Module 1: Visualizations and Effectiveness (Sep 3-10)

in Modules

We introduce a broad definition of visualizations as solutions to user data tasks and consider how they can be effective at this. We’ll use the basic notion of “what does a visualization make easy to see” to develop intuitions about what makes visualizations effective (good). We’ll work out course mechanics.

Our first module of class! This explanation is a little more extensive, since it also gets at some of the mechanics for how class works (since this is the first time we’ll be doing these things).

Page Contents

Summary

The parts of the assignment (detailed below) can be done any time during the 2 weeks of the module.

  • This module has a substantial amount of readings (since the design exercises are smaller). The first part of the readings will give you the basic concepts for class. The second part will discuss critique, which will we dive into in the next module.
  • There are two Design Exercises. Both are due at the end of the module, but you probably don’t want to wait until the end.
  • There is a content survey and a class survey.
  • There is a seek and find.

Recommended schedule:

  • do the first part of the readings during the first week
  • do the seek and find and class survey early - so you can focus on other things in the second week
  • do the design exercises in the second week. the lectures may help.
  • do the content survey near the end - after you’ve done the readings (and maybe even after the lectures)
  • the second part of the reading is preparation for module 2, so you can do it near the end of the module (but before the beginning of the next module)

Introduction

The focus of this module is to establish what visualization is, and why we do it (to do tasks effectively). The readings and exercises (assignments and in class) will also give you some practice at seeing visualizations “do their jobs” to help you build your intuitions.

The Design Exercises give you some practice thinking about visualizations in terms of the tasks that they serve. The readings (and lectures) will help.

The Content Survey is based on the readings (and the first lectures).

Module Learning Outcomes (Goals)

  1. To understand our broad definition of visualization as the solution to “data problems” (tasks) and the notion of effectiveness (which requires tasks)
  2. To get some intuitions about “what is easy to see” (as a way to appreciate effective visualizations)
  3. To get some exposure to design process
  4. Be set with class mechanics

Readings

There’s a lot of reading for this module (in part, because we’re doing less designing and making). Most of it is pretty light.

First, if you haven’t already done so, look over the course web to make sure you understand what the class is and how it works. Make sure you’ve read What Is This Class and Why? (2025 Edition) and looked at the Syllabus (or at least the Policy Overview).

The main part of the readings seeks to introduce you how we think about visualization and why we do it, and to help you start to build the intuitions of what it means when it “works” (or is effective).

  1. Read my explanation of what visualization is, and some initial tutorials on how to think about things:
    • (required) Michael Gleicher. Tutorial 1: What is Vis. Vis Snacks Tutorial 1. (url)
    • (required) Michael Gleicher. Tutorial 2: A Simple Example 4 Design Moves on a Table. Vis Snacks Tutorial 2. (url)
    • (required) Michael Gleicher. Tutorial 3: What is Easy to See?. Vis Snack Tutorial 3. (url)
  2. My thinking started with the way Tamara Munzner introduces things in her textbook. This is the main textbook for class, so we might as well get started with it. I have a posting about Munzner’s book explaining why it works so well for the class. It’s optional because the spirit infuses the rest of the course. It’s recommended because it has very “computer-sciency” examples and is very direct in how it states the ideas.
  3. We’ll read a lot from Alberto Cairo’s books (see my posting about Cairo’s books). He is a journalist, and the first chapters of each books talk about visualization in a way that helps you get an intuition of what you are looking for. Chapters 2 and 3 get at “why we visualize” in an unusual, but thought provoking way. I suggest reading the Preface and Chapter 1 first - in order to appreciate where he is coming from - but it is totally optional.
  4. We’ll look at a chapter from Tufte for examples showing how visualizations can work effectively. Tufte’s fame, style and personality can get in the way of his message. Cairo (above on the list) will help us understand that. But, there’s no denying that Tufte has had influence - and there is a lot to learn from him. Cairo (Chapter 3 above) and Wattenberg and Viegas (below) will put him in perspective. Tufte makes his points through critiques of examples, he just isn’t always good at critique.
    • (required) Eduard Tufte. Graphical Excellence. Chapter 1 of Tufte's The Visual Display of Quantitative Information. (Canvas File)
  5. I hate to add another, but… We’re kind of diving in to looking at (and soon making) visualizations. It’s useful to know a bit about visualization so that you can learn about visualization. This introductory chapter from a book on making dashboards is like a crash course in the basics, which you could use to build on. We’ll cover most of the topics in more depth, but this is a quick start. There’s so much already that I don’t feel like I can require it, but I strongly recommend it.
    • (optional - but recommended) Steve Wexler, Jeffrey Shaffer and Andy Cotgreave. Data Visualization: A Primer. First Chapter of The Big Book of Dashboards. (Canvas File) (UW Library)

