Discipline Of Data Visualisation

/in /by

As large data-sets become more important to both consumer and business publishing, many businesses are experimenting with new ways to visualise data and help it to tell a story. And publishers that get it right – like the New York Times (see above image), Guardian or Wired – win awards, social media kudos and new readers.

But what exactly is involved in the new discipline of data visualisation and what skills do publishers have to nurture, whatever the size of their team?  Andy Kirk, of Visualising data, believes that data visualisation is a mixture of art and science, creativity, analysis and project management. He sees 8 “hats” in the data visualisation process, which can either be worn by different members of a team, or can be deliberate mindsets adopted by a solo professional.  Understanding how each contributes to the finished product is perhaps the key to creating great data visualisation designs…

Think about the role you played in creating a presentation or working on a project using data visualizations. Choose two of the 8 hats and explain your roles (in relation to these hats) in creating the presentation or finishing the project.

MODULE 8 Qualitative Research Design

/in /by
  • INSTRUCTIONS

     

    Discussion Topic 1: Qualitative Research Design

    What goals drive a qualitative research design?

    Describe the role of the researcher in qualitative design.

    Further describe the challenges of qualitative research design.

    · Your initial post (approximately 200-250 words) should address each question in the discussion directions

Discuss how school integration will be addressed with supporting details from one case law ruling related to school desegregation.

/in /by

Assignment 4: Educational Law Project Presentation
Due Week 10 and worth 240 points

In your assignments, journal activity, and discussion, you have researched and analyzed case law related to school desegregation; church-state interaction; education of students with disabilities and English Language Learners (ELL) students; teacher rights; school and district responsibilities; and funding. You are now tasked with presenting information for a model school district or school system that includes an overview and summary statements relevant to case law to present to the state department of education. Create a presentation using Prezi or similar software in order to present your research. The information within your presentation will assist the state department of education in developing a district-wide professional development plan geared toward improving the overall test scores of the schools within the district. Note:  A video to help students record narration for the PowerPoint presentation is available in the course shell.

Prepare a ten (10) slide presentation in which you:

  1. Present your findings using Prezi, PowerPoint, or a presentation software of your choice. (Note: Notify the professor on Week 7 concerning the software you choose to use for the presentation).
  2. Include a title slide and references section. (These two (2) slides are not part of the ten (10) slide minimum requirement).
  3. Develop a creative, appealing presentation using your chosen tool for a professional audience, using two to three (2-3) colors, two to three (2-3) fonts, and two to three (2-3) other visuals or graphics.
  4. Provide coherent, clear, organized, and substantive content that can be easily understood by the audience.
  5. Provide detailed narration (speaker) notes with the presentation.
  6. Provide an overview of the model school district or school system. The overview should include, at a minimum, background on your school with defining demographics of the district (characteristics of the population, grade level(s), and faculty background information).
  7. Discuss how school integration will be addressed with supporting details from one case law ruling related to school desegregation.
  8. Provide a summary of how appropriate church-state interaction will be addressed with supporting details from one case law ruling related to church-state interaction.
  9. Summarize regulations related to attendance and discipline. Explain guidelines of necessity for each and how each will be addressed for plausible challenges or problems that might arise. Support your attendance and discipline policies with case law examples.
  10. Describe how instruction will be provided for all students, including provisions to accommodate students with disabilities and English Language Learners (ELL) students. Use determinations from case examples to support instructional decisions.
  11. Briefly explain the faculty and administration selection process related to certification, trainings, contracts, faculty responsibilities, and tenure. Support your faculty related policies with case law examples.
  12. Provide an overview of the responsibilities of a school board and how school board members will be selected. Support school board policies with case law examples.
  13. Describe how funding will be provided and allocated for your model school system. Support your funding and allocation guidelines with case law examples.
  14. Provide a brief description to provide an overview of how students will be assessed annually to measure academic progress and how the school system will be reviewed and assessed annually.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

Student Note: In your capstone class, EDU 599, you need to create a portfolio of artifacts from your previous courses.  This presentation would be an effective representation of what you have learned regarding education and the law.

The specific course learning outcomes associated with this assignment are:

  • Evaluate the legal framework of the organization of public and private education.
  • Explore the principles of case law and legislation related to individual rights of teachers and students and school responsibilities.
  • Critique the potential legal liabilities for schools, education personnel, and school districts.
  • Interpret the guidelines of effective allocation and use of financial resources to ensure equal educational opportunity and access.
  • Use technology and information resources to research issues about education and the law.
  • Write clearly and concisely about education and the law using correct grammar and mechani

Week 5 Discussion The No-Zero Grading Policy Debate

/in /by

For this discussion, we engage in a debate that is a hot topic in our schools: the no-zero grading policy. Consider this scenario:

Week 5 Discussion The No-Zero Grading Policy Debate

[WLO:1] [CLOs: 2-6]

For this discussion, we engage in a debate that is a hot topic in our schools: the no-zero grading policy. Consider this scenario:

Steve submitted an assignment to you that was over a week late. He apologized for the late submission and told you that he had been dealing with some family issues that prevented him from getting his assignment submitted on time. Do you accept the assignment or still give him a zero for submitting it late?

