Tinker or Transfer? A Tale of Two Techniques in Teaching Visualization
Adam Hyland, Murtaza Ali
TL;DR
The paper investigates how to teach information visualization when instructors are not formally trained visualization experts by blending traditional transfer-based instruction with creative, tinkering-focused learning. It implements 15-minute class-wide tinkering activities, formalized as a template aligned to daily topics, and evaluates their reception via a student survey, revealing strong perceived creative learning and warming-up utility. Although students reported engagement and cross-disciplinary perspectives, some highlighted the need for clearer connections to course content and formal assessment. The authors contribute concrete, replicable activity designs and propose a design-inquiry pathway to develop a new course centered on creative learning, aiming to broaden access to visualization literacy and foster instructor adoption.
Abstract
In education there exists a tension between two modes of learning: traditional lecture-based instruction and more tinkering-based creative learning. In this paper, we outline our efforts as two Ph.D. students (who are skilled in visualization but are not, importantly, professionally trained visualization experts) to implement creative learning activities in an information visualization course in our home department. We describe our motivation for doing so, and how what began out of necessity turned into an endeavor whose utility we strongly believe in. In implementing these activities, we received largely positive reviews from students, along with constructive feedback which helped us iteratively improve the activities. Finally, we also detail our future plans for turning this work into a formal design inquiry with students to build a new class centered entirely around creative learning.