Faculty of Science, Engineering and Technology
COS80025 Data Visualisation
Project Report – Process Book
ULO:
Your process book will be important evidence that you have achieved the unit learning out-comes:
1. Critically evaluate data visualisations and propose improvements based on an under-standing of human perception and cognition and data visualisation design principles.
2. Apply a structured design process to create effective visualisations within a research context.
3. Create interactive data visualisations using real-world data sets.
4. Effectively communicate and reflect on the design process for an interactive visualisation, including the choice of visualisation idioms and reasoning behind design decisions. The following is a template to help you structure your Process Book.
Purpose:
This assessment is a major assessment item and should demonstrate mastery of all the unit learning outcomes. For this assessment item you will research, design and build an interactive data visualisation using Tableau.
Assessment: Individual
This assessment is worth 35% of the unit.
It is graded out 45 marks.
Submit via Canvas.
No resubmissions are allowed for this task.
Resources:
Swinburne Assignment Writing Guides Swinburne Reference Guide
Deliverables: Process Book (i.e., report on development of interactive data visualisation)
Tableau workbook files and data set/s (zip file)
Marking Criteria: Report must demonstrate an understanding of:
• the context of the current semester’s topic
• data encoding guidelines (i.e. what marks and channels are suitable for particular types of data)
• data visualisation guidelines and evidence of iterative design
• the use in-text referencing and reference section according to Harvard style where appropriate
• comprehensive marking guide for this assessment (See the end of this document)
Additional Criteria English expression and academic integrity
Due Task 1: Project Proposal Friday of Week 4
Task 2: Progress Report Friday of Week 7
Task 3: Final Report Friday of Week 11
Word Limit NA
Late Penalty 10% of achieved mark for each working day the task is late, up to a maximum of 5 working days. After 5 working days, a zero result will be recorded.
Project Report – Process Book: Topic S1 2021
You have two choices for the topic:
A) State of Australia’s Early Childhood Workforce: Is it in Crisis?
The early childhood workforce faces number of challenges, such as inadequate pay, lack of recognition, and lack of career advancement (Cumming, et. al. 2015). There are also numerous studies and reports describing these challenges.
• Challenges in Early Childhood Education and Care. https://www.cela.org.au/wpcontent/uploads/2019/05/Broadside-May-2019.pdf
• Australia’s Early Childhood Workforce Crisis: Teachers are Quitting in Droves. https://apolitical.co/en/solution_article/australias-early-childhood-workforce-crisis-teachers-arequitting-in-droves
• Early childhood education workforce issues in Australian and international contexts.
https://education.nsw.gov.au/content/dam/main-education/early-childhood-education/working-in-earlychildhood-education/media/documents/Workforce-Literature-Review.pdf
In this project, you will be designing and building a visualisation to help us realise the impact of these challenges. In particular, we would like you to focus on visualisations of recent and/or ongoing issues in the early childhood sector. Your visualisation might be aimed but not limited to any one or more of the following:
• help people understand the demand and/or impact of lack of early childhood workforce
• help people understand the impact of session hours on the early childhood workforce’s ability to receive a full-time equivalent role
• help people understand the impact/importance of the early childhood workforce
Please find below sources of early childhood data that can be used.
1. List of registered providers https://www.acecqa.gov.au/resources/national-registers
2. Sample with minimal columns and rows Preschool Education, Australia, 2019
https://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/4240.02019?OpenDocument
Preschool Education, Australia, 2018
https://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/4240.02018?OpenDocument
Kindergarten Statistics
https://qed.qld.gov.au/publications/reports/statistics/early-years/kindergarten
Early Childhood Statistics
https://qed.qld.gov.au/publications/reports/statistics/early-years/early-childhood
Statistics on Victorian schools and teaching
https://www.education.vic.gov.au/about/department/Pages/factsandfigures.aspx
There are also a couple of datasets under Assessments with the filename -Sample Victoria data for the process book -
Reference
Cumming, T, Sumsion, J & Wong, S 2015. ‘Rethinking early childhood workforce sustainability in the context of Australias early childhood education and care reforms’, International Journal of Child Care and Education Policy. vol. 9, no. 2. https://doi.org/10.1007/s40723-015-0005-z.
