Title:	EXPLOITING SVG FOR DYNAMIC CHARTS AND GRAPHS IN ONLINE, OBJECTIVE LEARNING
Author(s):	Justin Hatt
ISBN:	978-972-8924-42-3
Editors:	Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2007
Edition:	V II, 2
Keywords:	Charts, Graphs, Objective Questioning, Graph Theory
Type:	Short Paper
First Page:	91
Last Page:	95
Language:	English
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Paper Abstract:	Online, objective questioning has many uses, especially computer-aided assessment and learning. However, when questions require the use of graphs and charts, many issues can arise, which need to conform to more common and traditional approaches. In many cases, the use of graphs and charts allows for questions being asked to be simpler to understand and answer; in some cases, though, it is the opposite. As such, different problems, where the questions are the same but have different displays, may appear on different levels of Bloom’s Taxonomy [Anderson & Krathwohl, 2000]. Visual learning is important as a multiple intelligence [Gardner, 1993] and, as such, should be considered when designing online, objective questions. When designing graphs and charts, much attention and detail is required in order for the visual display to resemble what a student may normally see in a textbook or in an examination. In other cases, designing the appropriate charts and graphs involves some background theory on the subject material in order to determine what must be included (or excluded) from the design. This paper looks at charts and graphs in online, objective learning using Mathletics [Baruah et al, 2005], an online, mathematics assessment and learning tool, for the undergraduate mathematics topic, graph theory. The generic structure of the graphics is described and the pedagogical structure of the questions is examined with and without graphical displays included. The changes involved are discussed to help determine which question displays are beneficial for student learning
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