The instructor will have activities in the classroom discussing the topics for the session, including, but not limited to:

The instructor will have activities in the classroom discussing the topics for the session, including, but not limited to:

 

Discuss Reducing Cognitive Load with Preattentive Attributes

Consider the matrix of 160 single digits (16 rows x 10 columns) shown in Figure 3.3 (page 79). The textbook describes how we can aid in counting the number of 7s in the matrix using the preattentive attributes of red hues (see Figure 3.4, page 80) and size (see Figure 3.5, page 80.) Regardless of the specific hue and size used in the two mentioned examples, list at least three more ways you could use individual preattentive attributes to aid in counting the number of 7s in the matrix of first digits.

Discuss Reducing Cognitive Load with Gestalt Principles

Reassess the previous question, but this time answer it using the individual Gestalt principles of similarity, proximity, enclosure, and connection, rather than preattentive attributes. Be creative.

Discuss Increasing Data-Ink Ratio in Charts PPT Slide 24)

Consider the Scarf Sales line chart included in the ScarfSalesChart data file. Default charts created in Excel often have a low and suboptimal data-ink ratio. You can build the default line chart from the ScarfSalesChart data file in Excel by selecting the A1:B21 cell range and selecting the ribbon’s Insert Tab. Then, in the CHARTS group, select the Insert Lines or Area Chart icon and click on the top-left option under 2D Line. When building the default line chart, try increasing its data-ink ratio by removing any redundant and unnecessary feature to the data visualization. Do not add any features. List all the steps you implemented to increase the data-ink ratio.

Once you have removed all unnecessary and redundant features, it is now time to make the chart more readable by adding features to look like Figure 3.21 on page 94. List all the steps you implemented.

Review How to Select Appropriate Color Scheme in Charts (PPT Slides 16-17)

Consider the choropleth maps of average annual temperature by state shown in Figure 4.12 (page 138) and 4.13 (-age 139). We learned how to indicate the gradient of a quantitative variable, such as temperature, using different levels of luminance for the same hue, and how we can play on the psychology of color to convey coolness (blue) vs. warmth (brown) in the audience. Suppose you need to create a choropleth map of median family income by state (data not available). What color scheme would you choose to convey the message to the audience and why? Define the color scheme, hue, and luminance selected for this case.

What if you instead need to create a choropleth map of changes in median family income by state (data not available) over the past decade (such as 2010 vs. 2020.) What color scheme would you choose to convey the message to the audience and why? Define color scheme, hues, and lumnance selected for this case.

Information on these aforementioned topics will be presented by your professor during this class.

 

Individual/Group activities will also be determined by your professor and the outcomes of those activities will be submitted in this space. Some of those possible activities will include:

 

Group Case Studies

Full-Class Case Studies

Individual Deliverables

Class divided into subgroups to advocate for certain points-of-view on a topic in a point-counterpoint discussion with other groups

Group presentations

Any other activity as determine by the instructor

Whatever the instructor chooses for you to do, there will be at least one artifact generated from the classroom activity that will be uploaded to this Classroom Activity Assignment representing individuals or assigned groups. This may include a word doc, spreadsheet, presentation or any other artifact as designated by the instructor. At least half of the participation grade (25 points) will be tied to this in-class activity and will be graded by the instructor.

 

You will need your own laptop in the classroom for this activity. Please make sure it’s charged and ready to go.

 

Students must be in the classroom for the opportunity to earn these points.

The instructor will have activities in the classroom discussing the topics for the session, including, but not limited to:

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