Readings Part 2: Critique

We will use critique as a fundamental tool for creating, analyzing, and learning about visualization. Critique (as practiced by designers) is about examining something and discussing it to learn about it (often with the goal of figuring out how to improve it).

We’ll start doing critique in the next module, so I’d like you to read up on it before we start the next module. 1 and 2 are required, 3 is recommended (since #1 refers to it so much).

  1. (required) Michael Gleicher. Tutorial 4: Critique. Vis Snacks Tutorial 4. (url)
  2. (required) Fernanda Viegas and Martin Wattenberg. Design and Redesign. Medium Posting. (url)
  3. (optional) Adam Conor and Aaron Irizarry. Understanding Critique. Chapter 1 of Discussing Design by Adam Conor and Aaron Irizarry, O’Reilly Books, 2015. (web pdf)

Lecture Plan

  • Wednesday September 3 - Intro Day - I have low expectations on what we’ll accomplish since we’ll need to figure out how to use the tech in the room. We’ll introduce the concept of the class, introduce ourselves a little. We’ll also define visualizations in terms of tasks and effectiveness. We’ll try a small in class experience to make some of the points.
  • Monday, September 8 - Basics of Why - We’ll talk about why we use visualization to build intuitions about what makes things effective. We’ll look at examples to try to develop these intuitions (even though we won’t dig into the “science” much) - but also to motivate why we might need some science to help us think through it. We’ll try some of these examinations as an in class experience.
  • Wednesday, September 10 - Questions, Data, Effectiveness, Critique - We’ll look at how to think about tasks and data (which we will explore a lot next week), and how that lets us think about effectiveness. We’ll briefly mention critique (although, since you may not have done the readings yet, we’ll wait until next week before practicing it). We’ll try an in class experience to continue to build intuitions about what is (and isn’t) easy to see.

Assignments

Everything is due the last day of the module (Friday, September 12). We expect you to work on the assignments over the whole time period of the module.

Every module will have these same 5 assignments (a content survey, a seek and find, two design exercises, and a class survey). Get used to the pattern.

Some policy things (the syllabus is the reference for this, but now that you have some context):

All these assignments are turned in as Canvas Surveys. There are no easy ways to make multi-part assignments. When you complete the survey Canvas will give you points - this is a default grade until we change it later. (for non-anonymous assignments, it will give you 87 (an AB) - because we assume that most students do work that meets expectations). If you see an 87, you know this is a default grade. (we cannot grade the anonymous assignments)

A mechanical thing about a Canvas Survey: while you can turn a survey in multiple times, each time you start over. It’s probably best to write your answers to the survey questions offline, and then upload them when you are ready.

Even though the Class Survey is anonymous (we cannot connect responses to specific students), we know who completed the survey. Completing the surveys counts towards the engagement part of your grade.

The surveys and seek and finds can be turned in without penalty until Monday, September 15 (as always, 12:01am Tuesday is not Monday). We may reward students who turn things in on time in the engagement grade.

The design exercises can also be turned in without penalty over the weekend (Saturday or Sunday). You can turn them in late until the following Friday (September 19). There are penalties for turning things in late (after Sunday): you cannot earn an A (the maximum grade we will give you is an AB), and we will deduct 1 point per day from whatever you earn. So, if you turn something in on Tuesday, you might be able to earn up to 89 points (the highest AB), and after we assess your assignment, we’ll then take off 2 points (for 2 days after Sunday).

In case you are curious: the late policy is designed to encourage students not to fall behind in class. After the module is over, we want you moving on to the next module.