代写COMM5501 Data Story Project Guide代写数据结构语言程序

日期：2024-09-27 12:31

Data?Story?Project?Guide

COMM5501

Introduction

The?major?project?for?COMM5501?is?structured?to?provide?students?a?step-by-step?guide?to?building their?own?data?story?on?a?topic?of?their?own?choosing,?related?to?the?UN?Sustainable?Development Goals?(SDGs).?A?link?to?the?SDGs?is?included?HERE?for?your?convenience.

Students?will?need?to?select?a?contemporary?challenge?related?to?the?SDGs,?find?the?relevant?data,?process?and?present?this?data?in?an?insightful?and?coherent?manner,?and?apply?their?own?judgement based?on?their?findings?to?give?an?evidence-based?recommendation?to?the?identified?challenge.

Whilst?there?is?a?“Data?Story?Content”?assessment?and?a?“Data?Story?Project”?assessment?as?part?of this?course,?we?will?use?the?term?“Data?Story?Project”?to?refer?to?the?overall?process?of creating?your?data?story.

The?first?three?components?of?the?Data?Story?Project?will?focus?on?building?content?for?your?data?story.?The fourth component will combine the?content?from?the?first?three?into?the?final?version?of the?data?story,?and?students?will?present?their?collated?work?in?an?appropriate?format?(guidance?will?be?provided). ?The?fifth?component?will?require?students?to?showcase?their?work?as?part?of their?profes-?sional?portfolio.

This?Data?Story?Project?has?a?total?weighting?of?80%?of?your?final?grade?for?this?course. ?The?5?com-?ponents?mentioned?above?will?be?submitted?throughout?the?term. ?The?key?details?for?each?component are?provided?below.

Please?note?that?this?document?is?only?a?guide?for?what?to?expect,?as?we?may?make?changes?during?the?term?to?respond?to?unforeseen?circumstances. ?This?document?should?not?be?seen?as?being?set?in?stone.

0 ???Engagement?and?Participation

A large component of?success in this course is to engage with your peers for feedback.?The labs/tutorials?in?particular?are?critical?to?making?sure?you?are?on?the?right?track.?Based?on?feedback?from?previous students, we?are?reinforcing?this?messaging?by?including?a?lab?participation?component?to?this?course.

There?are?9 labs?in?total. ?Students?start?with?1%, and?will?receive?an?additional?2%?for?participation?in each lab, up to a?maximum?of 7?labs?(i.e. ?a max?total?of?15%). ?We of course?strongly?recommend?that students attend all labs, but we?also?understand that?sometimes?unforeseen?circumstances?prevent?you?from?attending?all?classes.

If?you?are?unable?to?attend?your?regular?lab?in?one?week,?you?may?attend?a?different?one?for?that?week,?but?you?will?need?to?let?the?tutor?know.

1 ???Choosing?your?Challenge

1.1 ???Description

The first component?(excluding component 0 above)?of the?Data?Story?Project will?introduce?students?into?this?task?by?proposing?a?topic?that?is?both?of?interest?to?them?and?has?a?meaningful?impact?to?the?broader?society.?The?chosen?topic?will?need?to?connect?to?at?least?one?if the?UN?SDGs.

For?this?chosen?topic?students?will?need?to?provide:

??An?Impact?Statement?explaining?why?that?proposed?topic?is?important,?both?in?general?and?to?them?individually,?and

??Identify?a?relevant?data?set?from?a?reputable?source?that?can?support?this?topic.

This?will?serve?as?a?starting?point?for?subsequent?components?of the?Data?Story?Project.

The?purpose?of?this?submission?is?to?receive?feedback?from?a?member?of?the?teaching?team?as?well?(students?would?already?have?received?peer?feedback?before?submitting).

NOTE:?Students?are?NOT?locked?into?this?topic?for?the?final?version?of?their?data?story,?and?are?allowed?to?adjust?their?topic?statement/question?as?they?progress?through?the?semester.

This?component?is?has?a?5%?weighting?towards?your?final?grade.

1.2 ???Supporting?Activities

Topic?1 will contain various?activities to?support?students?in exploring?the?SDGs?broadly. ?The lecture?for?Topic?2?will?provide?an?introduction?into?writing?an?effective?Impact?Statement,?and?the?corre-?sponding?lab?in?week?2 will?contain?aguided?activity?for?students?to?write?their?own?Impact?Statement.

Students?will?also?post?a?copy?of?this?component?for?their?formative?forum?post?for?week?2,?where?they will?receive?peer?feedback.?Students?are?encouraged?to?take?any?additional?feedback?they?receive?here

into?consideration?before?submitting?the?deliverable?for?this?task.

1.3 ???Deliverables

Students?will?gather?all?the?feedback?they’ve?received?and?make?any?changes?they?feel?are?necessary,?then?post?an?updated?version?of their?work?to?the?Deliverables ?section?on?Moodle?to?receive?feedback?from?the?teaching?team.?Your?post?will?need?to?contain?the?following:

??A?single-sentence?topic?statement/question,

??A?corresponding?Impact?Statement?(max?200?words),

??A?link?to?the?chosen?data?set,?a?brief?description?of?the?data?set,?and?a?proposal?for?how?the chosen?data?set?might?be?used?to?support?the?Impact?Statement?(max?50?words).

