Interdisciplinary Translation of Comparative Visualization

TL;DR

This paper explores how to adapt and translate comparative multimodal visualization pedagogy across disciplines, focusing on media properties, lesson sequencing, and reflection to enhance spatial visualization skills in design education.

Contribution

It presents a framework for translating visualization pedagogy between multimedia and architecture design courses, emphasizing effective instructional strategies.

Findings

Successful adaptation of visualization pedagogy to architecture education

Guidelines for media properties and lesson sequencing in visualization teaching

Enhanced student reflection and understanding through multimodal visualizations

Abstract

Spatial visualisation skills and interpretations are critical in the design professions, but traditionally difficult to effectively teach. Visualization and multimedia presentation studies show positive improvements in learner outcomes for specific learning domains. But the development and translation of a comparative visualization pedagogy between disciplines is poorly understood. This research seeks to identify an approach to developing comparable multimodal and interactive visualizations and attendant student reflections for curriculum designers in courses that can utilize visualizations and manipulations. Results from previous use of comparative multimodal visualization pedagogy in a multimedia 3D modelling class are used as a guide to translation of pedagogy to architecture design. The focus is how to guide the use of comparative multimodal visualizations through media properties, lesson sequencing, and reflection to inform effective instruction and learning.