Map-Based Data Visualization Instructional Design Project

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Instructional Design Project: Map-based data visualization

Part 1. Topic
Goal statement:
Students will learn how to create effective (geographic) map driven news stories so as
to support capstone project execution.
Audience description:
The audience for this instruction is undergraduates at Lafayette College enrolled in a
traditionally taught Film and Media studies course entitled Visualizing Information.
Part 2. Analysis Report
Need assessment survey:
With our needs assessment survey we were not only seeking to assess learner needs,
attitudes and past experiences, but also trying to build enthusiasm and allay potential
fears regarding the topic of data visualization.
Based on first-hand experience with the students relative to the adoption of other
technology in the course and discussion with the instructor, it was evident prior to
deploying the survey, that this would be a subject matter that few of the learners had
any experience with.
The questionnaire was intentionally
designed in Typeform as this was a tool
the learners had previously utilized in the
course and we were seeking to reinforce.
Typeform was also chosen because of its
clean design and ability to easily
accommodate visuals. We wanted to
include visual examples to help explain
the concepts we were asking about and
to generate some cool factor.
Figure 1: Sample learner survey question
The questionnaire mainly focuses on assessing prior knowledge/experience with data

visualization and related tools, but also included questions designed to assess attitudes
towards the topic. Furthermore, we probed for specific data visualization capabilities
that students would like to acquire by asking them to provide the link of a news story
visualization that they would like to be able to create
A complete set of screenshots from the learner survey can be found in the appendix.
The actual survey can also be accessed via http://tinyurl.com/p27vhvh
Note: The needs assessment questionnaire addressed the broader topic of data
visualization. This ID project was subsequently focused on map driven news stories.

Part 2. Analysis Report (contd)
Needs assessment data:
Out of 21 enrolled students, we received 15 responses to our survey. The following
summarizes the key findings and implications regarding learners needs based on the
survey results.
Key Findings:
Relative to self-assessed competency with Excel or Google Spreadsheets
(common programs leveraged in data analysis and map creation), there is
significant experience. No one was completely new to such programs.
Level of Spreadsheeting Experience

Never Touched
Novice
Proficient
Power User
0%
10%
20%
30%
40%
50%
60%
Majority of learners have experience creating the most basic data visualizations -bar/column charts and pie/doughnut charts.
Experience creating bar/

column charts?
Experience creating pie

charts?
No
No
27%
Yes
73%
Yes
0%
20%
40%
60%
80%
100%
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There is significantly less experience amongst the learners in leveraging map

creation programs.
o Only of learners have used Google Maps (arguably the most common
map creation program). These learners all source from the proficient
and power user group relative to spreadsheeting.
Have used Google Maps for map creation
No
Yes
0%
20%
40%
60%
80%
o And no learner had any experience with data visualization packages

typically leveraged to create heat maps (e.g., Tableau or Google Fusion)
Similarly, there is little learner experience with infographic creation or less

common data visualizations.
o 13% had any experience with the leading custom infographics creation
programs such as Piktochart.
o Experience creating less common data visualizations: scatter plots (40%),
pictorial charts (7%) and tree maps (0%).
Relative to data acquisition (downloading data sets) and manipulation (creating

pivot tables -- a common mechanism for working with larger data sets), learner
experience is minimal (13% and 0%, respectively)
Implications:
Relative to more complex data visualizations, this is a start from scratch

instructional scenario. We can rely on basic learner competency navigating
spreadsheets and some degree of familiarity with Google Maps.
Ability to create a realistic and effective instructional design plan that covers
both map and infographic driven new stories in 2-3 days of class time is
unrealistic. As such, this ID plan will focus on map driven news stories.
If group work is leveraged in instruction, it may make sense to purposefully

distribute more experienced spreadsheeters across the groups.
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Appropriate software tutorials will need to be identified (or created) and made
available to learners
Description of the learners

This section provides insight into learner characteristics and associated needs based on
analysis of the needs assessment survey as well as conversations with the instructor and
first-hand observations and discussions with the learners in the actual classroom setting.
(I have been on-site once a week).
Summary of key findings
From the survey (attitudes):
Learners believe data visualization is vital to being a modern journalist
Importance of Data Visualization

Not Important
Somewhat
Important
Crucial
0%
10% 20% 30% 40% 50% 60% 70% 80%
In classifying learner provided links relative to what they would like to be able to
learn how to create, infographics are at the top of the list and not maps.
Classification of Learner Links

Charting/dashboarding
Maps
Infographics
0%
10%
20%
30%
40%
50%
60%
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From the survey:
The learners consists of undergraduates ranging in age from 18 to 34
The learners represent a range of years in school: 13% first year, 40% second
year, 27% third year and 20% fourth year or higher
The average learner has taken 2.5 Film and Media courses at Lafayette (including
current courses) with the range being between 1 and 9
From the instructor/observation:
Film and media studies program at Lafayette is more conceptual than technical
Degree of technology integration at college in general is relatively low
Students are generally used to being told what to do, rather than having to figure
it out or teach themselves
That said, ability and openness of students to engage with new technology thus
far in course has been high
Formula of exposing student to examples and then having them go off on their
own and create artifacts (leveraging identified tutorials) has been successful
Instructor believes as tasks/technology complexity increases, greater use of

group work is needed
Overall attitude of the students towards intensive use of technology and high
rate of novelty (i.e., new programs/apps introduced virtually every week) is
positive, but there was a challenging initial adjustment period.
Data visualization unit will fall at end of class and follows what is anticipated to
be the most popular course module regarding video story telling
Description of the Learning Context

