Wireframing for interactive &amp; web-based geographic visualization: designing the NOAA Lake Level Viewer

Roth, Robert E.; Hart, David; Mead, Robert J.; Quinn, Chloë

doi:10.1080/15230406.2016.1171166

Cited by 21 publications

(16 citation statements)

References 36 publications

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“…Availability, usability, salience, and source credibility can all form barriers to information use in adaptation planning [Heiskanen et al, 2007;Moser and Ekstrom, 2010;Moser and Dilling, 2011]. During communication design, interaction among scientists, communicators, and audiences is crucial to help all parties understand content and format needs [Pidgeon and Fischhoff, 2011], as shown in previous examples of environmental risk communication projects that have incorporated user-centered design [e.g., Lathrop et al, 2012;Morrow et al, 2015;Roth et al, 2017].…”

Section: Introductionmentioning

confidence: 99%

Communicating with Coastal Decision-Makers and Environmental Educators via Sea Level Rise Decision-Support Tools

DeLorme¹,

Stephens²,

Hagen³

et al. 2018

JCOM

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Communicating about environmental risks requires understanding and addressing stakeholder needs, perspectives, and anticipated uses for communication products and decision-support tools. This paper demonstrates how long-term dialogue between scientists and stakeholders can be facilitated by repeated stakeholder focus groups. We describe a dialogic process for developing science-based decision-support tools as part of a larger sea level rise research project in the Gulf of Mexico. We demonstrate how focus groups can be used effectively in tool development, discuss how stakeholders plan to use tools for decision-making and broader public outreach, and describe features that stakeholders perceive would make products more usable.

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Section: Introductionmentioning

confidence: 99%

Communicating with Coastal Decision-Makers and Environmental Educators via Sea Level Rise Decision-Support Tools

DeLorme¹,

Stephens²,

Hagen³

et al. 2018

JCOM

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“…Stephens et al (2015) conducted a task walkthrough and survey to obtain developmental feedback on a tool for visualizing localized effects of SLR. Roth, Hart, Mead, and Quinn (2017) used wireframing (gathering user feedback on prototypes of increasing fidelity) to aid in developing a visualization of water levels in the U.S. Great Lakes. Qualitative social science methods that engage end users in dialogue can be especially beneficial in helping developers understand users’ expectations, concerns, needs, and applications for certain tools (DeLorme et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Coastal decision‐makers’ perspectives on updating storm surge guidance tools

DeLorme

Stephens

Bilskie

et al. 2020

Contingencies & Crisis Mgmt

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Coastal managers and other stakeholders use visualization tools based on computational models to support hazard-related decision-making. Since the 1990s, there has been much progress on the development of computational models designed to simulate tides and storm surge (Bilskie et al., 2016;Bunya et al., 2010). Although some stakeholder assessments of models and related visualization tools designed to communicate tide and surge results exist (eg U.S.

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“…Wireframes are shareable representations that can be annotated and revised by both designers and users. The act of sharing them with users has been shown to improve the quality of feedback by using cognitive walk‐throughs (Roth et al ., ), and developing them in partnership with users increases acceptance and use of the final design (Morson, ). The ACAD wireframe provides a grid within which one builds a representation, a single view of the designable elements of any learning ecology (Table ).…”

Section: Framing Learning Entanglementmentioning

confidence: 99%

Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice

Carvalho

Yeoman

2018

British Educational Res J

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Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty-first-century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and technologically deterministic narratives mask a failure to engage with the materiality of learning. This article argues for a non-deterministic theory of things in educational research and calls for a deeper understanding of the flows of matter, information and human-thing dependence, which will render visible the heterogeneous entanglements characteristic of innovative spaces for learning. It highlights that educational designers (e.g. teachers, space planners, architects, instructional designers) are in pressing need of analytical tools capable of supporting their work in ways that promote correspondence between (a) pedagogy, place and people and (b) theory, design and practice. In response, we introduce an analytical approach to framing learning entanglement that accounts for the artefacts, resources and tools available to learners; the choice of tasks and pedagogical models and the social roles and divisions of labour governing any given learning situation. Finally, we practically demonstrate how this approach aids in identifying correspondence or dissonance across dimensions of design and scale levels, in both the analysis and design of complex environments for learning. century competencies and skills' (Scott, 2015, p. 1), direct instruction, inauthentic assessment and rote learning are still common across many contexts, although these practices are not specific to particular sectors or subject areas. For example, in universities, lectures are still common in the early stages of undergraduate courses, and in schools some subject areas are more likely than others to adopt project-based or inquiry-based approaches. What is more, deterministic accounts of tools and spaces for learning tend to focus on identifying generic and decontextualised properties of tools or spaces, without considering the qualities of the objects themselves, and how these, in turn, may influence people, their values and purposeful action.In this article, we argue that those involved in educational design (e.g. teachers, space planners, architects, instructional designers) need analytical tools capable of increasing the correspondence between (a) pedagogy, place and people and (b) theory, design and practice. When we speak of correspondence, we draw on the work of Tim Ingold (2013), who contrasts interaction with correspondence, which he illustrates with a simple sketch: two fixed points with an arrow between them-representing interactionand two lines issuing from each of these points that flex in response to movement in the other-representing correspondence. Understanding how we use this term i...

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Wireframing for interactive & web-based geographic visualization: designing the NOAA Lake Level Viewer

Cited by 21 publications

References 36 publications

Communicating with Coastal Decision-Makers and Environmental Educators via Sea Level Rise Decision-Support Tools

Communicating with Coastal Decision-Makers and Environmental Educators via Sea Level Rise Decision-Support Tools

Coastal decision‐makers’ perspectives on updating storm surge guidance tools

Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice

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