This workshop focuses on data-visualization activities, especially methods and challenges for teaching and engaging with data visualization concepts, knowledge, and practices.
- sketching aids designers to consider alternative ideas;
- manipulating tokens help students conceptualize quantities for data visualization;
- user interviews and discussions help developers understand requirements.
Workshops, classes, or collaborations with domain experts, often include hands-on data visualization activities that involve analog ordigital tools and materials and more or less well defined protocols. Recent years have seen the emergence of such data visualizationactivities in different contexts, including education, visualization design, activism, self-reflection, and interdisciplinary collaboration.
However, the broad range of contexts and target audiences that Data-Vis activities have been applied to makes it difficult to collectand identify commonalities and build knowledge in a systematic way.
The goals of this workshop are
- start building an understanding and to synthesize protocols and materials used to lead data vis activities,
- to bring together researchers, practitioners, and educators from within and outside of the visualization community,
- brainstorm, design, experience, and try novel activities, and to
- discuss issues around goals, methods, audiences, materials, andevaluation for teaching data visualization.
Download our full proposal here
Topics and Submissions:
Research refers to classical workshop papers with a scientific contribution in theory, reflection, application, evaluation, design, or implementation. Page length will be limited to 4 pages. Contributions can include:
- learning material,
- learning goals,
- visualization guidelines,
- critical reflections on conducing visualization activities (teaching experience),
- evaluation strategies for activities,
- teaching approaches,
- ethical and critical considerations on activities and teaching.
- reports and
- experiences about one or many teaching activities, e.g., protocol and material of activities including results and reflections.
As part of the call, we will provide a template to report and explain an activity. Activities should be in PDF format and will be published in this format on the workshop website. This template will be subject to discussion by the workshop participants during the workshop.
Materials include new teaching material that supports teaching in general and which is ready for application
- visualizations of schema/diagrams/design spaces,
- cheat sheets (full paper),
- teaching tools
- targeted to support specific activities
- physical visualization,
- sketching templates,
- programming tutorials
A material submission should not exceed 2 pages text plus appendix and supplementary material (e.g., graphics, videos, websites). The 2 pages should describe context, design decisions, associated or possible activities, and reflections or evaluations from their application. The actual material is to be included as supplementary material and can be presented as poster at the workshop.
Any submission—research, activity, or material—will be peer-reviewed, providing constructive feedback for the camera-ready version. All submissions will be published on and linked from our website. On submission, authors have to choose whether their a successful submission should be made archival or should only be available on the workshop website.
- July 20, 2020: Submission Deadline
- August 15, 2020: Reviews Collected from reviewers
- August 20, 2020: Author Notification
- September 7, 2020: Submission Camera Ready Deadline
Paper Presentations & Discussion
- Warm up activity
- Identifying activities challenges
- Voting and grouping on challenges
- Creating & discussing activities
- Testing the activities
- Reflection and discussion
- Discussion and Wrapping-up
- Lyn Bartram, Simon Fraser University, Canada
- Anastasia Bezerianos, Université Paris-Saclay, France
- Rahul Bhargava, MIT, USA
- Marian Dörk, University of Applied Sciences Potsdam, Germany
- Sarah Goodwin, Monash University, Australia
- Kyle Hall, Temple University, USA
- Petra Isenberg, Université Paris-Saclay, France
- Isabel Meirelles, OCAD University, Canada
- Till Nagel, University of Applied Sciences Mannheim, Germany
- Charles Perin, University of Victoria, Canada
- Arran Ridley, University of Leeds, UK
- Jon Schwabish, Urban Institute, USA
- Romain Vuillemot, LIRIS, Ecole Centrale de Lyon, France
- Jagoda Walny, University of Calgary, Canada
- Zezhong Wang, University of Edinburgh, UK