The following provides an overview of the learning context based on conversations and
observations:
General
Class is currently in progress and at midway point of 15 week term
Class is held three days a week (M, W, F) from 2:10 to 3:00pm
Class attendance is typically high, but there are a fair amount of athletes in
program who have excused absences
Completion rate on assigned homework activities is generally high
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Physical setting
Course is held in what is referred to as one of the smart classrooms

o 6 circular tables, each consisting of 5 individual networked terminals with
access to internet/network resources. Large screen TVs at each table.
o An instructor area at front of room with capability to broadcast to large
screen TVs from networked or connected devices
o Capability exists to project an individual learner terminal to large screens
o Available bandwidth (and consequent speed of internet access) fluctuates
in room based on surrounding area usage. No remedy to this.
o No cell phone service in classroom
Instructional technology support
Problem based IT support is typically readily available. IT support room for

college located just down the hall from classroom.
No instructional guidebook to maximize technology resources in the smart

classroom setting appears to exist.
Somewhat sensitive dynamic in that majority of instructional technology for class

is being implemented/overseen by individual outside of college IT staff (me).
o All IT needs have to be funneled through instructor rather than direct
contact by Instructional Designer
Instructor
Freelance journalist who is also employed in the Colleges communication

department
First time teaching this course, but has taught other departmental courses
Well liked and historically very well reviewed by students
Weaker tech know-how and higher dependence upon Instructional Designer to

take lead on technology selection, instructional guidance and support
Very open minded to use of technology and highly adaptive once exposed
Subject Matter Expertise
Though perhaps not ideal, in this scenario the instructional designer and the lead
subject matter expert are by necessity one in the same (me)
o I have close to two decades in the marketing analytics industry
The instructor (who is also a working journalist) is somewhat of a subject matter

expert in the general topic of data visualization but not the technical execution
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My plan is to also leverage a former professional colleague who has been

involved in both training employees on data visualization techniques as well as
hosting client training sessions on related topics
Instructional approach
Flipped classroom setting with little traditional lecturing. Frequent guest

speakers (in-person or via Skype)
One day a week typically dedicated to discussion topics
One day a week typically dedicated to artifact creation/discussion and related

best practices
Largely constructivist environment

o Emphasis on journalistic artifact creation tied to topic of learners choice
o Learner centered, project based learning
Some connectivist influences

o Community of learning that extends beyond course or even college (e.g.,
Skyping with professional contacts)
o Students encouraged to create their own network of resources via
Pearltrees social bookmarking service
o High use of web 2.0 technologies (essentially one new tech per week)
o Tutorial resources drawn from the internet community
o Instructor leading by example (practicing professional journalism,
instructor execution of assigned artifacts)
Information technology overview
Core LMS is a beta product called Chalkup (www.chalkupedu.com) that was

developed by Lafayette college alumni
o Normal beta type glitches
o Does not support nested discussion
o Has been supplemented by use of private Google+ community. Links to
complete assignments are typically posted here.
Links and resources (as well as student artifacts) are shared via Pearltrees
o Students are part of class Pearltree team and contribute resources
All students have their own Wordpress blog which they contribute to weekly
New topics and means of visualizing information (and new associated

technologies) are introduced weekly
In general, there is a an attempt to reintroduce learned technologies in different

learning context to further cement retention
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o Typeform was utilized in the class wide crowdsourcing effort, individual
blogging exercises and now to survey learners
o Flipboard was used to curate topic specific magazines and then used as an
input for individual word cloud visualization efforts
o Pearltrees is used to curate resources but was also used as a means to
tell a non-linear news story through the use of links
Last 2 weeks of semester (exam time) will be dedicated to the completion of a

capstone small group project. See next section regarding performance context.
Transfer Context
There are two relevant transfer environments relative to this class.
The first and most pressing transfer environment is a small group capstone
project where all means of visualizing information that have been studied will be
incorporated (e.g., blogging, content curation, podcasting, video, hypermedia
mash-ups and data visualization).
o As of the initial drafting of this ID document, the capstone project was
envisioned to focus on the results of a recent local election. As heat
maps are often a key element in election reporting, there was initially a
critical need to teach heat maps.
o As of later drafting of this document, the capstone project focus shifted
away from the election theme. Any type of map-based visualization can
now be leveraged in the capstone project. This creates the need to
provide equal coverage of geographic and heat maps as well as story map
type applications.
o This was further argument for spinning off infographics into a separate
module and focusing this module (& ID project) on map driven stories.
o The transfer setting differs from the instructional setting in that this is a
small group (4-5 people) project as opposed to an individual undertaking
with different team members dedicated to specific executional
elements/topics (e.g., not everyone creates data visualizations)
The second one is the ability of the students to continue to be a part of the
journalistic conversation beyond this course setting. The instructional
technologies leveraged and skills learned in this course should enable this.
Conscious choices have been made to leverage technologies that will be available
to students (free of charge) outside of the college setting. One exception is that
class blogs would need to be eventually transferred outside of the college blog
hosting environment.
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Content analysis
A flow chart of the revised learning goals and objectives is shown below (& via this link):
Part 3. Planning
Rationale
Why this topic? What need does it meet?
In todays world, journalists need to be equally adept at writing, multimedia and data
visualization. As where is one of the five Ws of journalism, the need to be able to
communicate effectively via maps is one of the most common data visualization needs.
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I also chose this topic because of all of the modules in the multimedia journalism course
that I have been helping out with this semester, data visualization and mapping is the one
area where I have the most first-hand experience, having worked in the data analytics
field for over 15 years. Finally, data visualization is a subject matter that I believe many
people judge to be significantly less creative than other areas of journalism. I wanted to
help dispel that notion.
Supplantive or generative strategies:
The general path of instruction for the course for which this module is being designed:
Discuss real-life examples (and non-examples) of particular form of journalism
Analyze what constitutes effective practices
Learn from real-life practitioner (as available via Skype)
Provide overview of artifact learners need to create
Review instructor created artifacts
Direct learners to appropriate resources (tools and aids)
Learners self-teach themselves software tools
Learners create artifacts
Artifacts are discussed and critiqued in class setting
Given this, the general instructional approach for the course would definitely be
classified as almost 100% learner driven (generative) rather than instructor driven
(supplantive). There is little information or knowledge that is fed directly to the
learners by the instructor in this course.
The starting point was to design this module to be consistent with others in this course.
However, based on initial discussions with the instructor, review of the learner survey
data and first-hand observation of the learners, there were some key distinctions
between the data visualization module and other modules in the course (e.g., blogging,
tweeting, podcasts, photo stories, etc.):
Higher learner novice quotient
Lesser first-hand instructor familiarity with topic
Greater concern over ability for learners to self-teach software

