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

Perspectives of Visualization Onboarding and Guidance in VA

A typical problem in Visual Analytics is that users are highly trained experts in their application domains, but have mostly no experience in using VA systems. Thus, users often have difficulties interpreting and working with visual representations. To overcome these problems, user assistance can be incorporated into VA systems to guide experts through the analysis while closing their knowledge gaps. Different types of user assistance can be applied to extend the power of VA, enhance the user's experience, and broaden the audience for VA. Although different approaches to visualization onboarding and guidance in VA already exist, there is a lack of research on how to design and integrate them in effective and efficient ways. Therefore, we aim at putting together the pieces of the mosaic to form a coherent whole. Based on the Knowledge-Assisted Visual Analytics model, we contribute a conceptual model of user assistance for VA by integrating the process of visualization onboarding and guidance as the two main approaches in this direction. As a result, we clarify and discuss the commonalities and differences between visualization onboarding and guidance, and discuss how they benefit from the integration of knowledge extraction and exploration. Finally, we discuss our descriptive model by applying it to VA tools integrating visualization onboarding and guidance, and showing how they should be utilized in different phases of the analysis in order to be effective and accepted by the user.Comment: Elsevier Visual Informatics (revised version under review

VisAhoi: Towards a Library to Generate and Integrate Visualization Onboarding Using High-level Visualization Grammars

Visualization onboarding supports users in reading, interpreting, and extracting information from visual data representations. General-purpose onboarding tools and libraries are applicable for explaining a wide range of graphical user interfaces but cannot handle specific visualization requirements. This paper describes a first step towards developing an onboarding library called VisAhoi, which is easy to integrate, extend, semi-automate, reuse, and customize. VisAhoi supports the creation of onboarding elements for different visualization types and datasets. We demonstrate how to extract and describe onboarding instructions using three well-known high-level descriptive visualization grammars - Vega-Lite, Plotly.js, and ECharts. We show the applicability of our library by performing two usage scenarios that describe the integration of VisAhoi into a VA tool for the analysis of high-throughput screening (HTS) data and, second, into a Flourish template to provide an authoring tool for data journalists for a treemap visualization. We provide a supplementary website that demonstrates the applicability of VisAhoi to various visualizations, including a bar chart, a horizon graph, a change matrix or heatmap, a scatterplot, and a treemap visualization

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

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.Comment: 8 pages, 3 figures. Accepted at 4th IEEE Workshop on Visualization Guidelines in Research, Design, and Education (VisGuides 2022), at IEEE VIS 202

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

STAT3/LKB1 controls metastatic prostate cancer by regulating mTORC1/CREB pathway

Prostate cancer (PCa) is a common and fatal type of cancer in men. Metastatic PCa (mPCa) is a major factor contributing to its lethality, although the mechanisms remain poorly understood. PTEN is one of the most frequently deleted genes in mPCa. Here we show a frequent genomic co-deletion of PTEN and STAT3 in liquid biopsies of patients with mPCa. Loss of Stat3 in a Pten-null mouse prostate model leads to a reduction of LKB1/pAMPK with simultaneous activation of mTOR/CREB, resulting in metastatic disease. However, constitutive activation of Stat3 led to high LKB1/pAMPK levels and suppressed mTORC1/CREB pathway, preventing mPCa development. Metformin, one of the most widely prescribed therapeutics against type 2 diabetes, inhibits mTORC1 in liver and requires LKB1 to mediate glucose homeostasis. We find that metformin treatment of STAT3/AR-expressing PCa xenografts resulted in significantly reduced tumor growth accompanied by diminished mTORC1/CREB, AR and PSA levels. PCa xenografts with deletion of STAT3/AR nearly completely abrogated mTORC1/CREB inhibition mediated by metformin. Moreover, metformin treatment of PCa patients with high Gleason grade and type 2 diabetes resulted in undetectable mTORC1 levels and upregulated STAT3 expression. Furthermore, PCa patients with high CREB expression have worse clinical outcomes and a significantly increased risk of PCa relapse and metastatic recurrence. In summary, we have shown that STAT3 controls mPCa via LKB1/pAMPK/mTORC1/CREB signaling, which we have identified as a promising novel downstream target for the treatment of lethal mPCa

Periodontal Ehlers-Danlos Syndrome Is Caused by Mutations in C1R and C1S, which Encode Subcomponents C1r and C1s of Complement

Periodontal Ehlers-Danlos syndrome (pEDS) is an autosomal-dominant disorder characterized by early-onset periodontitis leading to premature loss of teeth, joint hypermobility, and mild skin findings. A locus was mapped to an approximately 5.8 Mb region at 12p13.1 but no candidate gene was identified. In an international consortium we recruited 19 independent families comprising 107 individuals with pEDS to identify the locus, characterize the clinical details in those with defined genetic causes, and try to understand the physiological basis of the condition. In 17 of these families, we identified heterozygous missense or in-frame insertion/deletion mutations in C1R (15 families) or C1S (2 families), contiguous genes in the mapped locus that encode subunits C1r and C1s of the first component of the classical complement pathway. These two proteins form a heterotetramer that then combines with six C1q subunits. Pathogenic variants involve the subunit interfaces or inter-domain hinges of C1r and C1s and are associated with intracellular retention and mild endoplasmic reticulum enlargement. Clinical features of affected individuals in these families include rapidly progressing periodontitis with onset in the teens or childhood, a previously unrecognized lack of attached gingiva, pretibial hyperpigmentation, skin and vascular fragility, easy bruising, and variable musculoskeletal symptoms. Our findings open a connection between the inflammatory classical complement pathway and connective tissue homeostasis