Do We Need Formal Education in Visualization?

• Authors: Gitta Domik
• Venue: IEEE Computer Graphics and Applications
• Year: 2000

The following three reasons are sufficient to answer this question in the affirmative: careless mapping from data to pictures may lead to erroneous interpretation; a substantial amount of knowledge is necessary to generate images depicting complex information in a way that prevents erroneous interpretation; and decision making is increasingly based on visual representations. The organization and content of the core topics of visualization were finalized at a 1997 workshop at the Colorado School of Mines. These comprise the following eight themes: introduction to visualization; the data; the user and the task; mapping process; the representations; interaction issues; concepts of the visualization process; and systems and tools. The needs of educators and students vary too widely to bring one curriculum into focus. Instead, the eight themes recommended can be expanded into a curriculum, or compressed into several subtopics of a high-performance computing or computer graphics course. The themes can stand as separate modules, taught in a different order from that suggested. While my collaborators and I strongly recommend covering each of the core topics, we also encourage educators to expand individual themes to encompass the particular objectives of their students