1.4 ???Due?Date

11:59pm?Sunday?of Week?3.

1.5 ???What?makes?a?good?submission?

N/A, the first component is?formative?in?nature. ?However, to?maximise?the?benefit?from?this?activity,?students?will?need?to?incorporate?feedback?they’ve?already?received?and?make?a?genuine?effort?to?present?their?best?Impact?Statement.??Students?will?then?receive?some?additional?feedback?from?the teaching?team?for?this?work.

2 ???Good?Graph,?or?Good?Grief

2.1 ???Description

The?second?component?of the?Data?Story?Project?will?take?the?ideas?of?“good”?and?“bad”?data?visu-?alisations?and?apply?them?to?their?chosen?topic.

Students?will?take?the?data?set?they?chose?from?the?“Choosing?your?Challenge”?component?(or?another data?set?if?necessary)?and?document?their?process?of?improving?their?first?chart,?the?types?of?feedback they?received,?and?how?they?implemented?this?feedback.

This?task?serves?multiple?purposes:

? ?Documenting?the?process?with?clear?notes?creates?a?reusable?resource?for?referring?back?to?the?process?you?used?to?create?your?graph.

? ?It reduces the chance of repeating the?same?mistakes?and?speeds?up the?process?for?creating?your?subsequent?graphs.

???More?broadly,?it?reinforces?the?learning?process. ?You?are?very?likely?learning?a?relatively?new skill,?and?it’s?very?easy?to?forget?a?detail?if?you?don’t?write?it?down?(this?is?still?true?if?you’re

refining?an?existing?skill).

You?will?receive?peer?feedback?throughout?this?process.?This?component?will?have?very?limited?tutor?feedback.

This?component?is?has?a?5%?weighting?towards?your?final?grade.

2.2 ???Supporting?Activities

The?lab?in?week?3?will?contain?guided?activities?to?help?students?build?effective?data?visualisations,?and?receive?peer?feedback?on?their?work?before?submitting. ?The?lab?in?week?4 will?have?an?activity?to help?you?start?on?the?Thank?You?Team?activity?(Section 2.3.2).The?formative?forum?post?in?week?3?will?give?students?another?opportunity?to?get?additional?feedback?from?other?students.

Some of the elements from Topic?4?on?stakeholders?may?also?be?relevant?for?this?component,?as?a?large?portion?of understanding?the?purpose?of?a?graph?comes?from?understanding?the?target?audience?as?a?stakeholder.

2.3 ???Deliverables

There?are?2?sets?of deliverables?for?this?second?component.

2.3.1 ???Growing?my?Graph

Students will submit a single PDF?document to?Turnitin?containing?the?main?iterations?of their?graph?supporting the Impact?Statement.?You do not?need?to?include?every?single?version?of your?graph, just?key?checkpoints?and?major?changes.

This?document?also?needs?to?have?brief?notes?on?the?changes?made?between?each?iteration.??These?notes?should?contain?not?only?the?change?being?made,?but?should?also?mention?the?rationale?behind?the change?(i.e.?Why did you make that?change?). ?The notes?can?be?dot?points,?but?you?can?also?have?more?text?if you?feel?this?is?necessary.

These?notes?should?be?detailed?enough?to?be?a?convenient?reference?material?for?yourself?later?in?the?term.?A?sample?has?been?provided?on?Moodle?for?what?this?may?look?like.

2.3.2 ???Thank?You?team!

The?deliverable?for?this?task?is?a?completed??“Thank?you?team!”?form.?(available?on?Moodle)?and?a

follow-up?Moodle?post.

The?activity?for?completing the?form. will?be?completed?in the week?5?lab. ?Details?for this?task?can?be?found?in?the?week?4?and?week?5?lab?activities?document,?as?well?as?the?form.?provided?on?Moodle.

After?the?activity,?students?will?need?to?make?a?follow-up?post?in?the?Deliverables?section?on?Moodle to?summarise?the?key?parts?of?your?presentation. ?A?sample?has?been?provided?on?Moodle?for?what

this?may?look?like.

2.4 ???Due?Date

? ?GyG:?11:59pm?Sunday?of?week?4.?You?will?need?this?to?complete?the?Tyt?activity?in?the?week?5?lab.

???Tyt?activity:?Week?5?lab

???Tyt?follow-up?post:?11:59pm?Sunday?of?week?5.

2.5 ???What?makes?a?good?submission?

The?purpose?of?deliverable 2.3.1?is?to?create?a?record?that?you?can?revisit?when?making?subsequent?data?visualisations?to?speed?up?that?process?and?make?better?visualisations. ?The?information?below is?a?more?detailed?guide?for?making?a?better?set?of?resources?for?yourself?(traditionally,?this?might sometimes?be?called?a?“marking?rubric”).

2.5.1 ???Good?and?Bad?Visualisations

What?separates?a?poor?from?a?useful?resource?lies?in?the?notes.?It’s?entirely?possible?that?you?created?a?very?good?graph?in?your?first?attempt?and?you?didn’t?need?to?make?many?changes. ?If?there?were elements?of?your?first?draft?that?were?good?that?you?deliberately?kept?the?same, document?your?reasons for?doing?that?as?well.

