95563 Data Driven Storytelling Studio
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
In this studio subject, students design, and create interactive, data-driven storytelling. Increasingly, data-driven storytelling has moved from scientific visualization to more interactive applications, which have been widely adopted in news, media, journalism, and marketing. It explores storytelling creation process supported by data visualisation, and human centred design methods. Students work on data storytelling projects in a collaborative environment. Students gain hands-on experience using a Business Intelligence platform to solve complex project problems, while expanding their ability to leverage data-driven insights and enhance storytelling capabilities.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Create and design effective data driven narratives. (C.1) |
|---|---|
| 2. | Plan and manage data driven storytelling project. (D.1) |
| 3. | Examine user experience of a data driven narrative and adapt its design in response. Deliver a compelling storytelling presentation. (B.1) |
| 4. | Demonstrate positive and respectful practices when working with Indigenous Australians data. (A.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Indigenous Professional Capability: FEIT graduates are culturally and historically well informed, able to co-design projects as respectful professionals when working in and with Aboriginal and Torres Strait Islander communities. (A.1)
- Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
- Technically Proficient: FEIT graduates apply theoretical, conceptual, software and physical tools and advanced discipline knowledge to research, evaluate and predict future performance of systems characterised by complexity. (D.1)
Teaching and learning strategies
This subject includes a weekly 2 hour face-to-face workshop class throughout the session. This class structure is supported by weekly activities, e-tivities and readings. Students will gain most from the classes if they prepare in advance and participate in the online discussions. Readings will be made available using Canvas. Canvas will also be used in this subject for online activities, groupwork and discussions, a question and answer forum and subject announcements. More details of the group discussions will be given in tutorial workshops and in your tutorial group’s area in Canvas.
Students are expected to attend and participate in all workshop classes, actively contribute to online discussions, complete your assignments by their due dates and participate fully in their group for the group project.
This subject is 6 credit points. This means that throughout the semester students should be spending an average of 9-12 hours per week on this subject, including the class time.
Assessment
Assessment task 1: Group Project Plan
| Intent: | This task requires groups together to develop a planning report for Data Storytelling Project. This task requires groups together to deliver the presentation for the development of a storytelling project. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): A.1, B.1, C.1 and D.1 |
| Type: | Report |
| Groupwork: | Group, group and individually assessed |
| Weight: | 40% |
| Length: | Suggest 2000 words per group member. |
| Criteria: | Refer to Assessment outline |
Assessment task 2: Tableau Tutorial Assignment
| Intent: | This task allows students to practice and improve their skills in data visualization and storytelling, extend their ability to leverage data-driven insights and enhance their storytelling capabilities. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and D.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 10% |
Assessment task 3: Project Storytelling Video
| Intent: | This task allows students to practice and improve their skills in creating a compelling story telling in the format of video. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): A.1 and C.1 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | Video limit to 3 mins (Format: MPEG-4) |
| Criteria: | Refer to Assessment outline. |
Assessment task 4: Reflective Summary
| Intent: | This task allows students to produce a reflective summary on their learning experience, develop an understanding of the Indigenous Cultural and Intellectual Property and apply to a project in the future. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): A.1 and B.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 1000 total words |
| Criteria: | Refer to Assessment outline |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Recommended texts
Brent, D. (2020) Effective data storytelling : how to drive change with data, narrative, and visuals
Knaflic, C. (2010) Storytelling with data : a data visualization guide for business professionals
Ryan, L. (2018) Visual data storytelling with Tableau
References
Australia Council for the Arts. (2019). Protocols for Using First Nations Cultural and Intellectual Property in the Arts. https://australiacouncil.gov.au/investment-and-development/protocols-and-resources/protocols-for-using-first-nations-cultural-and-intellectual-property-in-the-arts/ In particular Principle 3 - Communication, consultation and consent.
Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS). (2020). AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research (the AIATSIS Code). https://aiatsis.gov.au/research/ethical-research/code-ethics
Gottschall, The Storytelling Animal: How Stories Make Us Human (2012), 1st Edition, Mariner Books.
Kalbach, J (2016), Mapping Experiences: A Complete Guide to Creating Value through Journeys, Blueprints, and Diagrams, 1st edition, O’Reilley Media.
Lichaw, D (2016) The User's Journey: Storymapping Products That People Love, 1st Edition, Rosenfeld Media.
Quesenbery, W (2010) Storytelling for User Experience, 1st Edition, Rosenfeld Media.
Rogers, Y, Sharp, H, and Preece, J (2015) Interaction Design: Beyond Human-Computer Interaction, 4th Edition. Wiley.
Goto, K. (2005) Web ReDesign 2.0 — Workflows that Work. Berkley: Peachpit. ISBN: 0-7357-1433-9 (Highly Recommended)
Spencer, D. (2010) A Practical Guide to Information Architecture. Five Simple Steps LLP.
Other resources
UTS Library
The University Library has many resources you need for your assignments. Many of these resources are available to you online at www.lib.uts.edu.au, the Library’s web site. Some items such as electronic journals, databases, exam papers and e-reserve require a login and password.
Items in high demand are placed in the Library’s Reserve Collection and much of this material is now accessible electronically. Access is via the Reserve Collection link in the Library’s catalogue.