Remote Instruction for Data Visualization Design—A Report From the Trenches

Aerts, Jan; Peeters, Jannes; Bot, Daniël M.; Kafetzaki, Danai; Lamqaddam, Houda

doi:10.1109/mcg.2021.3116042

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…They describe activities that engage students in the use of visualization guidelines to support teaching, learning, and discussion around visualization guidelines using the online VisGuides forum [DAREA * 18]. Schwab et al developed a tool to use for online synchronous collaboration [SSB * 21], and Aerts et al [APB * 21] reported on their experience of running online design workshops for a master's‐level visualization course where students were taught to ideate, create, and discuss hand‐drawn sketches. However, the concept of teaching and implementing the whole design study process in an online visualization class is not yet explored.…”

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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Section: Related Workmentioning

confidence: 99%