Educating Students in Official Statistics using Embedded Geovisual Analytics Storytelling Methods
Educating Students in Official Statistics using Embedded Geovisual Analytics Storytelling Methods
复制标题
使用嵌入式地理视觉分析讲故事方法对学生进行官方统计教育
DOI：
10.2312/eged.20101015
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
M. Jern
中科院分区：
文献类型：
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作者：
M. Jern
国家和地方来源的人口、环境、健康、社会经济和教育等官方统计数据是生活许多重要方面的丰富而重要的信息来源，应被视为在教育中更多地使用和认可。教育工作者及其学生将能够获得信息，同时参与增加关于如何生活和如何改善生活的知识。许多统计信息可以在互联网上找到。这就产生了通常所说的信息过载，使人们日益面临过滤和解释大量信息的问题。我们知道，官方统计数据或多或少被用作决策的重要背景，特别是在公共规划和政策制定方面。然而，在教育方面，官方统计数据得到的承认和使用远远低于应有的程度，而在知情的公众中，官方统计数据的使用更少。支持Web的地理分析是一种技术，可以帮助说明复杂的统计数据，这些数据对于眼睛来说很难发现，甚至不可能感知或解释。本文介绍了小说的“讲故事”手段（教育者）1）选择任何时空和多维的国家或次国家统计数据，2）探索和辨别趋势和模式，3）然后编排和描述元数据，4）与同事合作，以确认和5）最终发布基本获得的洞察力和知识嵌入为动态可视化“Vislet”在博客或维基中使用相关元数据。作者可以引导读者在两个方向的背景和发现，而在同一时间遵循分析师的逻辑推理方式。我们正在远离作者和读者之间的明确区分，这种区分影响着知识的创造过程，也影响着支持编辑工作的传统模式。价值不再仅仅取决于内容，还取决于访问这些信息的能力。受众越来越多地聚集在网络技术周围，这种分销渠道比以往任何时候都更能控制信息价值链。
Official statistics such as demographics, environment, health, social-economy and education from national and subnational sources are a rich and important source of information for many important aspects of life and should be considered to be more used and acknowledged in education. Educators and their students would be able to get informed and at the same time participate in increasing the knowledge on how life is lived and can be improved. A lot of this statistics information can be reached on the Internet. This is producing what is often called information overload and causing people to be increasingly faced with the problems of filtering and interpreting enormous quantities of information. We know that official statistics are used as a more or less important background for decisions especially in public planning and policy making. However, in education, official statistics are much less recognized and used than they ought to be and among the informed public they are even less used. Web-enabled GeoAnalytics is a technique that can help illustrating complex statistical data which for the eye are hard to uncover or even are not possible to perceive or interpret. In this paper, we introduce novel “storytelling” means for the author (educator) to 1) select any spatiotemporal and multidimensional national or sub-national statistical data, 2) explore and discern trends and patterns, 3) then orchestrate and describe metadata, 4) collaborate with colleagues to confirm and 5) finally publish essential gained insight and knowledge embedded as dynamic visualization “Vislet” in blogs or wikis with associate metadata. The author can guide the reader in the directions of both context and discovery while at the same time follow the analyst’s way of logical reasoning. We are moving away from a clear distinction between authors and readers affecting the process through which knowledge is created and the traditional models which support editorial work. Value no longer relies solely on the content but also on the ability to access this information. Audiences are increasingly gathered around Web enabled technologies and this distribution channel is, more than ever, in control of the information value chain.