Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?
Heimbürger, A., & Isomöttönen, V. (2019). Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?. In FIE 2019 : Proceedings of the 49th IEEE Frontiers in Education Conference. IEEE. Conference proceedings : Frontiers in Education Conference. https://doi.org/10.1109/fie43999.2019.9028528
Date
2019Copyright
© 2019 IEEE
Our Work in Progress Paper in Innovative Practice Category focuses on how learners’ experience use of infographics in advanced level e-course on requirements engineering (RE). Infographics are visual representations of information in such a way that information can be easily understood at a glance. Most of the previous infographics studies have been conducted in the context of inquiry learning. To complement this research, we studied how learners experience use of infographics as a method for reflective assignment and hence if the usage of infographics supported conceptualization about RE. We adopted a qualitative content analysis approach, applying thematic network analysis to the data received from five case learners. This approach proposes graphical networks as an aid for analyzing and synthesizing qualitative data into basic, organizing, and global themes. The thematic network analysis produced two global, seven organizational, and 53 basic themes. The global themes were named “Visual literacy” and “Conceptualization”. In addition, the e-course supervisor evaluated learners’ infographics according to assessment criteria. Based on these analyses, learners can, using infographics, concentrate on essential topics, distill information, and develop their skills for visual literacy and conceptualization. The results suggest that infographics can be successfully utilized in reflective courses assignments that are typically produced as linear texts.
...
![showless](/themes/JYX2//images/showless.png)
![showmore](/themes/JYX2//images/showmore.png)
Publisher
IEEEParent publication ISBN
978-1-7281-1747-8Conference
Frontiers in Education ConferenceIs part of publication
FIE 2019 : Proceedings of the 49th IEEE Frontiers in Education ConferenceISSN Search the Publication Forum
1539-4565Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/33878866
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Interpretation of journalistic photographs as an instrument of visual literacy education
Kędra, Joanna (University of Jyväskylä, 2016)Images are produced, used and distributed on an enormous scale. However, the skills of understanding, interpreting and using images as well as thinking and learning in terms of images are taken for granted, and thus, ... -
What does it mean to be visually literate? : Examination of visual literacy definitions in a context of higher education
Kedra, Joanna (Taylor & Francis, 2018)Full Article Figures & data References Citations Metrics Reprints & Permissions Get access Abstract Competency in visual literacy (VL) is crucial for effective visual communication, and thus for living and ... -
Photography, sport and the hegemony of men : a material(-)discursive perspective
Alsarve, Daniel (Routledge, 2023)In this article, the focus is on a theoretical discussion about how to analyse masculinities and power in historical research based on imagery and visual sources from a material-discursive point of departure. The argument ... -
User requirements elicitation with interviews and protocol analysis methods
Ylönen, Janna (2022)Tämän tutkimuksen tarkoituksena on kuvata kahden käyttäjävaatimusten keräysmenetelmän, haastattelujen ja ääneen ajattelun toteutus, kerätyn materiaalin analysointi, siitä käyttäjävaatimusten johtaminen käytettäväksi ... -
Visual Literacy Practices in Higher Education : What, Why and How?
Kedra, Joanna; Zakeviciute, Rasa (Taylor & Francis, 2019)