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![Page 1: Paul Morin Antarctic Geospatial Information Center University of Minnesota Stephen Reynolds School of Earth and Space Exploration Arizona State University.](https://reader036.fdocuments.net/reader036/viewer/2022062407/56649e885503460f94b8c420/html5/thumbnails/1.jpg)
Paul MorinAntarctic Geospatial Information CenterUniversity of Minnesota
Stephen ReynoldsSchool of Earth and Space ExplorationArizona State University
Deep, Round, and Flat: Reaching your Inner Geek Through Visualization
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If you just got rid of maps, rocks and minerals, geology would be a great
course.
-Student in the University of Minnesota introductory geology course
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Visualization is the Primary Barrier to Entry in the Earth
Sciences
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Four Major Display Issues in Earth Science Visualization
Depth
Map Projection
Real Estate
Time
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GeoWallStereo Projection in the classroom, office and lab
Computer hardware from Best Buy
Passive stereo
20+ people at a time
(220 at a time at ASU)
Under $10,000
Small and Portable
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Assessment: AstroWall
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Lunar Phase Concept Inventory
20 multiple choice questions
Covers only lunar phases
Pre-test showed UT El Paso students starting at a disadvantage relative to other universities in the US
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Lecture Plus GeoWall
Significant improvements on:Notion of month (97% vs. 76%)
CCW orbit (95% vs. 84%)
Cause of phases (71% vs 52%)
Eclipses (63% vs. 37%)
Diff Earth locations (89% vs. 50%)
Moon sets in west (66% vs. 47%)
Place Moon in 2D orbit (82% vs. 46%)
Month between phases (82% vs. 58%)
(Turner et al 2003)Using the Lunar Phase Concept Inventory
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Topics with Little or no Differences
Moonrise/set times
Time between different phases
Frequency of a phase
Rise/set direction
(Turner et al 2003)
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Anaglyph Maps
Topography without contours
No crashing
Inexpensive
Will work next year
Can be used in the field
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Student Attitudes
16
38
26
13
7
0
10
20
30
40
50
60
Per
cen
t
Topo 3D
StronglyAgree
Agree Neutral Disagree StronglyDisagree
Middle school student responses to the statement: "I learned how to understand the maps quickly."
Murphy, et. al. In press
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Science Museum of MinnesotaScience Park
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Science Museum of Minnesota 3D Theater
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Science on a Sphere
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Electronic Visualization Lab, UIC/Optiputer, USGS
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Use Visualizations for Visual Topics, like Topographic Contours
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Topographic Profiles Via Slices
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Subsurface Architecture
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Interaction of Layers and Topography
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Reading and Interpreting 3D Geologic Maps
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Reading and Interpreting Other Types of Geologic Information
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Visualizations on Globes for Atmospheric/Oceanic/Climate data
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More of Same
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Use 3D Visualization if 3D is Essential
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How Do We Use Visualizations? In classroom (controlled by instructor)Students use in lab
Student controlled versus automatically plays
Importance of peer discussion, multiple representations, and the “mouse effect”
Students use online without Instructor Infused into textbooks and other
instructional materialsUsed during assessment
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Caribbean SeaCaribbean Sea
CaracasCaracas
Caracas airportCaracas airport
Landslide Landslide scarsscars
Alluvial fanAlluvial fan
15.00.a
Let Students Explore Visual Data
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Animas RiverLet Students Explore Visual Data
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Implications from Cognitiveand Educational Research
We have two processing systems, each with limited working memory
We use some capacity to reconcile images and words
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Research Supports Integrating Text into Figures or Using Narration
Two situations Students using imbedded
text retained more and better at transfer (applying knowledge)
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Research Supports Limiting Redundancy
Two situations Figure w/ lengthy
explanation Annotated figure
only
Students using only annotated figure retained more and were better at transfer
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Integrating Text and Figures in Instruction, Student Learning, and Assessment
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Integrating Text and Figures in a Book
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Integrating Multiple Representations
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Specifically Teach Students What Each Type of Representation Shows
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Out of 5 possible (average of 8 classes)
Figure-Dominated Approach (Fall 07)
01020304050607080
Liked it muchmore
Liked itsomewhat
Did not feelone way or
another
Slightlydisliked it
Disliked itmuch more
Pe
rce
nt
N =147
Class Tests of Integrated Visuals and Text
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Out of 5 possible (average of 8 classes)
Figure-Dominated ApproachInfluence Learning (Fall 07)
05
101520253035404550
Learnedmuch more
Learned alittle more
Did notaffect
learning
Learned alittle less
Learned a lotless
Pe
rce
nt
N =147
Class Tests of Integrated Visuals and Text