? ? Poor	There?is?little?documentation?explaining?the?process?of?iterating?the?graph. ?At?best,?the?documentation?is?largely?declarative,?e.g. ??“colour scheme?changed?from?bright?red?to?dark?blue”,?instead?of?explanatory,?e.g.??“The?bright?red?colour?scheme?was?uncomfortable?to?look?at,?so?I?changed?to?dark?blue.?Much?more?comfortable”?.
? Acceptable	Changes?(or?lack?thereof)?are?largely?driven?by?the?visualisation?prin-?ciples?covered?in?class?(e.g.??Gestalt?or?Tufte’s?principles),?and?this?is?documented.
? ? Excellent	Changes?are?driven?primarily?by?the?underlying?purpose ?of?the?graph: the?message?being?conveyed?and?the?target?audience.?The?visualisation?principles?covered?in?class?are?also?considered,?but?these?are?secondary?concerns.

2.5.2 ???Thank?You?team!

The?“formal”?term?for?this?deliverable?is?a?“reflection”,?and?should?be?based?on?the?Gibbs’?Reflective

Learning?Cycle.?For?example,?if you want to?reflect?on?a?particular?piece?of feedback?(e.g. ?your?group did?not?see?the?pattern?you?intended?in?your?graph),?then?run?through?the?six?steps. ?Use?the?table?below?to?help?you?write?your?reflection,?then?again?to?help?you?make?a?self-assessment.

3????Writing?a?Wrong

3.1 ???Description

The?third?component?of the?Data?Story?Project?will?explore?an?opposing?perspective?to?that?chosen?by?the?student.??It?is?very?easy?to?find?information?supporting?any?given?perspective?(confirmation?bias),?so?students?will?need?to?genuinely?consider?this?opposing?perspective,?assess?its?merits,?and?create an appropriate counter-argument. ?Students will need to?find?a?source?that?opposes?their?chosen?stance,?analyse?this?stakeholder?using?the?framework?from?Topic?4,?and?provide?an?evidence-based?assessment?of?the?validity?of?this?source. ?The?focus?of?this?component?is?to?use?data?to?provide?the?counter-argument.

The?purpose?of this?task?is?for?students?to?show?versatility?by?working?outside?their?own?boundaries?and?considering?an?opposing?perspective.?There?will?again?be?opportunities?to?receive?feedback?from?peers?and?from?a?tutor.

Please?note?that?this?component?is?a?summative?task?and?will?be?graded?by?tutors. This?component?is?has?a?20%?weighting?towards?your?final?grade

3.2 ???Supporting?Activities

The?lab?in?week?5?will?contain?guided?activities?to?help?students?nominate?and?analyse?the?opposing perspective,?including?identifying?the?corresponding?stakeholder?that?might?hold?this?opposing?per-?spective. ?The?stakeholder?framework?from?Topic?4?can?then?be?used?to?understand?this?stakeholder?further,?so?that?a?response?can?be?planned.

As?with?previous?components,?there?will?also?be?formative?discussion?forum?posts?for?getting?further?peer?feedback.

3.3 ???Deliverables

Students will?submit?a?single?PDF?document to?Turnitin?containing their?finalised work?from?week?5.?This?document?will?need?to?include:

??Your?topic?question/statement?and?summary?of?the?challenge?for?reference.??This?will?not?be

marked,?but?will?give?the?marker?the?appropriate?context?for?this?deliverable.??This?can?be?the?same?as?(or?very?similar?to)?what?you?submitted?in?the?first?deliverable.

? ?Citing?the?chosen?opposing?perspective?(for?example,?a?link?would?suffice),?and?the?likely?stake- holder with?this?view.

??A?brief?summary?of?the?opposing?perspective. ?(max?200?words)

??Any?relevant?data?visualisations?used?in?the?opposing?perspective?(clearly?label?and?caption?these as?appropriate).

???Data?visualisations?created?by?the?student?that?form.?the?bulk?of the?counter-argument.

??Accompanying?written?notes?to?give?context?to?student’s?data?visualisations?and?express?the?overall?approach?of the?counter-argument. ?(max?200?words)

NOTE: Whilst the?stakeholder?framework?from?Topic 4?is?not?an explicit?part?of the?deliverables?for?this?component,?it?is?highly?recommended?that?you?use?it?to?help?structure?your?counter-argument.

3.4 ???Due?Date

11:59pm?Wednesday?week?7.?We?have?brought?the?due?date?back?from?the?usual?Sunday?to?try?and

allow?the?teaching?team?to?begin?marking?earlier.

The?teaching?team?will?try?to?do?our?best?to?provide?feedback?in?a?timely?manner.??Unfortunately,?we?cannot?guarantee?a?1-week?turnaround.?However,?there?will?still?be?peer?feedback?from?the?corre-?sponding?formative?assessment,?as?well?as?informal?feedback?from?your?tutor?to?help?you?refine?this?third?component?for?use?in?the?fourth?(and?fifth)?component(s).