Infographics MOOC: Final Thoughts

   My foray into the world of MOOCs concludes this week. Guided by professor Alberto Cairo, I have found that I have learned quite a bit about infographics and data visualization over these last seven weeks. I began the course with a familiarity of the topic garnered solely through looking at infographics in newspapers, magazines and web sites. I regularly read the NY Times and they have a large infographics department. The online version of the paper offers many fine examples of infographic and data viz materials. (Check this blog entry for some information on the work found in the NY Times.) But you'll notice, if you are looking, that infographics appear in many media quite regularly.
   For this course, the goals were to learn the theory behind the the creation of an effective infographic, to be able to apply that theory in critiquing the work of others and to create infographics from data sets.  For those who were ambitious, materials were provided to learn more about two software products used in the profession to create static and interactive graphic materials. The software products, Tableau and Adobe Illustrator, were supported by a series of video and .pdf Help Guides.
   The course's final project asked each student to take a data set and create an infographic.  There are thousands of students enrolled in the class from all over the world, and not surprisingly, final projects covered a wide variety of topics.  I chose to utilize data from GSB's Admission Department.  Looking over enrollment numbers going back over 10 years, I tried to discern patterns that might provide useful information. In short, I was looking for a story.  What I ultimately decided on was an interactive infographic that would visually show the towns our students came from year after year.  You can take a look at the infographic as a .pdf or check the screenshot below. 

 

   

   Final thoughts? This MOOC offered what I was looking for. I learned a lot. I enjoyed the flexibility to work when it was convenient to me. I liked not having to commute to class. When I queried the professor with a question or concern, which I did three times, a response was offered quickly and in a thoughtful way. A considerable part of the learning structure was built around peer feedback. This part of the course was least satisfactory. Some feedback was excellent, some less helpful. But peer-to-peer interaction utilizing online forums is frequently found in MOOCs and other online coursework. It substitutes for class discussion and I suspect many find the trade-off frustrating.  Overall, I will say I was pleasantly surprised at how well this course was administered and how much I learned simply by following through on the readings, videos and activities. As in any course, the professor deserves a lion's share of the credit for its success. Thanks, Alberto, for shedding light on a new area of learning.