Ten challenges in CAD cyber education

The advancement of technology and its application to the field of education has caused many to re-examine the merits and pitfalls of cyberlearning environments. Though there is a wealth of research both for and against its mainstream use, there is a consensus that much work remains to be done in key areas such as collaboration, course content, personal learning environments, and engagement. CAD and cyberlearning share a common goal: to communicate information effectively. Unfortunately, many aspects well understood in CAD have been overlooked in online education. In this paper, ten key challenges and their implications for CAD cyber education are discussed. The purpose of this paper is not to provide a dismal outlook for cyberlearning, but to incite discussion, research, and development into these areas with the anticipation of a viable and attractive alternative to traditional classroom education.

Ten challenges in CAD cyber education
ZJ Beasley, LA Piegl, P Rosen
Computer-Aided Design and Applications 15 (3), 432-442

Leveraging Peer Review in Visualization Education: A Proposal for a New Model

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 today’s students. This framework can be customized for incremental and double-blind review to inspire students and reinforce critical thinking about visualization.

Leveraging Peer Review in Visualization Education: A Proposal for a New Model
A. Friedman, P. Rosen
IEEE 2017 Pedagogy of Data Visualization Workshop