using data issues william prothero university of california, santa barbara
TRANSCRIPT
Using Data Issues
William Prothero
University of California, Santa Barbara
Where does data access and display fit into the big picture?
Selecting appropriate datasetsWhat is measured, what are the errors, and
what does it mean?Constructing a mental model that connects a
data representation to a physical process or theory
How to fit data observation to a theoryPresenting and discussing ideasWriting a report or paper on the results and
interpretations
Example: the difference between interpretations and
observationsThe separation of ideas into interpretations and
observations is specific to each disciplineWhat counts for interpretations and what
counts for observations depends on what is accepted as “given” and what is being actively questioned
It is reasonable that students have difficulty distinguishing between the two.
Additional tools are required
Data representation (figures) annotation and markup require integrated or easily used drawing tools
Conveniently accessible information about the data
Enough theory or background information about the relevant processes
Students get overwhelmed to too large a data library
Consider the scope of the proposed investigation
Provide enough data to answer a rich range of questions (more that a single student or group would address.
Leave out irrelevant data
The Dataset JungleToo much data
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What does this mean for the developer?
The data deliverer must be strongly connected to the educators that use the data so that appropriate datasets can be selected and the range of potential investigations defined.
Comprehensive examples of how the data can be used to investigate interesting phenomena are essential
The Platform ProblemTo be useful, the data browser must
run on both Mac’s and PC’s.
Which OS?OSX, OS9Win95, Win98, WinXP, Win2000
Which browser?Explorer (MS is ending IE development for
Mac)Safari (Mac)
Design for browsing, make it easy to use
Many research based data browsers have obstacles that make students much less likely to use, or browse them.Slow responseInconvenient or unintuitive data access controls and
user interfaceUnexpected quirks in the display (inverted depths,
for example)No way to get the display to their desktop for
inclusion in reports or presentationsJargon: for example, “zonal” and “meridional”,
“analyzed” and “raw”.
NVODS on Safari Browser (Macintosh)
Fall GSA meeting, in SeattleQuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.
Lamont IRI Site: could be better
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Lamont IRIDepth plotted upwards
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Let’s make it
even harder
NVODS: Depth goes up, too.
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Cognitive help is needed with mental models created from cross-sections
Students have a seemingly unusual difficulty creating a 3-D mental model from cross-sections
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The Good NewsCommon Sense Prevails
Make an interface that you would like to use yourself, if you were working with unfamiliar subject matter
Watch students use it. Note where they get confused
Facts:Students are very resourceful. Give them enough
information and they will figure out how to use an interface: I.e. it’s NOT about where the buttons are, it’s about making it possible for them to figure it out without too much effort.
Difficult Challenges for developers:Bugs: students are surprisingly tolerant of bugs,
until too much of their time is wasted. It is very difficult to keep complex software reasonably bug free.
User supportObsolescence: the constantly changing software
landscapeUpgrades and new featuresOS changesDevelopment platform enhancements
A complex resource requires “lifetime” maintenance.
Two Examples of Successful Data Delivery Resources
Our Dynamic PlanetDeveloped in 1994; maintained and
enhanced ever since.It began on Hypercard, migrated to
SuperCard, then ended up in Macromedia Director.
Global Ocean Data ViewerA joint project between New Media Studio
and William ProtheroBased on IDL graphics engine and
Macromedia Director