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The Role of Craft-Based Knowledge in the Design of Dynamic Visualizations

  • Jodie Jenkinson
Chapter

Abstract

The profession of scientific animation is relatively new, deriving many of its visualization strategies from the practice-based heuristics of medical and scientific illustration, and also from the mainstream film and animation industries. The design of dynamic visualizations involves an elaborate decision-making process with respect to the framing of the narrative, what details to include or exclude, where, when, and how to focus attention, and how to visually represent concepts where the evidence may be lacking or is more hypothetical in nature. Artistic license plays a significant role in this process. It may be used to fill in knowledge gaps when information is missing or unknown. It can also serve the purpose of engaging a difficult-to-reach audience. With recent advances in technology, including the availability of low-cost consumer-level animation software, our enthusiasm for this medium has reached an all-time high. Yet, while we perceive the potential educational value of animations to be great, this is not borne out by the research assessing the impact of animation upon learning. In order to bridge the gap between research (both scientific and educational) and practice we need to engage both communities in a dialogue aimed at wider dissemination of findings, generating additional research perspectives, and putting evidence into effective practice.

Keywords

Dynamic Visualization Scientific Visualization Visualization Strategy Animation Software Scientific Subject Matter 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgements

The author is grateful for the generous contribution of illustrated works by graduate students and faculty in Biomedical Communications at University of Toronto. Research highlighted here is supported in part by grants NSF #DUE- 1220512 from the National Science Foundation (USA) and SSHRC #SIG-13/14 from the Social Sciences and Humanities Research Council (CAN).

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.University of Toronto MississaugaMississaugaCanada

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