o Especially after seeing Google Fusion
Some perceived subject matter reticence
Concern over learner ability to create heat maps on their chosen topic
Follows likely favorite and most creative module (video stories)
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So a key decision needed to be made as to whether to alter the general instructional
approach for this module (more supplantive) or alter the initial instructional design plan.
We opted for the latter alter the instructional design. The following changes were
made to the initial plan so as to accommodate the considerations listed above:
Mapping made a distinct module, rather than combining with infographics
Substitution of more user friendly software (as will be discussed, the alteration of
the capstone project also enabled this)
Agreement to incorporate pairs and in-class activities to offset potential

concerns regarding complexity of heat map creation
Addition of Google Maps and story map activity
Shifting of core artifact assignment from heat map to a story map (more
universal, ties into photo/video stories created in previous modules)
Addition of high engagement intro activity to help spark interest in module
Several of these points will be further elaborated upon in subsequent sections of this
document.
Pedagogical approach:
The underlying pedagogy of this course and this module would be best described as
modified connectivism.
Key connectivist elements:
Intensive technology usage
Instructor positioned as peer and fellow participant
Reliance upon open resources and free web 2.0 technologies
Learning from multiple voices

o Skype guests
o Tutorials sourced from variety of different authors
Authentic artifact creation

o Student blogs are publicly published, not behind school walls
High degree of user freedom

o Subject matter
Choice of journalistic topic
o Technologies
Lead technologies are recommended (for which tutorial
resources are identified), but learners can use others
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Key modifications or constraints to ensure positive learner experience:
Access to college IT support (not exclusively dependent upon the network)
Use of small group and pairs activities (to offset cognitive load)
Identification of lead technologies and associated tutorials (learners are not

forced to identify these themselves)
Learners contribute to knowledge base (e.g., identifying and analyzing examples),

but are not solely responsible for building out course resources
o Instructor does take lead in this area
Learning Objectives
A simple way to think about and structure objectives and sub-objectives is from a what
do learners need to know/be able to do before they can succeed approach. As such,
sub-objectives are shown below in reverse, building up to the terminal objective.
There are two paths of instruction related to the two different types of maps being
studied. These ultimately merge in the terminal objective of being able to tell effective
map driven news stories. Also note that the locational map objective path does not
included all sub-objectives given the higher learner familiarity with the topic (i.e.,
learners dont need significant instruction as to the data that feeds a location map).
Heat Map Objective Path:
1.2.7: Learn to recognize different types of heat maps
1.2.6: Identify purpose and appropriate use of heat maps & necessary data
1.2.5: Analyze heat map driven stories to understand effective use
1.2.4: Identify and obtain appropriate data to support heat map creation
1.2.3: Learn to use a heat map app, including data formatting
1.2.2: Evaluate fellow learner heat map driven stories
1.2.1: Create an effective heat map
Locational Map Objective Path:
1.1.5: Analyze location map stories to understand effective use
1.1.4: Identify and obtain data to support location map creation
1.1.3: Learn to use a location based map app
1.1.2: Create an effective location based map
1.1.1: Create an effective map driven story
Terminal objective: Students will learn how to create effective map driven
visualization to support data driven news stories and capstone project execution.
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Matrix of objectives, Bloom's taxonomy, and assessments
Key comment relative to assessments:
Out in the real world a journalist is evaluated on their output (i.e., the news stories
they create). In this course and module, the focus of evaluation is exclusively on the
quality of the final journalistic artifacts. While homework and in-class activities
contribute to a homework grade, that evaluation is participation oriented (was the
assigned work completed/valiantly attempted). There are no quizzes or tests.
Consequently, assessments are not tied to sub-objectives in this module design. This
type of gestalt evaluation is consistent with the underlying connectivist pedagogy.
To maximize the value of the matrix utilized below we have substituted a column for
key objective word (i.e., the key word in the objective that ties it to the Bloom
taxonomy) and dropped the assessment type column. In completing the matrices shown
on the following pages, the following Blooms rose was referenced.
Image credit: By K. Aainsqatsi (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/bysa/3.0) via Wikimedia Commons
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Objective
1.2.7
1.2.6
1.2.5
1.2.4
1.2.3
1.2.2
1.2.1
Key Word
Recognize
Identify
Analyze
Identify/Obtain
Use
Evaluate
Create
Blooms Taxonomy Classification

#1 Knowledge
#1 Knowledge
#4 Analyze
#3 Application
#3 Application
#6 Evaluation
#5 Synthesis
Scaffolding Strategy
Generative
Generative & Supplantive
Generative
Generative
Generative
Generative
Generative
The sole supplantive aspect relates to some instruction that will need to be provided
relative to where to source data for heat maps, accounting for population differences
and other finer details that example discussion alone might not illuminate.
Objective
1.1.5
1.1.4
1.1.3
1.1.2
1.1.1
Key Word
Analyze
Identify
Use
Create
Create
Blooms Taxonomy Classification

#4 Analyze
#1 Knowledge
#3 Application
#5 Synthesis
#5 Synthesis
Scaffolding Strategy
Generative
Generative
Generative
Generative
Generative
ARCS Table
Attention
A1: Perceptual
Arousal (key
tactics employed)
Highly visual and participatory kick-off activity

