For my first data visualisation I chose to log my course-related reading. Initially, I thought I would mainly log my reading of the course literature but it soon turned out that I would end up with quite a few different reading categories. I assumed it would be fairly straight-forward but once I started, I questioned how much detail to include or whether to consider other factors as well. Is it important to record exactly how long I’m reading? And should I log which article I’m reading or is it enough to state that I’m reading some of the course readings?
The time factor, in particular, kept playing on my mind and I was conscious that readers may judge me based on the amount of time I spent on each “task” or overall. What would a learning analytics system think of my efforts? It would probably agree with my findings in that my reading is very fragmented. However, while I attribute this to the exceptional circumstances in which I’m trying to combine work, study, childcare and homeschooling, an automated system would most likely not take these factors into account. Recording time spent on certain resources is easy to do, but as Bulger (2016, p.16) states ‘time itself is not a significant indication of engagement, but rather how that time is spent.’
Regarding the data visualisation itself, it was tempting to make use of traditional tools such as charts or graphs but I wanted to challenge myself and represent data in a different way. I hope my visualisation has achieved this. It was interesting experimenting with shapes and colour and I’m hoping that I can develop my visualisations in terms of creativity over the next few weeks.
References Bulger, M. (2016) Personalized Learning: The Conversations We’re Not Having. Data & Society working paper. Available at: https://datasociety.net/pubs/ecl/PersonalizedLearning_primer_2016.pdf