Debate Grouping (by first letter of last name)

For this discussion, your assigned debate group is as follows:

· A-L: Proponents of no-zero grading policy: Accept Steve’s work and grade it.

· M-Z: Opponents of no-zero grading policy: Do not accept Steve’s work and give him a zero.

Prepare

Prior to beginning work on this assignment,

· Read Chapter 11: Grading and Reporting to Students and Parents.

· Explore the following web page: What Is a Growth Mindset? (Links to an external site.)

· Find an article that supports your assigned position from the Ashford University Library or a reputable and credible website. This a tip sheet Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) provides guidance for locating an appropriate source.

Reflect

Consider if you have been given a zero before for a missing or late assignment or if you have given a zero to a student.

Write

Clearly state what your assigned position is for this debate.

Due Thursday, Day 3

Based on your assigned position, formulate a defense statement supported by the course text as well as the article you located that includes the following:

· Discuss the theory behind the no-zero grading policy and its purpose.

· Provide at least three reasons for your position, based on your research. You also want to provide solid examples to support each reason.

· Properly cite and reference your sources within your response using APA formatting (Links to an external site.).

Due by Saturday, Day 5

Respond to at least one of your peers who has been assigned a different position from you and has not received a response, and offer a rebuttal. Be sure to provide evidence from the readings or articles to support your opposition. Properly cite and reference your sources within your response using APA formatting (Links to an external site.).

Due by Monday, Day 7

Respond to your original post and provide the following:

· Your own opinion of the no-zero grading policy based on the evidence from the research and the responses of your classmates. How would you personally handle Steve’s situation? Did your thinking change after reading your classmates’ viewpoints? Why or why not?

· Using the What Is a Growth Mindset? (Links to an external site.) web page as a point of reference, how might a no-zero grading policy help to promote a growth mindset for learners. Explain, and if applicable, share your own experiences as well.

Respond to Peers (Due Monday, Day 7): Post replies to at least two peers by the close date of this discussion. Refer to your peers’ responses to their original post, and consider their viewpoints on the no-zero grading policy, extra credit, and acceptance of late assignments. Provide additional insights to their opinions.

Though two replies are the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

Weekly Lesson

Week 5

Welcome to Week 5 of EDU645: Assessment for Learning.

Please be sure to review the Week Five homepage for this course to see:

· the specific learning outcomes for the week

· the schedule overview

· the required and recommended resources

· the introduction to the week

· a listing of the assessments

Next, be sure to read this entire Weekly Lesson including any videos or articles shared.

 

Introduction

In Week 4, you uncovered the importance and significance of educators using data in their instructional practice. You also had an opportunity to reflect on topics that were still a bit unclear to you where the discussions among your classmates and instructor hopefully provided greater clarity.

For your discussion this week, you will engage in a debate about the No-Zero Grading Policy; a highly controversial topic in education.  This week is a light load as you begin compiling your assignments from Weeks 1 through 4 and reviewing your instructor feedback as you begin drafting your final assignment for Week 6.

 

Week 5 Learning Activities

This section includes additional specific assistance for excelling in the assessments (learning activities) for Week 5 as a supplement to the instructions and grading rubrics. If you have questions about what is expected on any assessment for Week 5, or any other week, contact your instructor before the due date.

End of Course Survey

Your instructor needs YOU! We can only improve if we hear from you. Please complete the end of course survey this week. Watch the short video listed under the week five tab in the course room that tells the importance of completing this survey. Your feedback is taken very seriously and directly impacts the overall quality of the curriculum and instruction you receive in your program of study.

Discussion 1: The No-Zero Grading Policy

For this discussion, you will engage in a debate that is highly controversial in education: The No-Zero Grading Policy. A scenario is provided where you will then be assigned a debate group based on the first letter of your last name. You will again put on your research hat and search for a peer-reviewed article in the Ashford University Library to support your assigned position for the debate with three specific reasons.

Because this discussion is in the form of a debate, there are three distinct times during the week that you must make responses to keep the debate alive. On Thursday, you will submit your initial response based on the assigned position for the debate. Then by Saturday, you will need to find at least one peer who had a different position than you and offer a rebuttal that is supported by the readings or articles. Then on Monday, you will circle back to your original post and share your own opinion of The No-Zero Grading Policy (regardless if your assigned position was your personal view).  Consider your own personal experiences that may have influenced your opinions on this policy. It is so important that you adhere to these due dates so that the debate can stay engaging.

Be sure to also respond to at least two of your classmates.  Consider jumping in on a debate conversation among your peers and share your own personal views on the no-zero-grading policy, extra credit and acceptance of late assignments.

 

Week 5 Lesson

The Artful Critique

As an educator, you will constantly be on the giving end of criticism and while we can’t control how the one receiving it will react, we can ensure that it is presented as an “artful critique” which requires a bit of heart. According to Goleman, “an artful critique focuses on what a person has done and can do rather than reading a mark of character into a job poorly done” (1994, p.153).   Have you ever been in a situation where a teacher, colleague or boss offered you feedback on your performance in a way that was degrading and unmotivating?  An artful critique does not instill fear or humiliation in those who are receiving it and we must remember that the purpose of giving constructive feedback is to only improve performance. One of the most difficult things when grading learner work is finding that balance between positive and constructive feedback when the work submitted by the learner does not show proficiency.