Learners will take an online dialect quiz created by the New York Times that
generates a series of colorful heat maps as output.
Relatable examples (concreteness)
Instructor identified examples have been chosen on basis of being fun,
colorful, creative and thought provoking. Learner identified examples will
also be analyzed. The dialect quiz was sourced from the learner survey.
As another example, the Google map that will be created will be driven by
class survey data regarding their childhoods.
Humor
An animated video Heat Map Hero has been created to help introduce
heat map subject and provide tutorial support. Video leverages humor to
help undercut potential learner anxiety relative to this subject.
Conflict/incongruity
The video features a highly externally confident protagonist (relative to heat
map creation) who completely lacks any necessary skills/understanding.
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A2: Inquiry
Arousal (key
tactics employed)
Participation
Kick-off activity (dialect quiz) solicits immediate participation and
engagement. Learners also participate in the identification and analysis of
relevant map driven story examples (during which they are able to project
their terminal to the big TV screens). Learners respond to a poll (about
their childhoods) to drive the content of the Google map. Learners actively
participate to create both heat maps and map stories.
Inquiry
Sample questions to help guide discussions of map driven stories have been
provided in the instructor guide. For example, relative to the kick-off
activity, one can probe for things such as: How do you think this was done?
How would this have been done differently ten years ago? Is this the most
effective way to visualize this data? And so forth.
A3: Variability
Active efforts have been made to create variability in materials, voice and
tone and activities. For example, day one has learners participate in an
online quiz (on their terminal), view a portion of an animated video (on the
big screens) and view and discuss other live broadcasted examples.
Examples leveraged in the day one plan cover everything from baseball
fandom, to best sledding spots, to dialect quizzes, to election results to
airline tragedies.
Relevance
R1: Goal
Orientation (key
tactics employed)
Present Worth
Present worth will be established by communicating how the students will
need to create map driven stories as their gradable artifact for this module.
Future Usefulness
Future usefulness will be established by identifying data visualization (and
mapping in particular) as key modern day journalistic skills. Relative to the
more immediate future, it will be also conveyed that capstone projects will
require the inclusion of a data visualization element.
R2: Motive
Matching (key
tactics employed)
The primary motivation for most of the students in this class is to get good
grades (achievement), though many have expressed the notion that is one of
the few classes that will have relevance to their future lives.
Learners selected their own topic of journalistic interest at the beginning of
the semester and which carries forth into this module as well. They also
have a choice to use the recommended applications or create artifacts with
other like tools. Learners also get to choose the examples that they analyze
and who they tag up with in their pairs assignment.
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R3: Familiarity
(key tactics
employed)
Modeling
In this module, the instructor models the desired artifact creation behavior
by showcasing examples that they have created with the identified
technology. Desire behavior is also modeled by identifying best in class
examples to share. Skyping with industry experts is often incorporated into
modules based on leveraging instructor contacts. This has not been built
into this design plan but could be accommodated.
Experience
Recognizing that map creation is something most students have less personal
experience with than say making video or photo stories, efforts have been
made to connect the instruction to other learner experiences (inside and
outside this course). Google map creation has been worked into the
module because it is familiar to users (though only have direct experience
with Google Maps). The culminating assignment is the creation of a map
story that allows students to draw on their previous course experience in
creating multimedia stories.
Confidence
C1: Learning
Requirements
(key tactics
employed)
The strategy employed in this course and carried forward in this module is
to outline artifact requirements after discussing and analyzing examples,
rather than immediately at the start of the module. As learners lack
experience with this particular type of artifact (i.e., map driven stories), we
believe the artifacts would actually appear more daunting to create and be
demotivating. After one has seen the desired elements embodied by other
examples, the perceived difficulty of creation and associated cognitive load
will be lower.
C2: Success
Opportunities
(key tactics
employed)
There is a concerted effort in the design of this module to build confidence

and ensure opportunities for success. As the creation of heat maps was
deemed to be more difficult for learners, it became the focus of an in-class,
pairs based activity rather than the core gradable artifact. Similarly, the
core artifact was shifted to a story map concept as to build off of prior
module photo and video stories. The storyline of the animated video also
paints a scenario of challenge, initial stress and ultimate success (and glory).
C3: Personal
control (key
tactics employed)
In an artifact driven class, the connection between personal effort and time
spent and outcome success is well established. By laying out grading criteria
through relevant rubrics and then providing feedback consistent with said
rubrics, learners are able to establish direct correlations between their
project efforts and their grades. Finally, by soliciting feedback from students
on the module itself, we are fostering a further sense of personal control.
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Satisfaction
S1: Natural
Consequences
(key tactics
employed)
Learners will be able to leverage their newly acquired understanding of what

makes for effective map based story telling and their newly acquired
software skills to create authentic news story artifacts. The artifacts are
authentic because they are reflective of actual journalist work and because
they are executed against topics of learner determined interest. Learners
derive intrinsic satisfaction from successfully executing high quality artifacts
that are meaningful to them.
S2: Positive
Consequences
(key tactics
employed)
The key external motivation in this module (and course) is the feedback
from instructor and fellow learners. Almost all major artifacts are presented
and discussed publicly and applause is common. There is an option for a
backchannel to be incorporated into the lesson during the review process,
so as to provide a written record of peer feedback.
S3: Equity (key

