Abstract
The paper describes a didactical approach to introducing statistics to communication design students at the master level. The approach helps them develop a critical attitude toward data manipulation and information visualization, acknowledging a lack of education in such areas despite their growing relevance in the communication design field. In previous experiences, we observed how theoretical lessons in statistics were inefficient because they were perceived as distant from the communication design practice. We, therefore, adopted a “thinking-through-doing” approach: instead of asking students to study statistical methods, we asked them to design a poster explaining them. In the paper, we present the didactical experience discussing the outcomes. The approach brought students to understand better statistical methods and the implications of the decision taken in setting the analysis. In conclusion, we argue that it succeeds in making students more aware of the intersections between design and statistics.
Keywords
design education, information design, statistics, communication design, visual explanations
DOI
https://doi.org/10.21606/drs.2022.597
Citation
Mauri, M., Vantini, S., Gobbo, B., Elli, T., Aversa, E., Benedetti, A., de los Ángeles Briones Rojas, M., and Colombo, G. (2022) Making posters to understand statistics: Towards a didactical approach in communication design, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.597
Creative Commons License
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Conference Track
Research Paper
Included in
Making posters to understand statistics: Towards a didactical approach in communication design
The paper describes a didactical approach to introducing statistics to communication design students at the master level. The approach helps them develop a critical attitude toward data manipulation and information visualization, acknowledging a lack of education in such areas despite their growing relevance in the communication design field. In previous experiences, we observed how theoretical lessons in statistics were inefficient because they were perceived as distant from the communication design practice. We, therefore, adopted a “thinking-through-doing” approach: instead of asking students to study statistical methods, we asked them to design a poster explaining them. In the paper, we present the didactical experience discussing the outcomes. The approach brought students to understand better statistical methods and the implications of the decision taken in setting the analysis. In conclusion, we argue that it succeeds in making students more aware of the intersections between design and statistics.