211 research outputs found
Challenges and Opportunities in Data Visualization Education: A Call to Action
This paper is a call to action for research and discussion on data
visualization education. As visualization evolves and spreads through our
professional and personal lives, we need to understand how to support and
empower a broad and diverse community of learners in visualization. Data
Visualization is a diverse and dynamic discipline that combines knowledge from
different fields, is tailored to suit diverse audiences and contexts, and
frequently incorporates tacit knowledge. This complex nature leads to a series
of interrelated challenges for data visualization education. Driven by a lack
of consolidated knowledge, overview, and orientation for visualization
education, the 21 authors of this paper-educators and researchers in data
visualization-identify and describe 19 challenges informed by our collective
practical experience. We organize these challenges around seven themes People,
Goals & Assessment, Environment, Motivation, Methods, Materials, and Change.
Across these themes, we formulate 43 research questions to address these
challenges. As part of our call to action, we then conclude with 5
cross-cutting opportunities and respective action items: embrace
DIVERSITY+INCLUSION, build COMMUNITIES, conduct RESEARCH, act AGILE, and relish
RESPONSIBILITY. We aim to inspire researchers, educators and learners to drive
visualization education forward and discuss why, how, who and where we educate,
as we learn to use visualization to address challenges across many scales and
many domains in a rapidly changing world: viseducationchallenges.github.io.Comment: Accepted for publication at VIS 2023 Conference, Melbourne, VI
Leveraging Peer Feedback to Improve Visualization Education
Peer review is a widely utilized pedagogical feedback mechanism for engaging
students, which has been shown to improve educational outcomes. However, we
find limited discussion and empirical measurement of peer review in
visualization coursework. In addition to engagement, peer review provides
direct and diverse feedback and reinforces recently-learned course concepts
through critical evaluation of others' work. In this paper, we discuss the
construction and application of peer review in a computer science visualization
course, including: projects that reuse code and visualizations in a
feedback-guided, continual improvement process and a peer review rubric to
reinforce key course concepts. To measure the effectiveness of the approach, we
evaluate student projects, peer review text, and a post-course questionnaire
from 3 semesters of mixed undergraduate and graduate courses. The results
indicate that course concepts are reinforced with peer review---82% reported
learning more because of peer review, and 75% of students recommended
continuing it. Finally, we provide a road-map for adapting peer review to other
visualization courses to produce more highly engaged students
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Challenges and Opportunities in Data Visualization Education: A Call to Action
This paper is a call to action for research and discussion on data visualization education. As visualization evolves and spreads through our professional and personal lives, we need to understand how to support and empower a broad and diverse community of learners in visualization. Data Visualization is a diverse and dynamic discipline that combines knowledge from different fields, is tailored to suit diverse audiences and contexts, and frequently incorporates tacit knowledge. This complex nature leads to a series of interrelated challenges for data visualization education. Driven by a lack of consolidated knowledge, overview, and orientation for visualization education, the 21 authors of this paper-educators and researchers in data visualization-identify and describe 19 challenges informed by our collective practical experience. We organize these challenges around seven themes People, Goals & Assessment, Environment, Motivation, Methods, Materials, and Change . Across these themes, we formulate 43 research questions to address these challenges. As part of our call to action, we then conclude with 5 cross-cutting opportunities and respective action items: embrace DIVERSITY+INCLUSION, build COMMUNITIES, conduct RESEARCH, act AGILE, and relish RESPONSIBILITY. We aim to inspire researchers, educators and learners to drive visualization education forward and discuss why, how, who and where we educate, as we learn to use visualization to address challenges across many scales and many domains in a rapidly changing world: viseducationchallenges.github.io
Reflections and Considerations on Running Creative Visualization Learning Activities
This paper draws together nine strategies for creative visualization activities. Teaching visualization often involves running learning activities where students perform tasks that directly support one or more topics that the teacher wishes to address in the lesson. As a group of educators and researchers in visualization, we reflect on our learning experiences. Our activities and experiences range from dividing the tasks into smaller parts, considering different learning materials, to encouraging debate. With this paper, our hope is that we can encourage, inspire, and guide other educators with visualization activities. Our reflections provide an initial starting point of methods and strategies to craft creative visualisation learning activities, and provide a foundation for developing best practices in visualization education
Source Book on Digital Libraries
This extensive report outlines the steps necessary to create a national, electronic Science, Engineering and Technology Library. Step one is for NSF to play a lead role in launching a concerted R&D program in the area. Step two involves partnerships, cooperative ventures, and production conversion of backarchives. ARPA, NASA, NIST, Library of Congress, NLM, NAI, and many other groups must become involved if we are to serve the broad base of users; it will only be successful if supported by top-quality research on information storage and retrieval, hypertext, document processing, human-computer interaction, scaling up of information systems, networking, multimedia systems, visualization, education, and training. NOTE: Because of its large size, this reports is not available in hard copy from the department. It can be obtained electronically through anonynous FTP to fox.cs.vt.edu (in directory /pub/DigitalLibrary). To obtain a hard copy, write to Mark Roope at University Printing Services; "Documents on Demand"; Virginia Tech; Blacksburg VA 24061-0243; or call (703) 231-6701
Educational data comics:What can comics do for education in visualization?
This paper discusses the potential of comics for explaining concepts with and around data visualization. With the increasing spread of visualizations and the democratization of access to visualization tools, we see a growing need for easily approachable resources for learning visualization techniques, applications, design processes, etc. Comics are a promising medium for such explanation as they concisely combine graphical and textual content in a sequential manner and they provide fast visual access to specific parts of the explanations. Based on a first literature review and our extensive experience with the subject, we survey works at the respective intersections of comics, visualization and education: data comics, educational comics, and visualization education. We report on five potentials of comics to create and share educational material, to engage wide and potentially diverse audiences, and to support educational activities. For each potential we list, we describe open questions for future research. Our discussion aims to inform both the application of comics by educators and their extension and study by researchers
Reflections on Designing and Running Visualization Design and Programming Activities in Courses with Many Students
In this paper, we reflect on the educational challenges and research
opportunities in running data visualization design activities in the context of
large courses. With the increasing number and sizes of data visualization
course, we need to better understand approaches to scaling our teaching
efforts. We draw on experiences organizing and facilitating activities
primarily based on one instance of a master's course given to about 130
students. We provide a detailed account of the course with particular focus on
the purpose, structure, and outcome of six two-hour design activities. Based on
this, we reflect on three aspects of the course: First, how the course scale
led us to thoroughly plan, evaluate, and revise communication between students,
teaching assistants, and lecturers. Second, how we designed learning scaffolds
through the design activities, and the reflections we received from students on
this matter. Finally, we reflect on the diversity of the students that followed
the course, the visualization exercises we used, the projects they worked on,
and when to key in on simple boring problems and data sets. Thus, our paper
contributes with discussions about balancing topical diversity, scaling courses
to many students, and problem-based learning.Comment: To appear in the proceedings of the IEEE VIS 2023 Workshop on
Visualization Education, Literacy, and Activitie
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