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separatesnottySoftware and s/w Development

Nov 25, 2013 (3 years and 8 months ago)

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A presentati on by:

Wendy Lewi s, Kri sty
Nardel l i
, Chanel
Scheman
,
Benj ami n
Sua
, Anna
Verren

& Ji ng Wang (Anna)

DATA
VISUALISATION

A LEARNING ACTIVITY FOR STATISTICS AND
PROBABILITY.



LESSON ACTIVITY OVERVIEW






Students will need access to computers for this activity



First lesson is about showing students YouTube clips
outlining Data
Visualisation
, get students to register at
M
anyEyes

and learning how to use the website


http
://www
-
958.ibm.com/software/data/cognos/manyeyes/



The Activity will be presented to students on a handout
(see Appendix A) they can read through this then the
students need to form small groups (3


5)



Students are to decide who will to what on the task






LESSON ACTIVITY OVERVIEW

(CONTINUED)





The activity is based on a factitious job of helping a
TV channel change their programing. This activity
consists of three task.



Task 1: Students are required to create and conduct a survey
asking participants to rate 4 TV programs. This data is then used
to create a data visualisation using the many eyes website



Task 2: Students use real world data from a table of Screen
Australia to create a data visualisation which shows what age
group watches the most TV







Task 3: students visit website with national TV ratings available
and compare these ratings to their findings.



Task 4:
Students write a report summarizing their findings and
decisions from Task
1, 2 & 3.
the Students are required to
inclued

several statistical descriptions of their data.



Task
5: Each student keeps a day to day journal about the
participation in their group and how/ why certain decisions are
made.


LESSON ACTIVITY OVERVIEW

(CONTINUED)

Data Visualisation

http://
www.youtube.com/watch?
v=xekEXM0Vonc


Using Many Eye

http
://
www.youtube.com/wat
ch?v=MNer7wAdjxU



DEMONSTRATIONS



Collaboration



The students work in groups to create their surveys, data
visualisations and then a group report on the decisions that they
have made.



By keeping journals students must share responsibility of the work



Knowledge building



Groups will have to evaluate the information given and the data
they collect to determine what information/ data they use and how
they will use it. They will then need to analyse their data to make
decisions.




INNOVATIVE TEACHING AND LEARNING
DIMENSIONS.



Use
of ICT for
learning



By
using data visualisation software students will be able to create
displays which are accurate, clear, and well organised. They could do
this by hand, but would likely face problems with the layout and
consistence of size/ shape/ colour in their data
visualisations.



These data visualisations will allow students to see what the data is
representing, more clearly than tables alone
.



Students use the internet to find information on TV ratings and
viewing habits in Australia.
ICT

makes this a lot more practical


INNOVATIVE TEACHING AND LEARNING
DIMENSIONS. (CONTINUED)



Self
-
regulation



The students will be given a time frame in which to complete this task
(2 lessons), however students will be allowed to choose who in the
groups does what task and what order they do them in.




Real
-
world problem solving and innovation.



This task requires students to collect and compare two sets of real
data, one they collect and one taken from a website. Their findings
are then shared with their school community.

INNOVATIVE TEACHING AND LEARNING
DIMENSIONS. (CONTINUED)



This activity could be taught over four lessons.



These lessons don't have to be consecutive, lessons
between activity lessons could be used to teach other
content



The first lesson would include investigating and
demonstrating data visualisations, constructing and
conducting the survey.



The during the remaining three lessons students would
have to manage their own time to complete all
components of the activity



TIMEFRAME

Mathematics: Stage 4

Outcome: A student...


C
ommunicates

and connects mathematical ideas using
appropriate terminology,
diagrams and symbols
(MA4
-
1WM)



Recognises

and explains mathematical relationships using
reasoning
(MA4
-
3WM)



Collects
, represents and interprets single sets of data, using
appropriate
statistical

displays (
MA4
-
19SP
)


(Mathematics K
-
10 Draft Syllabus Version 2)

SYLLABUS


OUTCOMES AND DOT POINTS

Mathematics: Stage 4

Students...


Investigate techniques for collecting data, including census,
sampling and observation (ACMSP284
)




Identify
and investigate issues involving
numerical
data
collected from primary and secondary
sources
(ACMSP169)




(Mathematics K
-
10 Draft Syllabus Version 2)

SYLLABUS


OUTCOMES AND DOT POINTS




REFERENCES




ITL

research information retrieved from

http://www.itlresearch.com/images/stories/reports/ITL%20LEAP21%
20Learning%20Activity%20Rubrics%20
-
%202012.pdf



Syllabus information retrieved from

http://boardofstudies.nsw.edu.au/syllabus
-
draft
-
k10/version
-
2.html




Channel Seven Programing Project



https
://docs.google.com/document/d/1yZZgnQxyx8u6RSi
-
e1FNYcp87ogxWddmz9w
-
Oj547bI/edit

APPENDIX A