visualization.
In the pedagogical literature, there is still no generally accepted concept for defining a new type of visualization, created on the basis of modern information technologies. This is due to the fact that this visibility is a very complex phenomenon, the special distinctive features of which are integrated into a single integral system, and therefore it is so difficult to identify its essence, that is, to determine the main features and distinguish them from secondary properties. Even the authors use different names:
"Computer visualization";
"Dynamic visibility";
"Interactive visibility";
"Virtual visibility";
"Multimedia visibility";
"Hypertext visibility", etc.
At the same time, these terms are used in far from identical meanings, which creates additional difficulties.
In connection with this discord, Kuchurin V.V. proposes during the discussion to be guided by the concept of "electronic visualization", by which we mean a software computer tool for representing a complex of visual hypertext information of different types presented to the student on a computer screen, as a rule, in an interactive (dialog) mode.
Electronic visualization components can be both static (pictures, diagrams, tables, etc.) and dynamic (video, animation) images.
Its main characteristics are interactivity, dynamism (animation) and multimedia.
First of all, electronic visual teaching aids are interactive. This is a fairly broad concept in terms of content, with the help of which the nature and degree of interaction between objects is revealed in modern science. Moreover, this property is not at all reduced to communication between people. In training with the use of information and communication technologies, interactivity is “the ability of the user to actively interact with the information carrier, to select it at his own discretion, to change the rate of presentation of the material”. In accordance with this, the interactivity of visual teaching aids based on multimedia provides the student and teacher, within certain limits, with the opportunity to actively interact with it and control the presentation of information, namely, to ask a question and receive an answer to it (feedback interactivity) to determine the beginning, duration and speed of the demonstration process (temporary interactivity), determine the sequence of using fragments of information (ordinal interactivity,) change, supplement or reduce the amount of content information (content interactivity) and even create your own creative product (creative interactivity). Such possibilities of interactive visual teaching aids allow the use of problem-based teaching methods that ensure the assimilation of scientific concepts and patterns based on personal experience of interacting with them. In other words, interactivity provides opportunities not only for passive perception of information, but also for active research of the characteristics of the studied objects or processes. Consequently, interactivity gives electronic visualization a cognitive (cognitive) character, introduces game and research components into educational work, naturally encourages students to deep and comprehensive analysis of the properties of the studied objects and processes.
The dynamic nature of electronic visual teaching aids is provided with the help of animation technology, which allows you to manipulate the color, size of objects, create local animation, highlight one of the objects or part of an object by underlining, stroking, filling, etc. In addition, using animation, the illusion of movement is created. change, development. All this makes the visualization more emotional and impressive. At the same time, animation, giving a visual representation of the dynamics of a phenomenon, creates conditions for demonstrating the signs and patterns of the events, phenomena and processes under study through action, for comparing different opinions and formulating one's own point of view. Thus, the dynamics of computer animation is used not only and even not so much to enhance the emotional impact through showing the movement of an object ("live picture"), but to activate cognitive activity, to visually demonstrate the logic of the movement of thought from ignorance to knowledge.
Of particular importance for the characteristics of electronic visualization, created on the basis of modern information technologies, is also such a property as multimedia. It is associated with modern information technologies based on the simultaneous use of various means of presenting information and representing a set of techniques, methods, methods and means of collecting, accumulating, processing, storing, transmitting, producing audiovisual, textual, graphic information in conditions of interactive interaction between the user and the information system. that implements the capabilities of multimedia operating environments. Multimedia technologies allow integrated presentation of any audiovisual information on the screen, realizing an interactive dialogue between the user and the system. Due to this, they are actively used in the development and creation of visual teaching aids, the components of which are static and animated images, as well as text and video information with sound.
In accordance with the main characteristics, electronic visual aids can be divided into dynamic (animated), interactive and multimedia.
Dynamic (animated) visualization is a teaching tool that is a moving, changing image. It allows you to form visual representations of the development of events and processes in time and space, to focus students' attention on a specific object of study, to increase the density of the lesson by accelerating the supply of information. The control is limited to the functions of play, stop and pause, which, by the way, indicates the limited, in this case temporary, interactivity of dynamic (animated) visibility.