tactics employed)
The use of rubric based grading ensures that learners feel that they are being
evaluated on a fair and equitable basis. Granting all learners equal
opportunity to share their work publicly and receive feedback is equally
important.
References:
Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,
26 (9/10), 1-8.
Instructor Guide:
Day 0:
Assign students the following:
1. Read Journalism Next by Mark Briggs, Chapter 9 Data Driven Journalism
2. Identify map based news story that you find interesting. Add link to our Google+
community forum entitled Map Based Storytelling
Be sure that you (as instructor) contribute a link as well.
3. Respond to short survey about state of childhood via link: http://tinyurl.com/m49nlxj
Note survey contains questions designed to support both map based and
infographics based visualization (subsequent module).
Be sure that you respond to survey as well.
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Day 1:
Introduce topic of data driven storytelling and acknowledge incoming
mindset
Acknowledge reticence some learners may have about this module (given quantitative
and analytical bent).
Feel free to weigh in with own thoughts on the topic as appropriate.
Express belief that they will find data visualization to be more creative than expected
and the selected tools to be very journalist friendly.
Announce intention to start with an interesting example that was identified by one of
the learners in the initial learner surveys leading up to this topic.
Activity 1: Dialect quiz/heat map introduction
1. Post link on presentation screen: http://tinyurl.com/pke94a2
2. Ask learners to take 5 minutes or so to individually complete (using their
terminals) the 25-question survey created by the New York Times regarding
personal dialects. Complete survey along side learners.
Ask learners to take note of how the results are being visualized as they
complete the survey.
Note: with each question answered (as well as in total), a heat map will be
displayed that expresses the degree to which their answer is similar to other
respondents in different areas of the United States.
3. 10-15 minute discussion of this data visualization driven story. Topics:
Did you enjoy this activity?
Who originally identified this story?
Accuracy of results. Have they lived near the cities identified as being
most similar to their answers?
How is this working? IP address being captured and associated with

geography.
How would this have been presented differently ten years ago? (audience
participation, visualization, social media sharing, etc.)
Conclude discussion by identifying this as an example of a heat map.

And now to learn more about heat maps
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4. As situation dictates/time allows, share this second heat map example from the
New York Times depicting baseball team fandom: http://tinyurl.com/mseuboy
Activity 2: Heat Map Hero Video
Introduce animated video regarding heat maps: http://youtu.be/QkJ1ni4PG5w
1. Watch video up until 2:50 mark (end of Step 1)
2. Summarize heat map concept idea substituting colors for values. Note how
they saw two different heat map types (the dialect quiz type and choropleths).
Going to explore example of latter
Activity 3: Election results reporting (choropleth example)
Show heat map of PA presidential results by county (or alternatively a heat map that you
have created): http://shar.es/Sr9pB
Note that this was created with the program mentioned in video Open
Heat Map
Note the distinct boundaries (county lines) between colors. This is what
makes it a choropleth as opposed to a traditional heat map.
Show how values show when counties are hovered over
Show how slider can be used to switch between years
Probe learners as to whether this information could have been

communicated equally well via table
o Too many counties, no sense of what counties are near what, etc.
Now if one looks closely at the data, one interesting story it tells is that Obama won PA
despite losing most of the counties. But this isnt obvious in original heat map.
Show an alternate version of same heat map, where the scale has been changed
(anything below 50% is now same color): http://shar.es/S5fVE
Note how this tells a more effective story and communicates faster.
IMPLICATION: need to determine what you want to communicate first with

your data. Then let that drive the visualization!
Talk about how students are going to get opportunity to create heat map in-class
with Open Heat Map in next class.
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Note that a heat map is just one type of data driven map. The other is the more
traditional location driven map
Activity 4: Location driven maps
Show Google map that was created leveraging data (about site of favorite
childhood memory) from the state of your childhood survey.
o You will actually create the map yourself using the survey reply data and
the provided Google Map Engine Lite tutorial. Your map will not have
visuals initially. Just pinpoints. See example: http://tinyurl.com/mjup6lb
o Make sure share settings in created map allow for others to edit.
o Please communicate to learners that you created this map.
o Note that their homework will involve adding to this Google map.
Provide example of location map driven news story. Can use example below, but would
even better if drawn from learner identified resources.
Best sledding spots in NYC: http://tinyurl.com/o83drad
Note that this was created based on reader input
Ask what kind of map like this could be created for their area
Conclude with example of map driven story crossed with a photo/video story.
Note how this was created with free app Map Story JS
Make connection with the photo/video stories they have already done
Disappearance of Aljazeera flight example: http://tinyurl.com/n8zvdpc
Note that concluding module assignment will be to create a map driven story
using Map Story JS
Day 1 Homework
View Google Maps Engine Lite tutorial: http://tinyurl.com/mmgavn6
Add to class Google map

o Associate an image with the favorite childhood memory and birthplaces
that are already on map
o Add an additional location in a separate layer regarding the city and state
(or country) they would like to live in after graduation
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Analyze your map driven story
Have learners amend their Google+ post to address the following?

o What type of map type is it?
o Why do you feel your example is effective in telling a data driven story?
o Do you have any ideas for improving this visualization? If not, what
additional map or visualization might this story have included?
Day 2:
Activity 1: Review Collaborative Google Map
Probe for any issues. See if everyone feels confident in being able to create from
scratch moving forward
Review a few of the entries
Activity 2: Discussion of learner identified map story
Review learner submissions in advance, select good examples to discuss
Make last example discussed be heat map related
Discuss keys to effective heat map creation (presentation)

o http://tinyurl.com/kjuc2mp
Activity 3: In-class heat map creation assignment (working in pairs)
View rest of Heat Map Hero video

Locate appropriate data set using sources discussed
Create a heat map with open heat map
Pair your heat map with an appropriate headline (plus a sentence or two as
needed) and post to Google+ Heat Map Assignment forum.
Day 2 Homework
Finish pairs heat map assignment (as needed)

o To be discussed in next class
o Be prepared to defend whether or not your heat map communicates
your story better than other potential visualizations.
Build a spreadsheet of data to power a location oriented map related story on

your semester long topic of interest
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o 5 locations minimum
o Fields needed for each location:
Where? (Specific geographic definition depends on idea)
What? (Description of what happens/happened here)
When? (As relating to story)
Add who, how and why as separate fields as relevant
A relevant image or link
Day 2.5:
Activity 1: Review heat map & headline activity
Probe for any issues. See if everyone feels confident in being able to create heat
maps moving forward
Activity 2: Review collaborative class map that has now been moved into
Map Story JS
Get people excited about how much cooler this looks now that it has been
migrated from Google Maps Engine
Activity 3: Discuss map story assignment
Individual map driven story on your topic of interest using the data points you
have already collected
Discuss rubric
Use remaining class time to introduce next module on infographics.