Harry Levinson (as cited in Goleman, 1994), a psychologist and corporate consultant, provides us some guidelines on the art of the critique.

· The first piece of advice is to be specific. In any situation that you are giving feedback, be sure to tell the one receiving it exactly what they are doing well, what they are doing poorly and ways to make improvements. It is important as educators that you are transparent in what needs to be changed because without specifics, how do our learners improve?

· Then, offer a solution. Provide suggestions on how to make improvements because often you might share some ideas that were never thought of before. This also means guiding and not just telling; for example, model for your learners how they can improve.

· Third, when giving the feedback, be present. Most like receiving feedback in a personal and private manner and this also gives the one receiving the feedback opportunities to ask clarifying questions. No one ever likes to receive constructive criticism in public, so be mindful of when and where you are giving it.

· Finally, be sensitive. Recognize how you are giving the feedback and how it might impact the one receiving it. Be empathetic so that the criticism supports improvement and not resentment.

So, no matter if you choose to become a school teacher, college professor, military trainer, or corporate trainer, the way you provide feedback to your learners is crucial for their success.  It could mean the difference between helping them to develop a growth mindset where one views intelligence as something that grows over time versus a fixed mindset where one views intelligence as fixed; it cannot change. Watch the video on Growth vs. Fixed Mindset to see its potential implications on your learners.

Spencer, J. (2017, March 26). Growth mindset vs. fixed mindset (Links to an external site.) . [Video file]. Retrieved from https://www.youtube.com/watch?v=M1CHPnZfFmU

 

References

Goleman, D. (1994). Emotional intelligence. New York, NY: Bantam Books.

Spencer, J. (2017, March 26). Growth mindset vs. fixed mindset (Links to an external site.) . [Video file]. Retrieved from https://www.youtube.com/watch?v=M1CHPnZfFmU

 

Tips for Success

Submitting your papers to Turnitin is something you should utilize for every assignment to avoid unintentional plagiarism.  Here is a great module from the Ashford’s Writing Center on plagiarism (Links to an external site.) that will help you learn how to avoid it.

 

Required Resources

Text

Lefrançois, G. R. (2013). Of learning and assessment . Retrieved from https://content.ashford.edu/

· Chapter 11: Grading and Reporting to Students and Parents

Web Page

Teaching Channel. (n.d.). What is a growth mindset? (Links to an external site.) Retrieved from https://www.teachingchannel.org/growth-mindset

· This web page provides information about a growth mindset and will assist you in The No-Zero Grading Policy Debate discussion. Accessibility Statement does not exist. Privacy Policy

Debate Grouping (by first letter of last name)

For this discussion, your assigned debate group is as follows:

  • A-L:      Proponents of no-zero grading policy: Accept Steve’s work and grade it.
  • M-Z:      Opponents of no-zero grading policy: Do not accept Steve’s work and give      him a zero.

Prepare

Prior to beginning work on this assignment,

  • Read      Chapter 11: Grading and Reporting to Students and Parents.
  • Explore      the following web page: What Is a Growth Mindset? (Links to an external      site.)
  • Find      an article that supports your assigned position from the Ashford      University Library or a reputable and credible website. This a tip sheet Scholarly, Peer-Reviewed, and      Other Credible Sources (Links to an external site.)      provides guidance for locating an appropriate source.

Reflect

Consider if you have been given a zero before for a missing or late assignment or if you have given a zero to a student.

Write

Clearly state what your assigned position is for this debate.

Due Thursday, Day 3

Based on your assigned position, formulate a defense statement supported by the course text as well as the article you located that includes the following:

  • Discuss      the theory behind the no-zero grading policy and its purpose.
  • Provide      at least three reasons for your position, based on your research. You also      want to provide solid examples to support each reason.
  • Properly      cite and reference your sources within your response using APA formatting (Links to an external site.).

Due by Saturday, Day 5

Respond to at least one of your peers who has been assigned a different position from you and has not received a response, and offer a rebuttal. Be sure to provide evidence from the readings or articles to support your opposition. Properly cite and reference your sources within your response using APA formatting (Links to an external site.).

Due by Monday, Day 7

Respond to your original post and provide the following:

  • Your      own opinion of the no-zero grading policy based on the evidence from the      research and the responses of your classmates. How would you personally      handle Steve’s situation? Did your thinking change after reading your      classmates’ viewpoints? Why or why not?
  • Using      the What Is a Growth Mindset? (Links      to an external site.) web page as a point of reference, how      might a no-zero grading policy help to promote a growth mindset for      learners. Explain, and if applicable, share your own experiences as well.

Respond to Peers (Due Monday, Day 7): Post replies to at least two peers by the close date of this discussion. Refer to your peers’ responses to their original post, and consider their viewpoints on the no-zero grading policy, extra credit, and acceptance of late assignments. Provide additional insights to their opinions.

Though two replies are the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.