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In visualization education, both science and humanities, the literature is often divided into two parts: the design aspect and the analysis of the visualization. However, we find limited discussion on how to motivate and engage visualization students in the classroom. In the field of Writing Studies, researchers develop tools and frameworks for student peer review of writing. Based on the literature review from the field of Writing Studies, this paper proposes a new framework to implement visualization peer review in the classroom to engage todays students. This framework can be customized for incremental and double-blind review to inspire students and reinforce critical thinking about visualization.
Hundreds of thousands of astronomy education activities exist, but their discoverability and quality is highly variable. The web platform for astronomy education activities, astroEDU, presented in this paper tries to solve these issues. Using the fam
Computing devices such as laptops, tablets and mobile phones have become part of our daily lives. End users increasingly know more and more information about these devices. Further, more technically savvy end users know how such devices are being bui
Peer review is a widely utilized feedback mechanism for engaging students. As a pedagogical method, it has been shown to improve educational outcomes, but we have found limited empirical measurement of peer review in visualization courses. In additio
Peer review is the backbone of academia and humans constitute a cornerstone of this process, being responsible for reviewing papers and making the final acceptance/rejection decisions. Given that human decision making is known to be susceptible to va
In the context of a classroom lesson, concepts must be visualized and organized in many ways depending on the needs of the teacher and students. Traditional presentation media such as the blackboard or electronic whiteboard allow for static hand-draw