Day 3+ (After learners have completed map story assignment):
Request learner feedback on lesson via survey
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Learner Content Examples
Learning Materials
Kick-off activity
Learners complete an interactive

New York Times quiz regarding
personal dialects that represents
a creative use of heat maps
Followed by discussion of results

and the story as a map driven
journalistic artifact
o How does this work?
o Is it effective? Why?
Image credit: Katz, J., & Andrews, W. (2013, December 19). How
Yall, Youse and You Guys Talk. Retrieved May 07, 2014, from
http://tinyurl.com/k5zkj3v
o How would this story

have been told differently
ten years ago?
Second heat map example on

the topic of baseball fandom
leveraging Twitter data
o Is this equally effective?
o Why or why not?
o Exploration of interactive
map elements
Image credit: Giratikanon, T., Katz, J., Leonhardt, D., & Quealy, K.
(2014, April 23). A Map of Baseball Nation. Retrieved from
http://tinyurl.com/qe6etva
Introduction to Heat Maps and software tutorial
Personal creation
Fun, animated video: Heat Map Hero
Speaks to learner state of mind
Portion of video would be shown in

class to explain heat map concept
Remaining portion will be accessed

when learners create heat maps
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Effective Heat Map Creation (Presentation)
How best to tell a story with a heat map
Build learner confidence by utilizing

examples created with targeted heat map
program
Personally created document and

supporting heat map examples
Document: http://tinyurl.com/m6plywr
Map examples: http://shar.es/1bqMDP;

http://shar.es/1bqNjG;
State of your childhood poll
Created to source data for class specific

location map: http://tinyurl.com/m49nlxj
Example Google Map
Leveraging data from class poll
Created to demonstrate ease of

using Map Engine Lite
http://tinyurl.com/mjup6lb
Pearltrees Links
Social bookmarking service

utilized to organize resource
links for module
Learners can build out their

own trees as they see fit, or
just follow class tree
http://pearltrees.com/p/cV9GT
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Learner Assessment
One individual creation activity

o Build a map based photo story (100 points). Required elements:
Relating to learner blog topic (15 points)
Intriguing/appropriate headline/story title (15 points)
Minimum of five map locations (15 points)
Some form of media (photo, video, audio file, tweet, etc.)

associated with each map location/step in story (15 points)
Relevant descriptions for each map location/event (e.g., who,

what, when, where, why, how, what next) (15 points)
Necessary citations (15 points)
Professionally executed (10 points)
Recommended application: StoryMap JS
Assignment rubric: http://tinyurl.com/nnyjtjk (second tab)
Due date: 3 days. Post link to Google+ Map Story forum
One partner based artifact creation activity

o Build effective heat map & pair with headline (50 pts). Required elements:
Heat map communicates story line/POV effectively (20 points)
Intriguing/appropriate headline/story title (10 points)
Appropriate citation of data sources (10 points)
Professionally executed (10 points)
Recommended application: OpenHeatMap
Completion time: In class + 1 day. Post link to Google+ Heat

Map Story forum
Assignment rubric: http://tinyurl.com/nnyjtjk (first tab)
Discussion posts and other homework assignments are evaluated on a

completed/non-completed basis as part of broader course participation grade
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Technology Tools
Identification of core map creation technologies
Significant time was invested in exploring the various software options to support this
instructional design initiative. As core technology course infrastructure (Chalkup LMS,
Google+ and Pearltrees) was a given, the focus here was on which geographic map
creation applications to leverage.
Key criteria for identification of optimal mapping applications.
Cost (needed to be free or at least a free level of service to be available)
Previous learner exposure
Intuitiveness/ease of interface
Additional features/capabilities (does it have alternative course applications?)
Visual attractiveness
Interconnection with other applications used in course
Ability to support both Mac and Windows operating systems
Existence of tutorials was a plus, but not overly significant as we anticipated the need for
custom tutorials particularly for the more complicated heat map creation process.
Assessing which applications were optimal for this instructional module necessitated not
merely research, but actual usage of the candidate products. The visuals shown below
represent personally created artifacts.
While initially we had hoped that one application might be able to satisfy all of the
instructional needs of this project, this was quickly dismissed as a possibility. Ultimately,
it was decided that three different applications were going to be needed. Each of these
will be delineated along with rationale for selections.
Heat Maps
For the creation of heat maps, our first
choice was to use OpenHeatMap as it was
created specifically for journalists and is
extremely easy to use. However, in the
original conception of the capstone project,
heat maps were likely going to be needed to
be constructed at a very low level of
geography (by voting district within a certain
county). OpenHeatMap is not able to
support that level of detail.
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As such, the choice was made to utilize Google
Fusion tables. As students already have Google
Drive accounts as a result of being a part of the
class Google+ community, this would eliminate
the need to create new accounts. Further
more, there would be synergy with using
another Google product (Map Engine Lite) to
created location-based maps.
While Google Fusion Tables is a very powerful application, it looks complicated and
rather alien on first encounter. This was a concern, as this would demand additional
degrees of scaffolding (which there wasnt really time for) and a more instructivist
approach (which would have been a significant deviation from course practices).
The problem resolved itself when the capstone project was recast to not focus on
elections. With highly localized heat map visualization no longer a capstone project
need, OpenHeatMap was re-slotted as the lead heat map technology.
Location based mapping
While alternatives such as ZeeMaps
(http://www.zeemaps.com) were briefly
considered, the familiarity and ease of
use of Google Map Engine
(https://mapsengine.google.com) made it
the obvious choice. Google Maps
Engine Lite is a free application.
Map based story telling
Google Maps does incorporate some
narrative capability such as the ability
to associate an image or video with
each map pushpin. However, for the
purposes of telling a news story there
are more powerful and attractive
applications available. Unfortunately,
many of these applications (such as
the story maps engine provided by
ArcGIS) represent premium services
and thus were inappropriate for this
project.
A relatively new resource, StoryMap JS was identified as the optimal technology for our
needs. It supports headlines as well as all forms of media and is extremely easy to learn
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and use. The only reservation regarding StoryMap JS surrounded its newness and thus
lack of significant support materials and documentation. Ultimately, the applications
ease of use mitigated such concerns.
Tutorial Resources
As the connectivist pedagogy associated with this course has dictated the use of existing
Internet resources reflecting a variety of different sources and voices, the initial decision
was made not to personally create any tutorial resources for the design of this module.
The following criteria was utilized in seeking out optimal tutorial resources for the key
mapping technologies:
Accuracy (ability to personally execute what was described)

