Designing Instructional Science Visualizations in the Trenches: Where Research Meets Production Reality
Designing Instructional Science Visualizations in the Trenches: Where Research Meets Production Reality
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在战壕中设计教学科学可视化：研究与生产现实的结合
DOI：
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发表时间：
2017
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通讯作者：
G. McGill
中科院分区：
文献类型：
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作者：
G. McGill
只有考虑到“真实世界”项目的压力，并整合客户与设计师之间变幻莫测的交流，基于研究的动态可视化设计方法才能在实践中成功实施。我们必须考虑到复杂的权力动态，以及委托或控制教学媒体创建者与教学媒体制作者之间的关系和对话所固有的许多变量。从研究者的角度来看，在人类感知、认知心理学和教育研究方面的研究有无数的机会可以启发和改进动态可视化的设计。然而，尽管有这些机会，设计师并不总是知道或并不总是能够利用感知和认知心理学的相关方面(即人类视觉系统如何工作及其与思维/学习过程的关系)作为其努力的一部分，以满足客户的设计偏好和规定的学习目标。在这一章中，我介绍了理想化的和更现实的设计师-客户关系模型，以考虑影响学习目标驱动设计的主要变量。我通过使用从生命科学最近的生产项目中提取的例子，在与客户和设计师相关的干扰的背景下讨论这些变量。超越设计师和客户之间的分歧的变量也被提及。最后，本文提出了在有效的教学可视化设计的背景下整合这些知识的具体策略。
Research-based design methods for dynamic visualizations can be successfully implemented in practice only if they take into consideration the pressures of ‘real world’ projects and integrate the vagaries of client-designer communications. One must take into account both the complicated power dynamics and numerous variables inherent to the relationship and dialogue between those who commission or control the creation of instructional media and those who produce it. From a researcher’s standpoint, there are myriad opportunities with which studies in human perception, cognitive psychology and educational research can inform and improve the design of dynamic visualizations. Despite these opportunities, however, designers do not always know or are not always able to leverage relevant aspects of perceptual and cognitive psychology (i.e., how the human visual system works and its relationship to thinking/learning processes) as part of their efforts to satisfy a client’s design preferences and meet stated learning objectives. In this chapter, I introduce both idealized and more realistic models for the designer-client relationship to consider the major variables that interfere with learning objective-driven design. I discuss these variables in the context of both the client- and designer-related disruptions through the use of examples drawn from recent production projects in the life sciences. Variables that transcend the designer-client divide are also addressed. In conclusion, specific strategies for integrating this knowledge within the context of effective instructional visualization design are presented.