B) Choose your own topic
You can find your favourite topic and work on it. Please apply above-mentioned expectations to your topic, including addressing at least three different aspects of the problem.

Suggested Process Book Structure
The following is a template to help you structure your Process Book.
Visualisation Process Book
Title page
1 Introduction
1.1 Background and Motivation
Proposal: Discuss your motivations and reasons for choosing this project, especially any background or research interests that may have influenced your decision. Who will use, or be interested in, this visualisation (i.e., users)? What kind of tasks will they want to do?
1.2 Project Objectives
Proposal: Provide the primary questions you are trying to answer with your visualisation. What would you like to learn and accomplish? List the benefits to you and the users of the completed visualisation.
1.3 Project Schedule
Proposal: Make sure that you plan your work so that you can avoid a big rush right before the final project deadline. Write this in terms of weekly deadlines.
2 Data
2.1 Data Source
Proposal: From where and how are you collecting your data? Provide a link to your data sources. What type of data set is it (e.g., table, network, field)? What are the attributes in your data set and what type of data are the values (i.e., categorial, ordinal, interval, ratio/quantitative)? Is there any data in the set that will not be included in your visualisation?
Why?
2.2 Data Processing
Proposal: Do you expect to do substantial data clean up? What quantities do you plan to derive from your data? How will data processing be implemented? Will you be deriving any variables?
Progress Report: Describe clean up process that was implemented. Explanation and calculation of derived variables (if used).
Final: As per Progress Report
3 Requirements
3.1 Must-Have Features
Proposal: These are features without which you would consider your project to be a failure.
Final Report: Were you able to deliver all the promised features? If not, explain why.
3.2 Optional Features
Proposal: Those features which you consider would be nice to have, but not critical.
Final Report: Were you able to deliver any of these extra features?
4 Visualisation Design
Proposal: How will you display your data? Provide some general ideas that you have for the visualisation design. Include sketches of your design. Include 2-3 alternative ideas for your visualisation. Describe and justify your choice of visual encoding.
Progress Report: Show the evolution of your design. How has it progressed? What has changed and why since your Proposal? Justify the visualisation idioms you have chosen to represent your data.
Final Report: Description and explanation of final design.
[Note: You are encouraged to provide your own structure to this section (i.e., section headings).]
5 Validation [optional]
Final Report: Test your visualisation with users and report the results.
6 Conclusion
Final Report: Provide a summary of the project and what you learnt from doing it.
References
All milestones and final report: References consulted (blogs, books, academic papers, discussion/help forums - for both design and programming)
Appendix A:
Progress Report: Partially-working visualisation prototype (i.e. any code/Tableau dashboard developed so far). Note: Complete visualisation not required, but direction and content must be clear Final Report: Working visualisation and code/dashboard.
Project Report – Process Book: Assessment Criteria
Criteria Ratings Pts
This criterion is linked to a Learning
Outcome Visual Presentation Visual presentation is an important part of making your document appear authoritative and have people take what you have to say seriously. Make your document usable by using good visual design principles (or a template available with most modern word processors)! 4.0 to 3.0 pts
Very Good
Very professional visual presentation.
Appropriate use of visual design principles to indicate heading levels. Title page with required information including word count. Page numbers. Readable font and at least 1.3 line spacing. 3.0 to 1.0 pts
Good
Good visual presentation. Consistent font styles. Appropriate use of style to indicate heading levels. Title page with required information including word count. Page numbers. Readable font and at least 1.3 line spacing. 1.0 to 0 pts
Needs Improvement
Poor visual presentation. For example,
inconsistent font styles, font changes within format styles. Poorly formatted heading styles that lack contrast. No title page or title page missing information No table of contents or table of contents missing page numbers. No page numbers. 4.0 pts
This criterion is linked to a Learning
Outcome Context and Requirements A visualisation rarely stands on its own. Give your reader some context so they can understand the audience and purpose of the evaluation. Assume your reader knows very little about the topic of your visualisation. 5.0 to 3.0 pts
Very Good
Background context is provided allowing the reader to get an understanding of the audience and purpose of the visualisation. Any specialist terms are defined and/or explained. Excellent consistency between:
context project objectives the requirements and design. Requirements
are clear and unambiguous. References used to establish context. 3.0 to 2.0 pts
Good
Background context is provided allowing the reader to get an understanding of the audience and purpose of the visualisation. Good consistency between context, project objectives, the requirements, and design. Requirements clearly expressed. 2.0 to 0 pts
Needs Improvement One or more of the following: No, or very limited context provided (e.g., data domain, background, motivation/purpose, audience etc). Lack of consistency between context project objectives the
requirements and design For example, data set not appropriate for questions asked. 5.0 pts
This criterion is linked to a Learning
Outcome Data Elements
As Data Scientist you will need to become familiar with a variety of ways to display data and the terminology used to describe the different elements of a visualisation. For example, we will look at how well you; appropriately identify and describe data types in the data set and how they might be represented graphically.
