IEEE VIS 2024 Content: Teaching Information Visualization through Situated Design: Case Studies from the Classroom

Teaching Information Visualization through Situated Design: Case Studies from the Classroom

Doris Kosminsky - Universidade Federal do Rio de Janeiro, Rio de Janeiro, Brazil

Renata Perim Lopes - Federal University of Rio de Janeiro, Rio de Janeiro, Brazil

Regina Reznik - UFRJ, RJ, Brazil. IBGE, RJ, Brazil

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2024-10-13T14:15:00Z GMT-0600 Change your timezone on the schedule page
2024-10-13T14:15:00Z
Exemplar figure, described by caption below
The image displays a diagram on the left side of the page, featuring four nested circles, each symbolizing a stage in the Situated Learning model for information visualization. The outermost circle is labeled "situated contexts," linked to "location," covering space, time, place, activity, and social aspects. The second circle, "collecting data," is connected to "embodied skills." The third circle, "mapping & design", also links to "embodied skills." The innermost circle is "presentation," linked to "partial view." The right side shows the VIS2024 conference logo.
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Abstract

In this article, we discuss an experience with design and situated learning in the Creative Data Visualization course, part of the Visual Communication Design undergraduate program at the Federal University of Rio de Janeiro, a free, public Brazilian university that, thanks to affirmative action policies, has become more inclusive over the years. We begin with a brief introduction to the terms Situated Knowledge, coined by Donna Haraway, Situated Design, based on the former concept, and Situated Learning. We then examine the similarities and differences between these notions and the term Situated Visualization to present a model for the concept of Situated Learning in Information Visualization. Following this foundation, we describe the applied methodology, emphasizing the importance of integrating real-world contexts into students’ projects. As a case study, we present three student projects produced as final assignments for the course. Through this article, we aim to underscore the articulation of situated design concepts in information visualization activities and contribute to teaching and learning practices in this field, particularly within the Global South.