AGU Poster on Developing an Occupational Skills Profile for the Emerging Profession of "Big-Data-Enabled Professional"

This poster was presented at the American Geophysical Union's (AGU) Fall meeting in 2014 to describe the DACUM process and present the finalized occupational profile.

Strategies for supporting students’ explorations of big data

This presentation at AAAS' 2015 Annual Meeting focused on how  teachers and instructional materials can help students transition from working with small, student-collected datasets to large, complex, professionally collected datasets. Strategies include minimizing extraneous information and maximizing insight-rich information in the data visualizations; leveraging the skill set that students bring with them from working with self-collected data; and practicing the use of spatial, temporal and quantitative reasoning to connect claims with evidence.


Thoughts on Data Sharing in Geosciences

The Spatial Intelligence & Learning Center convened a small, focused workshop to contemplate the benefits and challenges of establishing a national data archive and data sharing infrastructure for spatial cognition data and associated education data.

Ocean Tracks: High School Learning Modules

Supporting students' work with authentic data requires a carefully developed and rigorously-tested curriculum to help them understand what the data represent, and to guide them in how to use data analysis tools and visualizations to identify meaningful patterns and develop evidence-based hypotheses.

Analysis of Spatial Concepts, Spatial Skills and Spatial Representations in New York State Regents Earth Science Examinations

Research has shown that spatial thinking is important in science in general, and in Earth Science in particular, and that performance on spatially demanding tasks can be fostered through instruction. Because spatial thinking is rarely taught explicitly in the U.S...

The Relationship Between Direct and Data-Mediated Knowledge of the World

About 20 years ago, psychologist Lynn Liben presented an model of the relationships among a learner, an external (i.e. not mental) representation, and those aspects of the real world represented by the representation (the “referent”). Liben notes that the learner can learn either through direct interactions with the real world or through interactions with a representation.

Pervasive and Persistent Understandings about Data

This paper describes our current thinking on pervasive and persistent understandings about data

Preparing High School Students for College and the World of Big Data

Keynote Address, IBM's Big Data and Analytics EdCon 2013, November 2, Las Vegas

The world is awash with data. This growth of data shows no signs of slowing, and indeed seems to be accelerating. Analyzing data, spotting patterns, and extracting useful information have become gateway skills to full participation in the workforce and civic engagement of the 21st century. Yet pre-college classrooms are falling short of preparing students for this world. And they’re missing the opportunity to harness the power of big data to transform student learning.

What Do Geoscience Novices Look at and What Do They See When Viewing and Interpreting Data Visualizations?

This poster presented the first results from Principal Scientist Kim Kastens’ collaborative grant on “Making Meaning from Geoscience Data: A Challenge at the Intersection between Geosciences and Cognitive Sciences.” ...


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