Towards the Design of a Community-Engaged Data Visualization Course

Educational action research bridges the gap between theory and practice; where the learning design is the proposed hypothesis and the classroom is where it is field-tested by the teacher as researcher (McKernan, 2007; Stenhouse, 1975). Through this lens we see inquiry as a deepened understanding of...

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Bibliographic Details
Published in:The Canadian journal of action research 2020-04, Vol.20 (2), p.3
Main Author: Bratt, Sharon
Format: Article
Language:English
Subjects:
Action Research
Course Evaluation
Curriculum Development
Data
Foreign Countries
Higher Education
Reflection
Service Learning
Theory Practice Relationship
Visual Aids
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Summary:Educational action research bridges the gap between theory and practice; where the learning design is the proposed hypothesis and the classroom is where it is field-tested by the teacher as researcher (McKernan, 2007; Stenhouse, 1975). Through this lens we see inquiry as a deepened understanding of one's own practice. The purpose of this study was to critically evaluate the design of an introduction to data visualization course with community-engaged learning as its core pedagogy. Results show that many of the core elements of community-engaged learning were achieved at the exemplary level, based on the assessment matrix developed by Dahan and Seligsohn (2003). Several recommendations emerged, both situational and generalizable, which could enhance the redesign and improve the experience for practitioners who use community-engaged learning as a core pedagogy.
ISSN:1925-7147
1925-7147