Dynamic (animated) visualization includes such specific visual teaching aids as animated maps, animated diagrams, diagrams, graphs, slide shows.
Interactive Visualization is a learning tool that is a hypertext animated illustration combined with a set of control tools that allow the user to interact with it interactively.
Currently, teachers use interactive maps, interactive diagrams, interactive site plans, interactive reconstructions, etc.
Multimedia visualization is a teaching tool in which information objects of various types are integrated: sound, text, image.
An example of multimedia visualization is multimedia, multimedia panoramas, electronic sound poster.
Unfortunately, at present, the use of visual teaching aids created on the basis of modern information technologies causes noticeable difficulties for many teachers associated with the selection of visual aids for solving specific pedagogical problems, techniques and methods of working with them and forms of organizing educational activities.
IV.Technologies of knowledge visualization and presentation of research results in the field of education
visualization educational learning computer
The development of computer technology has solved the problems of processing such a volume of information. But there was a problem to visualize the results of such processing. It uses various visualization techniques through which large and complex amounts of data can be easily represented. Visual image recognition systems - 2-dimensional (symbols, graphical signs, codes, barcodes) - FineReader and 3-dimensional objects (photographic images, security and video systems) - built-in in modern photographic equipment, machine vision technology (computer systems with data arrays).
Graphs and diagrams simplify the perception and facilitate the human perception of the text. Sometimes a few diagrams are enough to understand the meaning of what is presented on several pages of the project.
Color coding is used in research to analyze and predict various physical and mathematical processes. For example, in the study of heat processes, energy transmission, one can clearly demonstrate the distribution and trend of temperature in a color scheme, in sociological processes, and illustrate natural phenomena.
The rapid development of 3-D graphics - scientific visualization has formed into an independent branch of science, incorporating the basics of differential calculus, geometry, programming. The shift to 3D technology has transformed graphics from a presentation medium into a powerful method for solving scientific problems. Three-dimensional visualization can be widely used for educational systems in various fields of science. Teaching using three-dimensional models is very visual and allows you to diversify the forms of presentation of the material and increase the interest of the listener.
Virtual visualization is of the greatest importance in interactive training systems, such as simulators of various types.
Professionals using audio and visual technologies in their professional activities need permanent professional development. Since they usually already have basic education, tracking the development of new technologies, methods of using new software products and solutions can be implemented through remote forms. This refers to case technologies, various forms of remote testing and attestation, web conferences, and the like.
The Internet plus project activities using ICT tools is today a powerful tool, both in the educational and in the social sphere, to promote new teaching methodologies, business development and increase the competence of a specialist, but it must be used skillfully. In the conditions of modern information and social realities, there is a need for a new methodological approach to teaching such disciplines related to the use of computer graphics and audiovisual means.
Trends in the development of modern information technologies lead to a constant increase in the complexity of information systems (IS), and, accordingly, the content of the disciplines of their study for various specializations. Modern disciplines in the field of ICT are characterized by the following features: complexity of description (a large number of functions, processes, data elements and complex relationships between them), which requires the study of laws and techniques for modeling and analyzing data and processes, as well as new intelligent tools.
The methodology of modern teaching using computer graphics and audiovisual means should be guided by future and modern technologies, including trends in the development of ways to use information and computer tools and technologies. In the modern methodology, of course, the necessary technical conditions, software and requirements for the user must be presented, which create the conditions for referring to digital graphics and computer design. But it is even more important that the composition of educational and methodological complexes should initially include the possibility of their modernization and integration with a dynamic change in the information resource.
Conclusion
In this course work, the technologies of visualization of educational information were considered, which make it possible to variably and rationally use various schematic-sign models of knowledge representation; eliminate the imbalance of the text and illustrative visuals, "overcrowding" with text; to increase the expressiveness of the visual language and symbols, which are gaining special significance in the age of information technology; optimize the time spent on the perception and assimilation of information and thereby increase the efficiency of educational and cognitive activities.
Bibliography
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"They say that one drawing is worth a thousand words, and it really is, provided that the drawing is good." Bowman
With an increase in the amount of accumulated data, even when using arbitrarily powerful and versatile Data Mining algorithms, it becomes more and more difficult to "digest" and interpret the results obtained. And, as you know, one of the provisions of Data Mining is the search for practically useful patterns. A pattern can become practically useful only if it can be comprehended and understood.
