Parts of Class

I am using the term “reading” as a general term for “material you need to look at.” It might be documents that you read, videos that you watch, podcasts that you listen to, or interactive tools that you need to play with.

Each week there will be a list of required readings, as well as a list of supplemental (optional) readings. To get value from the class, you need to do (at least) the required readings. The readings for each week will be divided in two parts: introductory readings (that you need to look at by Tuesday, so you can refer to it in the initial discussion posting and have read it before class Wednesday) and follow up readings (that you need to look at by Friday, for the second discussion posting).

What: a set of materials for you to look at
Why (Learning Goal): this is a primary way to get the background material
When: part by Tuesday, part by Friday
How: materials are provided online, nothing to hand in
Assessment: indirect through other class activities
Late Policy: doing this on time is important for the discussions and class activities, but it is better to look at things late then not at all

I am using the term “lecture” to refer to the synchronous, scheduled class meetings. Even when the class is “in-person” these aren’t always lectures (we might do group discussions or design activities). Conversely, there might be a “lecture” where I ask you to watch a pre-recorded video.

What: synchronous class meetings
Why (Learning Goal): provide interaction and community around the class topics and present materials interactively
When: 11am-12:15pm, Wednesday and Friday, Madison time (as officially scheduled)
How: Blackboard Collaborate Ultra (BBCU) - enter via Canvas
Assessment: see the policy on attendance. We will track who is there, and try to assess how much people participate Late Policy: if you miss it, you’ve missed the experience - we will provide materials so you can at least get some of it.

What: interactive activities in class.
Why: to give a chance to try out the ideas, and make them more concrete.
When: during synchronous class periods
How: participate in class, and turn in what is asked for
Assessment: We will grade things acceptable/unacceptable/not done. If you make a reasonable attempt you will get a full score. We may try to acknowledge exceptional work. ICEs are part of your class participation. Late Policy: Missing an ICE is not doing it. We may give you the opportunity to try it yourself, but you won’t get the full experience. Drop Policy: We will ignore the lowest two scores (so if you miss two or fewer, we will not notice).

The “Online Discussion” is a weekly online discussion related to the topic of the week. There will be two required postings, and then whatever discussion ensues in response.

What: Weekly online discussions with two initial postings and follow up discussion.
Why: The primary goal of these assignments are to get you to think about the material in the readings and lecture, by forcing you to answer questions and have a conversation about it with your classmates.
When: An initial posting is due on Tuesday, responding to the first prompt. A second “thread starting” posting is due on Friday. The discussion will stay open until the following Friday so that you can discuss with your classmates.
How: The discussions will use the Canvas online discussion boards. The class will be divided into groups to make the discussions more manageable.
Assessment: We will give a quantitative grade (not done, unacceptable, acceptable) for each required posting. We will give a qualitative (letter) grade for a group of postings.
Late Policy: You will be penalized if you consistently contribute your postings late. Others need you to make your postings so that they can discuss! Turning in something late (up until the time that the discussion closes) is better than nothing, but is really unfair to the others who you are supposed to be discussing with.
Drop Policy: The lowest two scores (quantitative) will be dropped.

What: Find a visualization (usually on the web) and post a picture and answer the prompt each week. Each will make a specific request. You are encouraged, but not required, to comment on what other people upload. You are strongly encouraged to at least look at others postings.
Why: Looking at actual examples of visualization will help you connect the concepts of class to real usages. Collecting and looking at a diverse set of examples helps us appreciate the range of where the ideas apply.
When: There will be a seek and find due every week on Friday. The discussion boards will be left open for a week after the assignments are due to allow for discussion.
How: Visualizations will be posted to an online discussion forum on Canvas. Make sure to upload a picture and a link to where it can be found in context. Also, answer any questions in the prompt.
Assessment: we will grade each initial posting empty/unacceptable/acceptable (quantitative) and provide overall grades that look at the quality of multiple weeks of postings (initial postings and discussion). Late Policy: Late postings (of the initial visualization) are accepted, but may be penalized (e.g., if you are consistently very late). Drop Policy: The lowest 2 scores will be dropped.

We will have regular (usually once a week) surveys or quizzes as a way for us to get a sense of how things are going and to help you self-assess.

What: A weekly survey/quiz
Why: To provide us with a mechanism for getting feedback on how things are going for students. Questions about content help us check what we might need to review, but also help students self-assess.
When: There will be a survey/quiz most weeks. While the quiz is given on Friday, you can do it over the weekend so it will generally due on Monday. Surveys will be announced as part of the “week in Vis”.
How: An online quiz/survey in Canvas
Assessment: we will keep track of who completed the surveys/quizzes. Consistently missing them will hurt your participation grade.
Late Policy: The deadlines are strict: we need the feedback to adjust class.
Drop Policy: Drop 2 applies.

What: Mini-projects, described on separate web pages
Why: To give students a chance to try out what they’ve learned, and to internalize concepts by creating things
When: Milestones (including the final turn-ins) are due on Mondays.
How: All handins will be done using Canvas.
Assessment: Each design challenge will be given a letter grade. The grade will mainly be based on the quality of the final product, but may also consider other parts.
Late Policy: Late assignments will be accepted until the time when we begin to grade or send assignments out for peer review. Late assignments may be penalized.
Drop policy: Students must complete all design challenges.