Reflections and Considerations on Running Creative Visualization Learning Activities

Roberts, Jonathan C.; Bach, Benjamin; Boucher, Magdalena; Chevalier, Fanny; Diehl, Alexandra; Hinrichs, Uta; Huron, Samuel; Kirk, Andy; Knudsen, Søren; Meirelles, Isabel; Noonan, Rebecca; Laura, Pelchmann,; Rajabiyazdi, Fateme; Stoiber, Christina

doi:10.1109/visguides57787.2022.00009

Cited by 2 publications

(1 citation statement)

References 69 publications

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“…Yet there is no guidance on incorporating creative design education in traditional HCI courses [WDHW19,MdOGG * 15]. Within the field of data visualization, Roberts et al, [RBB * 22] identify, discuss, and reflect on nine strategies for creative visualization activities to teach data visualization. McKenna et al [MLM17] and Roberts et al [RRJH17] created detailed worksheets and explanatory framework to guide the design process for learners.…”

Section: Related Workmentioning

confidence: 99%

Process and Pitfalls of Online Teaching and Learning with Design Study “Lite” Methodology: A Retrospective Analysis

Syeda

Dunne

Borkin

2023

Computer Graphics Forum

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Design studies are an integral method of visualization research with hundreds of instances in the literature. Although taught as a theory, the practical implementation of design studies is often excluded from visualization pedagogy due to the lengthy time commitments associated with such studies. Recent research has addressed this challenge and developed an expedited design study framework, the Design Study “Lite” Methodology (DSLM), which can implement design studies with novice students within just 14 weeks. The framework was developed and evaluated based on five semesters of in‐person data visualization courses with 30 students or less and was implemented in conjunction with Service‐Learning (S‐L). With the growth and popularity of the data visualization field—and the teaching environment created by the COVID‐19 pandemic—more academic institutions are offering visualization courses online. Therefore, in this paper, we strengthen and validate the epistemological foundations of the DSLM framework by testing its (1) adaptability to online learning environments and conditions and (2) scalability to larger classes with up to 57 students. We present two online implementations of the DSLM framework, with and without Service‐Learning (S‐L), to test the adaptability and scalability of the framework. We further demonstrate that the framework can be applied effectively without the S‐L component. We reflect on our experience with the online DSLM implementations and contribute a detailed retrospective analysis using thematic analysis and grounded theory methods to draw valuable recommendations and guidelines for future applications of the framework. This work verifies that DSLM can be used successfully in online classes to teach design study methodology. Finally, we contribute novel additions to the DSLM framework to further enhance it for teaching and learning design studies in the classroom. The preprint and supplementary materials for this paper can be found at https://osf.io/6bjx5/.

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