大学のFDアンケート結果を視覚化したら、「教員実施」関連の質問で低く見えるのは 「教員の板書（またはPPT・配布資料など）は読みやすかった（見やすかった）」
「板書」と「PPT」と 「配布資料」はそろぞれ実施と評価が違う可能性があるのでもっと詳しく調べる価値があるかもしれない。 プレゼンや配布資料が課題のなら、情報デザインの能力開発を目指すばいいかもしれない。
データ表から意味を取るのが難しいようですが、アンケート結果の視覚化するのが能力開発に繋げることができる。基礎プログラミングとデータ視覚化の授業を作ってから、いろいろな学生(または先生)が自らアンケートを作成と実施、分析できるようになるかもしれない。FDも参加型、 “Nothing About Us Without Us”の理念を行かして 大学の「民衆化」(fn:1) の時代に相応しい動きになります。
DrRacketで視覚化を試してみたい方がいるのなら、下にコードが貼ってある。
Faculty Development Questionnaires give me an opportunity to work with Racket. Until now the questionnaire data provided opportunities to learn data visualization with two other languages: gnuplot with Philip Janert's book, and R/ggplot2 with Hadley Wickham's book. But for more regular work I was using emacs-lisp with org-mode. Without weekly practice with language like gnuplot or R/ggplot2, it was always a struggle to get back into the data manipulation and visualization flow once every six months. Recently my regular work goes well with Scheme.(fn:1) Guile Scheme is more compact that org-mode and emacs-lisp for converting jpg images to png and svg images and for generating worksheets, roll-sheets, and seating charts. However, I am not yet able to graph/plot/chart with Guile. Racket's plot lets me work well with Questionnaire data.
It will be interesting to learn how to plot and label points at will, and how to adjust colors, but in the meantime racket/plot's stacked-histograms provide compact visualizations that may serve as springboards for discussion. I made the English version, to make it easier for non-Japanese readers to follow the code. Seeing two versions clearly shows the advantages of Chinese characters for compact information design.
There are eleven questions on the school's questionnaire. The first three questions attempt to gauge students feelings their participation in the class. What are their feelings about how often they `attended`出席 the class, how much they `spoke` in the class, and how much they `engaged` in the class. The next five questions gauge the students perceptions of how well they `heard` the teacher's voice, how they had `seen` the teacher's materials, how well `timed` the teacher's starting and ending of the classwas, how `responsive` the teacher was, as well as how `enthused` the teacher may have been. The last three questions are about overall perceptions of how much the student `comprehended` and `valued` the class, ending with a overall ranking of how `satisfied` the student is with the classes experienced so far. The questionnaires are usually filled out during the 13th or 14th class a 15-class semester.