In this part of the assessment we will look at how well you evaluate a visualisation according to visualisation and data encoding guidelines and the context of the visualisation (e.g., the audience and purpose of the vis).
For example, we will look at how well you understand;
application of data visualisation 5.0 to 3.0 pts
Very Good
Describes in detail the data used in the visualisation and the encoding principles used to represent the data (e.g., The rated smelliness of each type of cheese (e.g.,
Gorgonzola, Emmental,
Roquefort , Saint Agur, Feta etc) is treated as quantitative data and
encoded using colour
saturation (i.e., different shades of blue). The deeper the shade, the more smelly the cheese.). Demonstrates an excellent understanding of how data is presented graphically. Data clean up is specified and 3.0 to 2.0 pts
Good
Identifies the data used in the visualisation and the way in which the data is to be encoded (e.g., The rated smelliness of each type of cheese (e.g.,
Gorgonzola, Emmental,
Roquefort, Saint Agur, Feta etc) will be represented by different shades of blue). Data clean up is specified. Derived variables if used are explained. Data source is referenced appropriately (i.e., web address). 2.0 to 0 pts
Needs Improvement One or more of the following: Data is not described or discussed. Demonstrates some confusion about the different data types (i.e. what data is qualitative or quantitative). Attempts to use the inappropriate encoding principles for the data type. Data source is not referenced. 5.0 pts
Criteria Ratings Pts
guidelines the use of appropriate visual elements depending on data type the context of the visualisation derived variables if used are clearly explained. Data source is referenced appropriately.
This criterion is linked to a Learning
Outcome Data Visualisation Design The same data may be visualised in a number of different ways. However, some ways will be better than others and may depend on the type of data and context.
In this part of the assessment we will look at your design process.
For example, we will look at how well you applied; data visualisation guidelines appropriate visual elements depending on data type the context of the visualisation 10.0 to 6.0 pts
Very Good
Excellent understanding of visualisation context and insightful analysis of
how to apply visualisation design principles to get your message across. Demonstrates the ability to effectively compare and contrast different visualisations based on a range of dimensions (e.g., guidelines, data types, context). Clearly
demonstrates how the visualisation will be tailored towards a specific audience and purpose. Contains numerous sketches and or screenshots showing design alternatives and evolution of design. Creative professional level response to the assignment task. 6.0 to 4.0 pts
Good
Good understanding of visualisation context (e.g., audience and purpose) and how it relates to your visualisation design choices. Discusses the appropriateness of using visual elements for different types of data. Good awareness of data visualisation guidelines. Shows evidence of
iterative design (i.e., evolution of design through a number of versions). Describes the type of visualisation (e.g., A sunburst diagram was used to classify the different types of cheeses (e.g., type of milk, hardness, etc). 4.0 to 0 pts
Needs Improvement One or more of the following: No, or minimal attempt, to relate or apply design decisions
to visualisation guidelines or data encoding principles. No evidence of iterative design (i.e., trying multiple different ways to display data).
Demonstrates poor understanding of the context, or does not address the context. 10.0 pts
This criterion is linked to a Learning
Outcome Complexity of Project Depending on the data set and context, different projects will differ in their complexity. This criteria recognises that more effort is required for more complex data sets. 4.0 to 3.0 pts
Very Good
Multiple data sets used, data sets from different sources combined in
new ways. Some variables be derived or specially calculated for use in the visualisation. User is able to interact with one or more variables to explore data set. Demonstrates all of the following interactive features: Overview, filter/zoom and details on demand. 3.0 to 2.0 pts
Good
Rich data set used. User is able to interact with one or more variables to explore data set.
