Award : Andrienko & Andrienko join IEEE VGTC Visualization Academy

Profs Gennady and Natalia Andrienko were inducted into the IEEE VGTC Visualization Academy at IEEE VIS 2022 in Oklahoma City.

It’s a great honour to be part of a prestigious academy that highlights the accomplishments of the leaders in the field.

We’d like to congratulate both of our Professors of Visualization on these nominations that reflect their spectacular contributions to Visualization and Visual Analytics over the years.    

Other leaders in the field to be inducted this year were Prof. Valerio Pascucci of the University of Utah; Dr. Nathalie Henry-Riche of Microsoft Research, Redland; and Prof. Helwig Hauser of the University of Bergen.

New Paper : Beyond the Walled Garden - a visual essay at IEEE VIS

A visual essay in 5 chapters by Jo Wood.

"Data visualization was tended in a walled garden.”

“Yet there was land beyond the trees..."

https://altvis.github.io/#walled-garden

https://vimeo.com/760406142

AI image generation from language prompts has advanced rapidly in little over a year.

It is about to change the way we design data visualization.

This picture essay considers some of the possibilities and the trade-off between the new expressiveness it provides us with and the potential loss of effectiveness that comes with learning new and more complex graphical languages.

It questions whether traditional notions of locatable objects and retinal variables are still applicable in this more sophisticated graphical environment.

New Paper : Me-ifestos - Empowerment for Teaching & Learning?

Jason Dykes was one of a number of contributors to the alt.vis workshop paper on re-imagining manifestos as statements of personal intent for visualization teaching and learning.

In Me-ifestos for Visualization Empowerment in Teaching (and Learning?) a diverse group of visualization teachers are inspired by existing manifestos to share and develop perspectives on visualization education, and surprised by how empowering this process is.

The paper includes examples for inspiration and counter-inspiration, value statements and a process through which visualization teachers can develop their own personal manifestos - or ‘me-ifestos’ - as the manifesto is reclaimed to empower the individual.

Presented at IEEE VIS in Oklahoma City, the paper is full of questions as the authors try to work out how personal manifestos might be used beneficially to empower teachers and learners.