Learn how to collect, process, collaboratively visualize, and reflect on your physical movement data
Project led by Ben Rydal Shapiro, Amanda Meng, Edwin Zhao, Charlotte Lou, Cody O’Donnell & Bianca Dankwa
Supported by the National Science Foundation, the Kendeda Living Building Challenge at the Georgia Institute of Technology & Vanderbilt University
Re-Shape is a flexible learning environment that allows teachers to integrate principles of data science and data ethics into their curricula to promote student engagement and to facilitate thinking with data. Learners are introduced to different activities and free, open-source technologies that allow them to collect their physical movement data, process their data, collaboratively visualize their data with novel digital mapping technologies, and reflect on their data from a variety of disciplinary perspectives. Included below are two examples of Re-Shape being used in university social studies and computer science classrooms and instructional videos that describe how to conduct activities and download necessary tools for each of these four steps. Also included are additional links to people and educational technologies that inspire and extend this work.
Example 1: Social Studies
23 undergraduate and graduate pre-service social studies teachers and students use Re-Shape in Nashville, TN to study the geography of their university bubble in ways that support social studies instruction.
Example 2: Computer Science
40 computer science students use Re-Shape in Atlanta, GA to study how data is used in technologies and services they make in ways that support integrating data ethics into computer science classrooms.
Follow these 4 steps:
The 4 instructional videos and links below illustrate each of the 4 steps in Re-Shape. In step 1 students collect their personal movement data through an award winning mobile application called ViewRanger. In step 2 students learn how to process and format their data through a powerful online platform called GPS Visualizer. In step 3 students use a new, dynamic visualization tool we have developed called the Interaction Geography Slicer (IGS) to collaboratively visualize their data. Finally, in step 4 students reflect on their experiences from different disciplinary perspectives through assignments or class discussion.
(1) PERSONAL DATA COLLECTION
(2) DATA PROCESSING
Tools: GPS Visualizer
(3) DATA VISUALIZATION
Tools: Interaction Geography Slicer
Interested in Learning More?
Below is a list of links to some of the people and technologies that inspire and extend this work
Michelle Wilkerson, Tamara Shreiner, Tapan Parikh, Jason Yipp, Jennifer Kahn, Thomas Phillip, Carl DiSalvo, Betsy DiSalvo, Ellen Zegura, Austin Toombs, Laurie Rubel, Joshua Danish, Noel Enyedy, Kalani Craig, Katie Taylor, Victor Lee, Joe Polman, Andrew Hostetler, Rogers Hall, David Owens, Casey Fiesler, June Ahn, Marcelo Worseley, Jasmine Ma, Deborah Silvis, Molly Kelton, Jessica Roberts, Mike Skirpan, Colin Gray, Till Nagel
Shapiro, B.R. (2017). Using Space Time Visualization in Learning Environment Design. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA '17). ACM, Denver, CO, USA.
This work is supported by the National Science Foundation, the Kendeda Living Building Challenge at the Georgia Institute of Technology and Vanderbilt University. It is part of a larger effort to advance a new genre of Learning on the Move.