In 1987, at the initiative of the ACM SIGGRAPH IEEE Computer Society Technical Committee of Computer Graphics, in connection with the need to use new methods, tools and data technologies, the corresponding tasks of the visualization direction were formulated.
Methods for visual or graphical presentation of data include graphs, charts, tables, reports, lists, structural diagrams, maps, etc.
Traditionally, visualization has been viewed as an aid in data analysis, but now more and more research is talking about its independent role.
Traditional imaging techniques can find the following applications:
∙ present information to the user in a visual form;
∙ compactly describe the patterns inherent in the original dataset;
∙ reduce dimension or compress information;
∙ repair gaps in the dataset;
∙ find noise and outliers in a dataset.
Data Mining Tool Visualization
Each of the Data Mining algorithms uses a specific visualization approach. In previous lectures, we have covered a number of Data Mining methods. In the course of using each of the methods, or rather, its software implementation, we received some visualizers, with the help of which we were able to interpret the results obtained as a result of the work of the corresponding methods and algorithms.
∙ For decision trees, this is a decision tree visualizer, a list of rules, a contingency table.
∙ For neural networks, depending on the tool, it can be the network topology, a graph of the change in the error value that demonstrates the learning process.
∙ For Kohonen cards: cards of inputs, outputs, other specific cards.
∙ For linear regression, the regression line acts as a visualizer.
∙ For clustering: dendrograms, scatterplots.
Scatter plots and plots are often used to assess the performance of a particular method.
All of these ways of visualizing or displaying data can perform one of the functions:
∙ are an illustration of building a model (for example, representing the structure (graph) of a neural network);
∙ help to interpret the obtained result;
∙ are a means of assessing the quality of the constructed model;
∙ combine the functions listed above (decision tree, dendrogram).
Visualization of Data Mining Models
The first function (illustration of building a model), in fact, is a visualization of the Data Mining model. There are many different ways of presenting a model, but graphing it gives the user maximum "value". The user, in most cases, is not a specialist in modeling, most often he is an expert in his subject area. Therefore, the Data Mining model should be presented in the language that is most natural for it, or, at least, contain a minimum number of various mathematical and technical elements.
Thus, availability is one of the main characteristics of the Data Mining model. Despite this, there is also such a widespread and simplest way of representing a model as a "black box". In this case, the user does not understand the behavior of the model he is using. However, despite the misunderstanding, he gets the result - the revealed patterns. A classic example of such a model is the neural network model.
Another way to represent a model is to present it in an intuitive, understandable way. In this case, the user can really understand what is happening "inside" the model. Thus, it is possible to ensure his direct participation in the process.
Such models provide the user with the opportunity to discuss or explain its logic with colleagues, clients and other users.
Understanding the model leads to understanding its content. As a result of understanding, confidence in the model increases. A classic example is a decision tree. The constructed decision tree really improves the understanding of the model, i.e. used Data Mining tool.
In addition to understanding, such models provide the user with the ability to interact with the model, ask her questions and get answers. An example of this interaction is the what-if facility. Through the "system-user" dialog, the user can gain an understanding of the model.
Now let's move on to the functions that help interpret and evaluate the results of building Data Mining models. These are all kinds of graphs, charts, tables, lists, etc.
Examples of visualization tools that can be used to assess the quality of a model are a scatter plot, a contingency table, and a graph of the change in the magnitude of the error.
Scatter plot is a graph of the deviation of the values predicted by the model from the real ones. These charts are used for continuous values. Visual assessment of the quality of the constructed model is possible only at the end of the process of building the model.
Contingency table used to evaluate the classification results. Such tables are used for various classification methods. We have already used them in previous lectures. Assessment of the quality of the constructed model is possible only at the end of the process of building the model.
The graph of the change in the magnitude of the error... The graph demonstrates the change in the magnitude of the error in the process of model operation. For example, during the operation of neural networks, the user can observe the change in the error on the training and test sets and stop training to prevent the network "overfitting". Here, the assessment of the quality of the model and its changes can be assessed directly in the process of building the model.
