![]() ![]() ![]() I also made my circles different sizes, because that's often a part of network diagrams (different sizes can show things like popularity in the network).įor classroom observations, I didn't have a ready-made motif. I decided that four was a good number of circles (enough to show that I’m talking about a group, but not so many I won’t be able to shrink it). Network diagrams are often drawn as circles connected by lines, so that’s what I did. I needed to give each of my two parts-observations and networks-a visual shorthand. I also thought I might use sub-parts of that image to flag sections of the talk later (like: here I'm talking about the observation data, now I'm talking about the network surveys, finally I'm talking about combined results). So my goal was to make an image I could show at the beginning of a talk as an overview of what the whole thing was about. From conversations at poster sessions, I already know that there are enough "parts" to the story that people can lose track of what the project is about before I get to explain the results. I wanted to make a graphic to frame the talk for a multi-part data set: classroom observations and network surveys from six different active learning physics classes. I can’t change the whole culture of a field, but I can work on my presentations. We're academics, and it's how we were trained. One irony of physics education research is that everyone in the field knows how little people get out of hearing a lecture, but that's still mostly what we do to each other at conferences. Much of my work involves collecting data from university classrooms and studying the factors that help people learn better. That's probably not a realistic goal, but I work at it anyway, by teaching and doing physics education research. I want everyone to love physics like I do. ![]()
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