Clarity
Brevity (ideally 10 minutes or less)
Strong ratio of positive to negative reviews on YouTube
Intelligibility
Professionalism
Ultimately, three different decisions were made relative to tutorial resources.
Google Maps Engine: Use 3rd party YouTube video: http://tinyurl.com/oq2xln2
OpenHeatMap: Create own dual purpose animation video (and refer learners to
website resources). This will be further discussed.
Story Map JS: Refer learners to website resources. No appropriate external

resources were identified. Ease of use will also likely preclude need for support.
It should be noted that as this module is designed to be one of the last modules in the
semester long course, learners will have extensive practice in teaching themselves to
utilize Web 2.0 applications at this juncture. Furthermore, learners will have had very
recent experience with multimedia applications in creating their photo and video stories.
Part 4. Evaluation
Evaluation Plan
An overview of our evaluation, as viewed through the lens of Kirkpatricks four levels:
Level 1 Learner Feedback

o The Google+ discussion forums that are created to provide learners a
place to expound upon troubles, tips and solutions relative to the
mapping applications and execution of artifacts provides an informal
mechanism for soliciting feedback from learners
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o Learners will be also be formally surveyed relative to their module
experiences via this brief survey: http://tinyurl.com/n5krfrd
o This survey will be positioned to learners as a means to shape/reshape
future versions of the module
Level 2 Impact on learning (immediate context)

o Assessment of learner impact will be judged based on the quality of the
two core artifacts created in this module (solo map story and pairs heat
map assignment)
Level 3 Impact on transfer context

o As capstone projects require a data visualization element, there is a
second potential opportunity to evaluate learner impact
o Less visibility realistically exists relative to longer term transfer
Level 4 Return on investment

o Overall return on this initiative is also difficult to assess.
o On the denominator side, out of pocket technology investment is zero,
as free web 2.0 resources are being exclusively leveraged. That said, time
and resources dedicated to instructional design would need to be
represented as an expense in a real-life scenario.
o As to the numerator in the ROI equation, learner effectiveness would
need to be evaluated relative to prior efforts (artifact evaluations?), which
would be difficult given the newness of the class. In the absence of this,
learner reported evaluations would be only metric to work with.
Expert Review
Two different SMEs were utilized in the review of the design of the course.
The first SME was the instructor in the class, Kathleen Parrish. Key topics that
were probed with this SME (http://tinyurl.com/p6sxp86):
o Big picture evaluation
Fit with other modules in course (weak, average, strong)?
Favorite elements?
Least favorite elements/biggest concerns?
Overall quantity of content 2.5 day timeframe (too much, too
little, just right)
Comfort level in teaching this module (low, medium, high)?
What could be done to enhance your comfort level?
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Suggestions for improvement?

Other comments?
o The following questions were asked separately relative to in-class

activities, homework and the two graded assignments:
Scale of undertaking (too little, too much, just right)
Appropriateness (not at all, somewhat, very)
Quality of links (poor, average, strong)
Degree of challenge (too little, too much, just right)
Anticipated learner interest/engagement (poor, average, strong)
Other comments?
The second SME was a former professional associate from my career in

marketing analytics, Joe Pagano. Joe has extensive experience with creating -- and
training others to create -- a wide range of data visualizations to support
consulting project work. Joes past professional responsibilities have included
the evaluation of new applications to support data analysis and visualization.
Key topics that were probed with this SME (http://tinyurl.com/mwdhe6q):

o Ease of use of core mapping technologies
o Quality of tutorial resources (or need for said resources)
o Assessment of learner ability to manage technical demands of artifact
creation process
SME Evaluation Survey or Rubric
SME #1: Instructor

o Survey tool: http://tinyurl.com/p6sxp86
o Raw results (first 2 pages): http://tinyurl.com/p5shn7t
SME #2: Corporate trainer and software evaluator

o Survey tool: http://tinyurl.com/mwdhe6q
o Raw results (last 2 pages): http://tinyurl.com/p5shn7t
Narrative Results of Expert(s) Review

SME #1: Instructor
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Please note that the instructor had also provided earlier informal feedback that helped
shape some of the changes discussed in the document.
Strengths:
Fit with other modules in course judged to be strong
Instructor thought all activities, homework and assignments were very

appropriate, just right in terms of degree of difficulty and apt to create
strong levels of learner engagement
Amount of content in module plan deemed just right for 2.5 day period
Online dialect quiz kick-off activity

The online dialect quiz allows students to engage in a fun and informative data visualization project,
which created interest and enthusiasm for the topic.
Creative expression and tone of materials

I believe the students will appreciate the creativity and humor put into this module!
Rubrics
It did a good job of identifying graded elements of each project and expectations for each element.
Opportunities for improvement:
Instructor comfort level in teaching module is only currently medium because

of lack of first-hand experience with mapping technologies
Additional one on one time so I can learn the technology and ask questions would be helpful.
Instructor felt heat map partner project was valued too highly versus individual
story map assignment
I would have made the individual assignment worth more points than the in-class project. Maybe it
would have been a 3-1 ratio as opposed to 2-1.
While not directly relevant to this ID project, the instructor would prefer
infographics be taught before this mapping unit, rather than vice versa
Instructor felt homework assignments needed to be enlarged
SME #2: Corporate trainer/software expert

