@inproceedings{Ramos2024b,

title = {FROM RAW DATA TO A DATA STORY BY USING LEGO PIECES},

author = {Francisco Ramos-Romero and Sergio Trilles-Oliver},

doi = {10.21125/iceri.2024.2717},

isbn = {978-84-09-63010-3},

year  = {2024},

date = {2024-11-11},

booktitle = {ICERI2024 Proceedings},

pages = {10526-10531},

publisher = {IATED},

series = {17th annual International Conference of Education, Research and Innovation},

abstract = {The journey from raw data to a data story is a process including some stages. Data collection: You collect information to evaluate and comprehend its performance or behaviors. Data preparation: You clean, organize, and merge the data to make it ready for analysis. Data visualization: You create visual representations of the data to facilitate easier monitoring and understanding. Data analysis: You investigate the data to uncover meaningful insights for a specific audience and Data storytelling: You convey your insights through narratives and visuals to ensure they resonate and drive change. Data storytelling is the culmination of the multi-step process above commented. The quality of your data stories hinges on the effectiveness of each preceding step. If we don't tell the data story well, all the prior effort can be invalid. In this work, we are focused in the data visualization step by offering some alternatives to the typical charts and graphics solutions. In particular, we use LEGO pieces to reinforce the knowledge and to effectively use the existing data visualisation techniques.},

keywords = {data visualization, storytelling},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Ramos2024a,

title = {ARE YOU ABLE TO TELL STORIES WITH DATA?},

author = {Francisco Ramos-Romero and Sergio Trilles-Oliver and Carlos Granell-Canut},

doi = {https://doi.org/10.21125/edulearn.2024.1653},

isbn = {978-84-09-62938-1},

year  = {2024},

date = {2024-07-03},

booktitle = {EDULEARN24 Proceedings},

pages = {6978-6982},

publisher = {IATED},

abstract = {During our first education years, at the school, even at the high school, we learnt very much about many different subjects. However, in most cases, an important ability for our professional future is missed: how to create and tell stories with data and numbers. This lack of information has produced a big problem: users have access to a large amount of information, due to the current technological advances, but they are unable efficiently use data to tell stories, which is key to convert them into relevant information.



In this paper, we present a study we performed with master students aimed at improving their data visualization skills. We divided this study into several stages. Firstly, the students learn by accomplishing different tasks following a clear path divided into these sections: analysis of the audience, selecting the appropriate visuals, simplification, focus, communication with data, storytelling, and final visuals. Every task was presented in a visual and natural way, with different options, where the students should choose the correct answers, from a clear and objective point of view. All the tasks are part of a global questionnaire, which was carried out by the students so that they prove their competence in telling effective stories with numbers and data. The results shown clear lacks in different tasks such a simplification and communication with data, where most of students didn’t correctly answer the questions. As a conclusion, we can claim that more effort must be done in setting a clear objective in the visual communication field. In particular, simplifying data, focusing on the important part of the message to the audience, and also in the way and shape that data are presented.},

keywords = {data visualization, storytelling},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Ramos2022a,

title = {Data visualisation for teachers: how to read, interpret and show data correctly},

author = {Francisco Ramos-Romero and Ditsuhi Iskandaryan and Iva Koribska},

doi = {10.21125/edulearn.2022.1885},

isbn = {978-84-09-42484-9},

year  = {2022},

date = {2022-07-25},

booktitle = {EDULEARN22 Proceedings},

volume = {1},

pages = {8022-8022},

publisher = {IATED},

abstract = {Nowadays, visual information such as charts, diagrams, infographics and so forth are omnipresent in social media, presentations, online scientific papers, that is, in the digital world.



We have all heard the well-known sentence about pictures: a picture is worth a thousand words. In the context of charts, it is essential to read the information with attention and care, otherwise we may not understand the core underlying message. Thus, charts, line graphs, bar graphs, plots, etc. can provide us value information, such as trends or patterns hidden by numbers, if we properly read them. However, charts can also be, intentionally or not, confusing. Thus, we can claim that charts could lie in different ways such as a having a poor design, showing inaccurate or insufficient data, or presenting misleading patterns.