Examples of visualizers that can help you interpret the result are: trendline in linear regression, Kohonen maps, scatterplot in cluster analysis.
Imaging techniques
Visualization methods, depending on the number of measurements used, are usually classified into two groups:
∙ presentation of data in one, two and three dimensions;
∙ presentation of data in four or more dimensions.
Presentation of data in one, two and three dimensions
This group of methods includes well-known methods of displaying information that are available for perception by the human imagination. Almost any modern Data Mining tool includes visual presentation methods from this group.
According to the number of dimensions of the view, these can be the following ways:
∙ one-dimensional (univariate) dimension, or 1-D;
∙ a two-dimensional (bivariate) dimension, or 2-D;
∙ 3D or projection measurement, or 3-D.
It should be noted that the human eye most naturally perceives two-dimensional representations of information.
When using two- and three-dimensional presentation of information, the user has the opportunity to see the patterns of the data set:
∙ its cluster structure and the distribution of objects into classes (for example, in a scatter diagram);
∙ topological features;
∙ presence of trends;
∙ information about the mutual arrangement of data;
∙ the existence of other dependencies inherent in the studied dataset.
If the dataset has more than three dimensions, then the following options are possible:
∙ the use of multidimensional methods of presenting information (they are discussed below);
∙ reduction in dimension to one-, two- or three-dimensional presentation. There are various ways to reduce the dimension, one of them - factor analysis - was discussed in one of the previous lectures. Self-organizing Kohonen maps are used to reduce dimensionality and at the same time visualize information on a two-dimensional map.
Presentation of data in 4+ dimensions
Representations of information in four-dimensional and more dimensions are inaccessible to human perception. However, special methods have been developed for the possibility of displaying and perceiving such information by a person.
The most well-known methods of multidimensional information presentation:
∙ parallel coordinates;
∙ "Chernov's faces";
∙ radar charts.
Parallel coordinates
In parallel coordinates, variables are horizontally encoded, with a vertical line defining the value of the variable. An example of a dataset presented in Cartesian coordinates and parallel coordinates is shown in Fig. 16.1. This method of representing multidimensional data was invented by Alfred Inselberg in 1985.
Creating visual content is sometimes expensive, difficult and time-consuming. A reasonable question: is it worth doing?
Data is everywhere, data is everywhere.
According to David McCandless, infographic designer, writer and journalist and author of the famous book Infographics. The most interesting data in graphical presentation ”, today humanity lives in the information jungle.
An unthinkable amount of new information appears in our lives every minute. We don't even notice it. Tweets, likes and uploads of photos on social platforms alone are calculated in numbers with 5-6 zeros. Not to mention the endless number of articles, videos, financial transactions, analytical reports and many other things that may not immediately come to mind, but certainly exist in our life.
If you believe the research of the Domosphere company, which provides software solutions for processing, organizing and visualizing business information, since 2013 the number of Internet users worldwide has grown from 2.4 billion people to 3.2 billion people.
Such rapid growth gives a huge impetus to the development of high technologies, and as a result, literally every year we see new systems and gadgets entering the market.
For example, the company that developed the Vine mobile app for creating short (less than 6 seconds long) video clips was founded literally 3 years ago, in June 2012. Twitter bought the startup in October and opened it to the public in January 2013. Today, more than 1 million wine videos are watched every second in the world, and popular viners earn tens of hundreds of dollars from maintaining company accounts or placing hidden ads in their videos.
If we talk about other popular social platforms, blogs and applications, then since 2013
- the number of tweets per minute by users has increased from 100 to 347 thousand,
- the number of hours of video uploaded to YouTube - from 72 to 300 hours,
- Apple app downloads - from 48 to 51 thousand,
- and the number of pins on Pinterest is from 3.5 to 9.7 thous.
As a result, the general picture of the growth of information on the Internet in 1 minute of time today looks like the following.
Infographics: Growth in the amount of information on the Internet per minute in 2015.
Welcome to 2015!
According to forecasts of the Commission on Broadband and Digital Development, the number of Internet users will double by 2020. Accordingly, the amount of information will also increase, which is already measured in huge numbers. 
Petabyte
According to Wikipedia, today:
- Google processes about 24 petabytes data.