Please note that this SME was asked a different set of questions relating to core mapping
technologies to be utilized in the module. That said, SME #2 was exposed to full ID plan
and was invited to comment on other topics.
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Strengths:
Rated all proposed tutorial resources as very good. Did not feel Story Map JS,
which lacked a tutorial, necessitated one.
Deemed the technical challenge associated with the identified mapping

applications as average.
Felt all mapping applications could be mastered by students in significantly less

than one hour
Felt that Google Maps Engine Lite and OpenHeatMap were optimal options
relative to quality and ease of use
Again, this is probably the best and easiest to use free tool that I am personally aware of.
Summative comments:
This is tremendous, the materials are thorough, well thought out, and complete. Having sat through
(and delivered) many similar trainings in the past I can honestly say that this is heads and shoulders
better than nearly anything I have been exposed to. I particularly liked the use of humor in the Heat
Map Hero video--it goes a long way towards softening the shock of introducing learners to an unfamiliar
subject matter.
Opportunities for improvement:
Making students aware of commercial products as well

This is a great introduction to some great free services that exist. Perhaps a very high level overview of
some of the "professional" tools available would be helpful as well.
Comments on Change
While SME feedback was overall very positive, there are definite changes to implement
based on this feedback.
Instructor software training!

o Should not rely solely on tutorials and instructor playing to create
comfort level with software. Should set up time to do a proper demo,
then go through tutorial together and then sit alongside as she creates
her own artifact.
o Would probably add this into the instructor guide as something that
happens before Day 0
Expand scale of homework activities (and likely the state of our childhood
survey)
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o As technical challenge judged by SME #2 is only average and time needed
to master software lower than originally envisioned, scale of homework
and graded assignments can be increased. Specific ideas:
Expand heat map activity to be more of a full-blown news story,

rather than just a headline and a map. Makes it a more authentic
assignment as well.
Expand number of locations leveraged in Story Map (and

homework assignment where data set is built).
Perhaps incorporate specific requirements for using a variety of

media types(e.g., at least one video and sound clip)
Have learners go ahead and create a Google Map in day 2

homework rather than stopping at assembling data set
Mention other commercial products/options before identifying which

technologies weve chosen to work with and why
o Good for learners to be aware of other applications. Learners may
realize they have previous exposure.
Although not judged necessary by SME #2, would go ahead and create a short
tutorial on StoryMap JS.
o To aid learner comfort level. And to reinforce notion of increasing the
intelligence of the network (if no tutorial exists, one should create one
and make it available to others!)
Again, though outside the scope of the final ID project (thought not its original
scope which included infographics), I would honor request to lead with
infographics to introduce data visualization and then move into mapping.
o Use mapping limitations within infographics programs as transition into
mapping topic
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Appendix: Full Learner Survey
http://tinyurl.com/p27vhvh
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Map-Based Data Visualization Instructional Design Project

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Instructional Design Project: Map-based data visualization

Figure 1: Sample learner survey question

The questionnaire mainly focuses on assessing prior knowledge/experience with data

Instructional Design Project: Map-based data visualization

Level of Spreadsheeting Experience

Experience creating bar/

Experience creating pie

Instructional Design Project: Map-based data visualization

There is significantly less experience amongst the learners in leveraging map

o And no learner had any experience with data visualization packages

Similarly, there is little learner experience with infographic creation or less

Relative to data acquisition (downloading data sets) and manipulation (creating

Relative to more complex data visualizations, this is a start from scratch

If group work is leveraged in instruction, it may make sense to purposefully

Instructional Design Project: Map-based data visualization

Description of the learners

Learners believe data visualization is vital to being a modern journalist

Importance of Data Visualization

10% 20% 30% 40% 50% 60% 70% 80%

Classification of Learner Links

Instructional Design Project: Map-based data visualization

The learners consists of undergraduates ranging in age from 18 to 34

From the instructor/observation:

Degree of technology integration at college in general is relatively low

Instructor believes as tasks/technology complexity increases, greater use of

Description of the Learning Context

Class is held three days a week (M, W, F) from 2:10 to 3:00pm

Completion rate on assigned homework activities is generally high

Instructional Design Project: Map-based data visualization

Course is held in what is referred to as one of the smart classrooms

Instructional technology support

Problem based IT support is typically readily available. IT support room for

No instructional guidebook to maximize technology resources in the smart

Somewhat sensitive dynamic in that majority of instructional technology for class

Freelance journalist who is also employed in the Colleges communication

Well liked and historically very well reviewed by students

Weaker tech know-how and higher dependence upon Instructional Designer to

Subject Matter Expertise

The instructor (who is also a working journalist) is somewhat of a subject matter

Instructional Design Project: Map-based data visualization

My plan is to also leverage a former professional colleague who has been

Flipped classroom setting with little traditional lecturing. Frequent guest

One day a week typically dedicated to discussion topics

One day a week typically dedicated to artifact creation/discussion and related

Largely constructivist environment

Some connectivist influences

Information technology overview

Core LMS is a beta product called Chalkup (www.chalkupedu.com) that was

New topics and means of visualizing information (and new associated

In general, there is a an attempt to reintroduce learned technologies in different

Instructional Design Project: Map-based data visualization

Last 2 weeks of semester (exam time) will be dedicated to the completion of a

Instructional Design Project: Map-based data visualization

Instructional Design Project: Map-based data visualization

Discuss real-life examples (and non-examples) of particular form of journalism

Analyze what constitutes effective practices

Learn from real-life practitioner (as available via Skype)

Provide overview of artifact learners need to create

Review instructor created artifacts

Direct learners to appropriate resources (tools and aids)

Learners self-teach themselves software tools

Learners create artifacts