Do we need formal education in visualization?

Domik, Gitta

doi:10.1109/38.851744

Cited by 24 publications

(12 citation statements)

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“…These eight core topics constitute the head of the knowledge to be conveyed in a visualization course [22]. Using a "Breadth-First" learning tool (the top levels constitute the breadth that is comprehensible for students of any discipline, [14]) these core topics were taught during lectures.…”

Section: Implementation and Assessment Of Our Framework In A Graduatementioning

confidence: 99%

Transdisciplinary Collaboration and Lifelong Learning: Fostering and Supporting New Learning Opportunities

Domik

Fischer

2011

Lecture Notes in Computer Science

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Abstract. The contexts provided by the world of the 21 st century require that our societies rethink and reinvent learning, teaching, working, and collaboration. A first basic challenge insufficiently addressed by prior research and practice is that almost all of the significant problems of tomorrow will be systemic problems, which cannot be addressed by any one specialty. These problems require transdisciplinary collaboration that focuses on opportunities for knowledge workers to work in teams, communities, and organizations that encompass multiple ways of knowing and collaborating. A second basic challenge is that learning can no longer be dichotomized into a place and time to acquire knowledge (school) and a place and time to apply knowledge (the workplace). To educate students today requires that we provide them with opportunities and soft skills to become lifelong learners. This paper (1) discusses the conceptual frameworks that we have developed to address these challenges; (2) describes our implementation and experience teaching a one semester graduate course based on our framework; and (3) discusses implications and future opportunities.

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Section: Implementation and Assessment Of Our Framework In A Graduatementioning

confidence: 99%

Transdisciplinary Collaboration and Lifelong Learning: Fostering and Supporting New Learning Opportunities

Domik

Fischer

2011

Lecture Notes in Computer Science

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“…Besides that, according to [24], he mentioned the visual content has appeared in instructional manuals, textbooks, web interface extensions for generations, and classroom presentation. In addition, [25] says the visualization is a skill that should be taught. In the teaching of visualization, the major difficulty is that there is no single methodology, syntax, or grammar in visualization education, unlike in writing or statistics.…”

Section: E Visualization In Educationmentioning

confidence: 99%

Digital 2D Animation for Educational Visualization in Secondary School: A Development Courseware of Bintang Hati PT3 Novel

Aziz¹,

Ahmad²,

Abdullah³

et al. 2019

IJEAT

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Multimedia technology has opened up new opportunities and exploration to be exploited in learning environment. This technology has the ability to integrate, combine, and deliver various media such as text, graphic, audio, video, animation and interactivity which can help make teaching and learning process more effective and rewarding. However, a multimedia courseware development high-quality and cost-effective is a major challenge that needs to be addressed and focused if we want to integrate the multimedia application a real success. This study presents development of a multimedia courseware using 2D animation for PT3 students in secondary school in assisting them to learn about the Bintang Hati novel using visualization technique. The development courseware is an alternative of the conventional learning method using chalk and talk. Integrating the multimedia elements in learning method will make the learning environment more interesting and presentable. ADDIE model has been used as guidelines in developing the courseware. Each phases and activities of the model are discussed in detail based on the development process involved. The methodology for courseware quality assurance and its relationship with the development process model have been presented. By using the observation, questionnaire, and interview method in data collection, the result of the successful courseware development is also presented.

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“…Additionally, perception, design, and other areas of disciplines outside CS, play an important role in computer-generated visualization. The core topics to teach computer-generated visualization are [19]: definitions; data; user and tasks; mapping from data parameters to visual attributes; representation techniques; interaction issues; concepts of the visualization process; and systems and tools. These eight core topics constitute the head of the knowledge to be conveyed in a visualization course.…”

Section: Helping Students To Find a Common Groundmentioning

confidence: 99%

Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinary Collaboration

Domik

Fischer

2010

Key Competencies in the Knowledge Society

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Abstract. Real world problems are complex and therefore between and beyond disciplines. To solve them requires expertise across several disciplines. This paper argues that we need to teach students transdisciplinary collaboration as a competency demanded in future work places. We describe two learning strategies, "breadth-first" and "Long Tail", to help develop these competencies in graduate students. An implementation of these strategies in a computer science course with 48 graduate students from various disciplines is described. Finally, implications and future opportunities of our approach are discussed.

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Do we need formal education in visualization?

Cited by 24 publications

References 0 publications

Transdisciplinary Collaboration and Lifelong Learning: Fostering and Supporting New Learning Opportunities

Transdisciplinary Collaboration and Lifelong Learning: Fostering and Supporting New Learning Opportunities

Digital 2D Animation for Educational Visualization in Secondary School: A Development Courseware of Bintang Hati PT3 Novel

Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinary Collaboration

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