- Through the networks of the American provider AT&T weekly passes 19 petabytes traffic.
- The size of the results of experiments carried out at the Large Hadron Collider per year reaches 4 petabytes.
For comparison:
– The entire written heritage of mankind in all languages of the world since the inception of writing is only about 50 petabytes information. (From the book "Igfographics. Data Visualization" by Randy Crum)
Of course, access to such large amounts of data opens up endless possibilities for humanity. Allows you to study the world around you in more detail, breaks stereotypes and helps to predict the future. Nevertheless, if you use only traditional methods of working with information, then a person is physically unable to cope with the volumes and is forced to look for solutions to the problem.
The power of visualization
How our brain perceives information
Data that looks like absolute gibberish in its usual form becomes understandable and logical, it is worth converting it into graphs, charts or videos. If we succeed in correctly presenting information visually, then we get the opportunity to better understand the people around us. However, many people worry that visual representation makes information much easier and we lose a lot of important data in the process of converting numbers and text to graphics. Is it really?
Do we lose data when we convert numbers and text to graphics?
In 2011, scientists Emre Sawyer and Ribin Hogarth conducted a study among economists. The subjects were divided into three groups depending on the form of presentation of the information that they were to study, and were asked to answer 3 questions. As a result, the following results were obtained:
Group 1: received data in the form of classical statistical reporting - 72% of people gave the wrong answer;
Group 2: received data in the form of classical statistical reporting and in the form of a graph - 61% gave the wrong answer;
Group 3: received data only in the form of graphic information - only 3% were mistaken.
The conclusion is obvious: data visualization in some cases allows you to perceive information much better than numbers and text!
Watch David McCandless's TED Talks. How obvious many things become when we get the opportunity to evaluate them visually.
David McCandless at TED Talks.
Information visualization and technology development.
Of course, the growth in demand for data visualization is driving the development of technology. While the opposite is also true, new technologies are increasing the demands on graphics quality. In any case, today it is not a big problem to compose a presentation based on graphs and diagrams, make infographics or shoot a video clip. A huge number of online and offline graphic programs can be easily found, studied and realized with their help your most fantastic ideas.
You can install Photoshop or Illustrator and create a render from scratch. You can use more specialized graphics applications such as Piktochart, Easel.ly, or Visual.ly and design templates based graphics. I will not even try to list the endless number of photo stocks, stocks with 3D and video graphics that exist today on the endless expanses of the Internet. For a small fee, their resources can be a worthy decoration for any of your infographics or video presentation.
Picktochart
Visualization and social platforms.
Take another look at the information speed growth infographic and calculate what the approximate number of resources listed in it are graphics platforms. Instagram, Pinterest, YouTube, Vine, Netflix, Snapchart are all designed specifically for publishing visual content. In part, Twitter, Facebook and other popular social networks can also be attributed to this group, since their interface does not imply the publication of long text sketches. But video materials, photographs and any other graphics look very good on them. Needless to say, among all the resources listed, you will not find a single one where graphic content is not used at all.
All Internet research from year to year repeats the same thing: visual materials contribute to the popularization of accounts, groups and blogs. The use of graphic content on Twitter increases the number of shares by 35%, on Facebook - by 87%. The popularity of blogs with graphics increases by 47%.
Twitter statistics
Facebook statistics
Compare two options for transferring information, which are absolutely equivalent in meaning. Which one will grab your attention the most?
Graphics vs. Text
How does visualization affect the level of readers' trust?
It is scientifically proven that visual content contributes to the growth of trust in text materials.
A certain group of Internet users was asked to confirm or deny a number of statements. One example: "Macadamia nuts and peaches belong to the same family." In 50 cases out of 100, statements accompanied by pictures were judged to be true, regardless of whether they were true or not.
Macadamia nuts
In other words, the participants were more likely to trust precisely those statements that were accompanied by photographs.
Conclusion
In conclusion, I would like to note that any data visualization - infographics, video clips or just ordinary photos - is useful if and only if it is interestingly invented, talentedly implemented and published on time and to the place. Magic only happens when a good idea is combined with good design and supported by skillful marketing. Otherwise, all of the above advantages will instantly self-destruct and you will bring the project more harm than good.
