User Studies in Cartography: A Collaborative Research Agenda

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Invited talk given to Maptime AMS at De Waag in Amsterdam, the Netherlands | November 8th, 2017. Abstract: Professor Robert Roth will discuss emerging principles of user experience (UX) design for maps. The margin of success for geospatial technologies increasingly is in their design: it is not enough for mapping tools to simply work technically, they also must enable a productive and satisfying user experience. Cartographers increasingly are taking on the role of UX designer as maps move online and to mobile devices, blending established principles on cartographic representation with new ideas from interface design and usability engineering. In this presentation, Rob will give a crash course on UX, translating ideas from R&D into actionable design recommendations that can be applied to mapping projects of any scale.

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Invited talk given to the ITC Twente VISresearch Group in Enschede, the Netherlands | October 18th, 2017. Abstract: A taxonomy is a classification of discrete states or conditions for an empirically observable phenomenon. Taxonomies are a common intellectual product of research on interactive cartography and visualization, used to articulate, evaluate, and critique the available “design space” for various visual decisions. However, taxonomies perhaps are too common in the literature today, making it difficult for both designers and researchers to choose an appropriate taxonomy for a given problem, much less to get a sense of how all taxonomies relate (or do not relate) to one another. In this presentation, I weigh the advantages and limitations of taxonomies for visual design and research, outlining the purpose of general taxonomies versus problem-oriented requirements. I then compare and contrast taxonomies used in representation design versus interaction design, such as Norman’s stages of interaction, Bertin’s visual variables with extensions from MacEachren, and my own composite taxonomy of interaction primitives. I conclude with open discussion through several interactive mapping and visualization examples by way of exploring my ad hoc “taxonomy of taxonomies”.

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Paper read at the 2017 Esri Education Conference in San Diego, CA | July 8th, 2017. Abstract: In this paper, we report on lessons learned from an annual, day-long “Design Challenge” mapping workshop held at the University of Wisconsin-Madison. The Design Challenge brings together students from all sub-areas of geography to apply their critical, analytical, and mapping training to a cross-cutting geographic problem. The Design Challenge somewhat follows the mold of other lock-in-like coding and writing events, but is unique in its focus creativity and discovery. Specifically, the Design Challenge emphasizes the analytical and design thinking throughout the day, building several collaborative activities into the event, and focuses on the process of making rather than the final products. We have now held three Design Challenges on three very different geographic topics: the transnational hazardous waste trade in North America using a large and uncertain transaction dataset, climate change communication using a complex and disparate spatiotemporal fossil dataset, and a radical atlas of Madison using design inspiration from art and social theory. In the presentation, we discuss the importance of informal and non-traditional pedagogy for mapping, the logistics of the Design Challenge, and enduring lessons learned from the process.

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Paper read at the 6th International Conference on Cartography & GIS in Albena, Bulgaria | June 14, 2016 Abstract: In this paper, I discuss my experience over the past five years restructuring the cartography curriculum at the University of Wisconsin–Madison to account for sweeping shifts in conceptual framings, mapping technologies, and professional expectations. To guide the refresh, I aligned the cartography curriculum to an orthogonal pair of axes: the traditional distinction in cartography between mapmaking and map use, and an emerging distinction between representation and interaction. A single course was designed to cover each of the four pairwise antipodes of the orthogonal axes, with a fifth course positioned at the intersection of these axes to integrate influences and technologies. In the paper, I discuss the pedagogical philosophy guiding the revised curriculum, the organization of design concepts and technical skills taught in each course, and lessons learned from my experience for keeping curriculum malleable as cartography continues to evolve.

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User Studies in Cartography: A Collaborative Research Agenda

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