The whole research topic seems really promising and I was wondering how it could also fits the area of "information discovery".
I mean that it's not uncommon to face real-world situations where the user is not yet ready to think about the right questions to ask because he has very few information about the context or very few details are known about the available data.
But it doesn't mean that a good information visualization solution is not useful to identify "the right data questions" to ask.
Maybe this condition could be a preliminary stepof the "Data Question" part of the process.
Hi Enrico — I love this and we are of similar mind. My chronic critique of social science research on science communication is a failure to ask the right questions — and among the most fundamental things I emphasize in every course as well. Learning and knowledge depends on asking good questions, but that process is also only the end result of asking a diversity of questions which occurs only by developing skills in dialetical thinking.
Teaching students to ask good questions is an incredibly important task. I am still learning myself how to do this properly. I was not aware of the term "dialectical thinking!" It seems just perfect! I'd be curious to learn more about your teaching approaches in this space and what you think learns best. Maybe we should have guest lecture in each other's classes sometime?!
The whole research topic seems really promising and I was wondering how it could also fits the area of "information discovery".
I mean that it's not uncommon to face real-world situations where the user is not yet ready to think about the right questions to ask because he has very few information about the context or very few details are known about the available data.
But it doesn't mean that a good information visualization solution is not useful to identify "the right data questions" to ask.
Maybe this condition could be a preliminary stepof the "Data Question" part of the process.
Yes. Great point. In data analysis often the outcome of the analysis is better questions rather than answers, and it’s extremely valuable!
I will check. Anyway, I am sending you a letter by email.
Graph is an answer to a question.
Jacques Bertin, 1981
Is this citation in Semiology of Graphics or somewhere else?
Hi Enrico — I love this and we are of similar mind. My chronic critique of social science research on science communication is a failure to ask the right questions — and among the most fundamental things I emphasize in every course as well. Learning and knowledge depends on asking good questions, but that process is also only the end result of asking a diversity of questions which occurs only by developing skills in dialetical thinking.
Teaching students to ask good questions is an incredibly important task. I am still learning myself how to do this properly. I was not aware of the term "dialectical thinking!" It seems just perfect! I'd be curious to learn more about your teaching approaches in this space and what you think learns best. Maybe we should have guest lecture in each other's classes sometime?!