2 Search Results for "Hinrichs, Uta"

Document
DOI: 10.4230/DagRep.13.9.137
Visualization and the Humanities: Towards a Shared Research Agenda (Dagstuhl Seminar 23381)

Authors: Johanna Drucker, Mennatallah El-Assady, Uta Hinrichs, Florian Windhager, and Derya Akbaba

Published in: Dagstuhl Reports, Volume 13, Issue 9 (2024)

Abstract
This report documents the program and the outcomes of Dagstuhl Seminar 23381 "Visualization and the Humanities: Towards a Shared Research Agenda". The seminar was motivated by the fact that visualization has become a vital element in (digital) humanist research practices recently, while the value and impact of research at the intersection of visualization and the humanities is still widely debated and frequently contested from both sides. Visualization scholars critique the service-oriented focus on visualization as a tool to facilitate humanist research, which hampers the discovery of complementary and mutually enriching research perspectives for all fields involved. At the same time, humanists warn of visualizations' roots in the quantitative sciences which introduce non-trivial shifts in the topology of knowledge-power, creating epistemic, political, ethical, pedagogical, and cultural tensions. Building on advances in this young and highly interdisciplinary research area, the seminar discussed how to leverage synergies and how to build productively on tensions between methodologies at the intersection of visualization and (digital) humanities fields that span a vast spectrum of research philosophies and methods. The seminar thus brought together researchers and practitioners from the fields of visualization, computer science, the humanities, and design to reflect on existing research methods within visualization and the humanities, to identify tensions and synergies between the different fields, and to develop concrete avenues that address and leverage these.
Cite as

Johanna Drucker, Mennatallah El-Assady, Uta Hinrichs, Florian Windhager, and Derya Akbaba. Visualization and the Humanities: Towards a Shared Research Agenda (Dagstuhl Seminar 23381). In Dagstuhl Reports, Volume 13, Issue 9, pp. 137-165, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)

Copy BibTex To Clipboard

@Article{drucker_et_al:DagRep.13.9.137,
  author =	{Drucker, Johanna and El-Assady, Mennatallah and Hinrichs, Uta and Windhager, Florian and Akbaba, Derya},
  title =	{{Visualization and the Humanities: Towards a Shared Research Agenda (Dagstuhl Seminar 23381)}},
  pages =	{137--165},
  journal =	{Dagstuhl Reports},
  ISSN =	{2192-5283},
  year =	{2024},
  volume =	{13},
  number =	{9},
  editor =	{Drucker, Johanna and El-Assady, Mennatallah and Hinrichs, Uta and Windhager, Florian and Akbaba, Derya},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/DagRep.13.9.137},
  URN =		{urn:nbn:de:0030-drops-198246},
  doi =		{10.4230/DagRep.13.9.137},
  annote =	{Keywords: Digital humanities, arts, humanities, methodology, research program, visualization}
}
Document
DOI: 10.4230/DagRep.12.6.83
Visualization Empowerment: How to Teach and Learn Data Visualization (Dagstuhl Seminar 22261)

Authors: Benjamin Bach, Sheelagh Carpendale, Uta Hinrichs, and Samuel Huron

Published in: Dagstuhl Reports, Volume 12, Issue 6 (2023)

Abstract
Data visualization is becoming an important asset for a data-literate, informed, and critical society. Despite the variety of existing resources to teach theories and practical skills in this domain, little is known about 1) how learning processes in the context of visualization unfold and 2) best practices for engaging and teaching data visualization to diverse audiences and in different contexts. This Dagstuhl Seminar invited practitioners, researchers, and teachers from the areas of visualization, design, education and cognitive psychology to explore these questions from multiple perspectives. Through a range of practical activities, talks, and discussions, we have begun characterizing and classifying teaching methodologies. We have redacted a pedagogical manifesto, and started formalizing the concept of improvisation with visualization in the context of teaching and learning. We have also interrogated creativity as an important aspect of visualization teaching and learning and explored links between data physicalization and visualization teaching activities. Across these different themes, we have begun to map out the challenges of visualization teaching and learning and the opportunities for research and practice in this area.
Cite as

Benjamin Bach, Sheelagh Carpendale, Uta Hinrichs, and Samuel Huron. Visualization Empowerment: How to Teach and Learn Data Visualization (Dagstuhl Seminar 22261). In Dagstuhl Reports, Volume 12, Issue 6, pp. 83-111, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)

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@Article{bach_et_al:DagRep.12.6.83,
  author =	{Bach, Benjamin and Carpendale, Sheelagh and Hinrichs, Uta and Huron, Samuel},
  title =	{{Visualization Empowerment: How to Teach and Learn Data Visualization (Dagstuhl Seminar 22261)}},
  pages =	{83--111},
  journal =	{Dagstuhl Reports},
  ISSN =	{2192-5283},
  year =	{2023},
  volume =	{12},
  number =	{6},
  editor =	{Bach, Benjamin and Carpendale, Sheelagh and Hinrichs, Uta and Huron, Samuel},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops-dev.dagstuhl.de/entities/document/10.4230/DagRep.12.6.83},
  URN =		{urn:nbn:de:0030-drops-174568},
  doi =		{10.4230/DagRep.12.6.83},
  annote =	{Keywords: Information Visualization, Visualization Literacy, Data Literacy, Education}
}
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