Teaching Information Visualization - Information Visualization: Human-Centered Issues and Perspectives - page 70

Kerren et al. (2007) [35]

1

Spence (2007) [62]

10

Chen (2006) [9]

2

Schroeder et al. (2006) [57]

2

Dykes et al. (2005) [15]

1

Few (2004) [18]

1

Slocum et al. (2004) [60]

2

Ware (2004) [71]

10

Fayyad et al. (2001) [16]

1

Tufte (2001) [69]

3

Schumann et al. (2000) [58]

2

Card et al. (1999) [8]

4

Lichtenbelt et al. (1998) [42]

1

Tufte (1997) [68]

1

Monmonier (1996) [49]

1

Mullet et al. (1994) [50]

1

Keller et al. (1993) [30]

1

Tufte (1990) [67]

5

Absolute Usage (13 instructors in total)

Fig. 2. Usage of topics for all courses ordered by publication date.

selected from the IEEE InfoVis and Vis Conference proceedings as well as from
the ACM CHI proceedings.
Students typically had to prepare a short presentation about a research paper
in these courses. This helps students gain skills in oral communication (partic-
ularly if presentations are critiqued in class) and helps the courses to explore a
variety of different visualization approaches and techniques in discussion. Such
a presentation also could be part of a larger practical exercise or project (see
Section 2.3).

Own Lecture Notes (Q2c): Interestingly, all the instructors used their own
course lecture notes (many as PowerPoint slides). 58% published their lecture
notes on the course web site without any restriction. We assume that the re-
maining instructors either offered their notes on the web with restricted access
or simply used the notes to lecture from.