Demonstrates two or more of the following interactive features: Overview, filter/zoom and details on demand. 2.0 to 0 pts
Needs Improvement Very simple data set used and/or limited number of variables. 4.0 pts
This criterion is linked to a Learning
Outcome Implementation 1
This criterion assesses the degree to which you were successful in building an interactive data visualisation. 6.0 to 4.0 pts
Very Good
Interactive website demonstrated.
Interactivity works as expected. Visualisation is presented with supporting context (i.e., page heading, explanatory text etc). External sources are acknowledged and referenced. 4.0 to 2.0 pts
Good
Website built.
Demonstrates most of the following as appropriate for context: scalable labelled axis, data import details on demand (e.g., mouse
over/‘tool tips’) transitions External sources are acknowledged and referenced. 2.0 to 0 pts
Needs Improvement One or more of the following: no website built no data visualisation evident no interactivity website barely functional (i.e., data not displaying properly or interactivity not working as expected) 6.0 pts
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Implementation 2 Aesthetic design. 4.0 to 3.0 pts
Very Good
Excellent visual aesthetic. 3.0 to 1.0 pts
Good
Good visual aesthetic: colours used on page and in visualisation are selected with care (e.g., web safe, good contrast where required, harmonious, suitable for audience and purpose) good font choices (e.g., headings are clearly defined, text is easy to read) text and interface elements appropriately aligned 1.0 to 0 pts
Needs Improvement
The website has two or more of the following: inconsistent or inappropriate fonts text is not readable poor colour choice elements misaligned or poorly placed 4.0 pts
This criterion is linked to a Learning
Outcome Written Expression No matter how good your ideas, if you cannot communicate them effectively, they are wasted on your audience. In this part of the assessment we are looking at how well you can communicate your ideas and create a piece of writing that convinces your reader that your conclusions and/or recommendations are well founded. 5.0 to 3.0 pts Very Good
Assignment is well organised, ideas and arguments flow naturally and logically. Easy to read and follow. Language is fluent. Grammar and spelling accurate. This level of writing would be acceptable at a professional level. 3.0 to 2.0 pts
Good
Assignment is mostly well organised generally demonstrates a clear flow from one idea to the next. Transitional sentences are used to connect major ideas and guide reader through the paper.? Follows basic
report structure (e.g., executive summary introduction, body, conclusion etc) Language is mainly fluent. May contain some grammatical and/or spelling errors. This level of writing would be acceptable at a professional level but could do with some improvement. 2.0 to 0 pts
Needs Improvement One or more of the following: Difficult to read or follow. Ideas do not
link up well within and/or between paragraphs
(e.g., swaps topics within or between paragraphs without transitional sentences to guide the reader from one idea to the next). Poor English expression (e.g., lacks proper sentence and/or paragraph construction). Difficult for reader to determine meaning. This level of writing would not be acceptable at a professional level. 5.0 pts
This criterion is linked to a Learning
Outcome Academic Integrity Everyone likes to be paid for work they do. In academic and professional environments, payment is not just about money, but also acknowledgment of ideas. If you use ideas or words from other writers or researchers, you must pay them by citing their original work. Failing to cite work from other authors will earn you a FAIL in this assignment. You will also FAIL this assignment if you use the words of other students in your assignment, or you give your words to other students to use. 2.0 to 1.0 pts
Very Good
Scholarly ideas are cited correctly using appropriate style guide (e.g. Harvard). Work from other sources is appropriately acknowledged. Less than 20-30% similarity with other sources. 1.0 pts
Good
Scholarly ideas are mostly cited correctly using appropriate style guide (e.g. Harvard) or, consistent style is used, but not requested style (i.e., Harvard). Work from other sources is appropriately acknowledged. Less than 20-30% similarity with other sources. 1.0 to 0 pts
Needs Improvement One or more of the following: An effort is made to cite scholarly ideas, but citation style is poor and does not follow appropriate style guidelines (e.g., Harvard). Work that Turnitin detects as the same as other published work or student work will not be graded. Typically, this means an overall FAIL grade will be given when Turnitin Report indicates more than 2030% similarity with: other published work and/or work submitted by other students You may also 2.0 pts
Criteria Ratings Pts
be found to have committed Academic Poor Practice or
Misconduct. You can be excluded from the university for Academic Misconduct.
Total Points: 45.0