Example Reflection Visualization

Challenge & Selection    The tool I understand and used was the tool of Visualization, or Visual Thinking, to accomplish a  mutual comprehension of an issue space among a different gathering of partners before endeavoring  to recognize and characterize potential answers for the issue. I use this approach depends on the case  of most educational institutions use online learning environments to support their courses. This  evolution enables easy distribution of course material, remote participation and collaboration and  increased interactivity between geographically dispersed teachers and students.  I have used the technique of using a figures, images and videos visualization of a problem domain with  a set of questions or prompts for discussion to allow a diverse group of gathering partners to learn  from each other in the process of defining the scope, boundaries, key elements, and relationships  between elements to consider when identifying pain points and opportunities for improvements or  solutions.    Application    I start the cycle by creating a graphic interface of the problem area. To build up the graphic interface, I  will draw from any current material accessible to comprehend the climate. The existing material might  be operational or procedural archives, preparing materials, advertising materials or other examining  reports. On the off chance that materials are not accessible, at that point I lead casual meetings with a  portion of the accomplices who fill in as my central matters of contact on the activity.    Referring to some global articles I read, I borrow a few concepts from them such as the concept “  Visualization literacy ” which was mentioned in “Observations and Reflections on Visualization Literacy  in Elementary School” article written by F. Chevalier, N. Henry Riche, B. Alper, C. Plaisant, J. Boy, and N.  Elmqvist. Who generally defined the visualization literacy as the ability and skill to read and interpret  visually represented data and to extract information from data visualizations. The graphic interface I  used was mainly the figures or in other side it could also be a game which has a simple graphics, using  simple shapes and icons available in Visio or on the Internet.     For the activity, I will divide the partners into groups of 5-6 participants each representing a different  class or area of interest.  Each group receives a poster-size copy of the figure graphic that they can write  on directly or use sticky notes to make comments. I give them some questions to answer related to the  class material, such as: 1) What they can see and what is missing from the graphic?  2) What would you  change about the figure graphic to make it easier and more creative?  I give them roughly 15-20 minutes  to talk about the inquiries and increase the figure graphic. At that point I have each gathering report out  on their responses to those suggested questions while highlighting the imprint ups on their banner. As  each gathering reports out, I record shared characteristics in the experiences of each gathering, and  afterward extra bits of knowledge that originate from the gathering conversation on an extra duplicate  of the graphic.  After the class meeting, I make a view that joins the mutual and new bits of knowledge  from the gathering conversation, and afterward make a reexamined graphic that consolidates their  criticism and proposed changes that they consented to as a gathering.

Insight & Approach    What I have learned from conducting this exercise with several groups is that while the graphic is  important for reinforcing their understanding of the class material or the problem they are working to  solve, the more valuable aspect of the activity is the shared insights and shared learning that occurs  while they are working to define their problem space. The graphic gives the group of classmates a way  to discuss and  allows them to share their perspectives and develop insights into potential root causes  of their problems or points of view.  They can quickly identify where they are in the graphic or I they  are missing something and can more quickly gain new insights about relationships between key  entities instead of taking time to identify them.