In this work, we aim at improving the teacher’s skills in detecting the poor-practice in chart creation, although much of this poor practice is not deliberate, often it is due to the lack of knowledge from the user, but sometimes it could also be by reasons ethically questionable. So, we divided this work in three stages. First, teachers receive information and material for the preparation, design, and delivery of effective and efficient charts. In the second stage, they brought to the classroom examples of charts not correctly created, and the content and message from them are carefully analysed. Finally, they modified those examples and showed in the classroom the changes and the reasons to support them.



Finally, teachers understood that the creation of charts is relatively easy, but the ways how data can represented or misrepresented is key in the communication process.},

keywords = {data visualization},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Ramos-Romero2019,

title = {Improving teachers’ visual presentations with simplicity, clarity and brevity},

author = {Francisco Ramos-Romero and Ditsuhi Iskandaryan and Águeda Gómez-Cambronero},

doi = {10.21125/edulearn.2019.1494},

isbn = {978-84-09-12031-4  },

year  = {2019},

date = {2019-09-01},

booktitle = {EDULEARN19 Proceedings of 10th International Conference on Education and New Learning Technologies},

pages = {6218},

publisher = {IATED},

address = {Palma de Mallorca},

keywords = {data visualization, education},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Galvao2017,

title = {Dynamic Visualization of Transit Information Using Genetic Algorithms for Path Schematization},

author = {Marcelo Galvao and Francisco Ramos-Romero and Marcus Lamar and Pastor Taco},

editor = {I. Ivan, J. Horák, T. Inspektor},

doi = {10.1007/978-3-319-61297-3_8},

isbn = {978-3-319-61296-6},

year  = {2017},

date = {2017-08-24},

booktitle = {Dynamics in GIscience. GIS OSTRAVA 2017},

pages = {99-113},

publisher = {Springer},

address = {Cham},

abstract = {In this paper, we present a genetic algorithm for path octilinear simplification. The octilinear layout, recognized worldwide in metro maps, has the special property that edge orientations are restricted to eight angles. The proposed search technique combines possible solutions to find a solution with a desired balance between faithfulness to the original shape and reduction of bends along the path. We also aim the genetic algorithm to real-time response for dynamic web visualizations so we can experiment on how algorithms for the visualization of schematic maps can be availed in a context of mobile web devices in order to empower efficiency in transmitting transit and navigation information. A prototype of a web application and real transit data of the city of Castellón in Spain were used to test the methodology. The results have shown that real-time schematizations open possibilities concerning usability that add extra value to schematic transit maps. Additionally, performance tests show that the proposed genetic algorithms, if combined with topological data and scale variation transformation, are adequate to sketch bus transit maps automatically in terms of efficiency.},

keywords = {data visualization, genetic algorithms, Mastergeotech},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{RodriguezPupo2012,

title = {Visualization of Sensor Data in Virtual Globes},

author = { Luis Enrique Rodríguez-Pupo and Alain Tamayo-Fong and Arturo Beltrán-Fonollosa and Joaquín Huerta-Guijarro},

editor = {Gensel, Jêrome and Josselin, Didier and Vandenbroucke, Danny},

url = {http://hdl.handle.net/10234/159872},

isbn = {9789081696005},

year  = {2012},

date = {2012-01-01},

booktitle = {Bridging the Geographic Information Sciences International AGILE2012 Conference Avignon France april 24- 27, 2012},

pages = {41-45},

publisher = {AGILE Digital Editions},

abstract = {Virtual Globes have become a common platform for visualizing geographical data. The capability for customization, extensibility and the support of interaction with the visualized elements are some of the aspects to consider when selecting a Virtual Globe for visualization. For visualizing sensor data, aspects such as cardinality, the nature of the data and its temporal and spatial dimensions have to be considered. In this paper we present a prototype application to visualize sensor data retrieved from SOS servers over the NASA World Wind virtual Globe. For implementing the prototype application we relied on a categorization of the sensor data that provides possible visualization methods. The prototype has integrated the SEXTANTE library to enable data analysis over sensor data and include the results as part of the visualizations.},

keywords = {data visualization, sensor observation services, sensor web, virtual globes},

pubstate = {published},

tppubtype = {inproceedings}

}