Fostering Collaboration and Self-Motivated Learning: Best Practices in a One-Semester Visualization Course
Issue No.01 - January/February (2012 vol.32)
Gitta Domik , University of Paderborn
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/MCG.2012.18
There's not enough time in a computer science curriculum to teach soft skills, such as interdisciplinary collaboration or self-motivated learning, although employers demand these skills in the workplace. The author discusses a master's-level course in Data and Information Visualization, in which she adopted three structures—transdisciplinary collaboration, breadth-first teaching, and long-tail education—to help students develop these soft skills.
visualization, computers and education, computer and information science education, computer science education, curriculum, information systems education, interdisciplinary collaboration in graphics and visualization, breadth-first education, long tail, computer graphics
Gitta Domik, "Fostering Collaboration and Self-Motivated Learning: Best Practices in a One-Semester Visualization Course", IEEE Computer Graphics and Applications, vol.32, no. 1, pp. 87-91, January/February 2012, doi:10.1109/MCG.2012.18