Abstract The growing number of students can be a challenge for teaching visualization lectures, supervision, evaluation, and grading. Moreover, designing visualization courses by matching the different experiences and skills of the students is a major goal in order to find a common solvable task for all of them. Particularly, the given task is important to follow a common project goal, to collaborate in small project groups, but also to further experience, learn, or extend programming skills. In this article, we survey our experiences from teaching 116 student project groups of 6 bachelor courses on information visualization with varying topics. Moreover, two teaching strategies were tried: 2 courses were held without lectures and assignments but with weekly scrum sessions (further denoted by TS1) and 4 courses were guided by weekly lectures and assignments (further denoted by TS2). A total number of 687 students took part in all of these 6 courses. Managing the ever growing number of students in computer and data science is a big challenge in these days, i.e., the students typically apply a design-based active learning scenario while being supported by weekly lectures, assignments, or scrum sessions. As a major outcome, we identified a regular supervision either by lectures and assignments or by regular scrum sessions as important due to the fact that the students were relatively unexperienced bachelor students with a wide range of programming skills, but nearly no visualization background. In this article, we explain different subsequent stages to successfully handle the upcoming problems and describe how much supervision was involved in the development of the visualization project. The project task description is given in a way that it has a minimal number of requirements but can be extended in many directions while most of the decisions are up to the students like programming languages, visualization approaches, or interaction techniques. Finally, we discuss the benefits and drawbacks of both teaching strategies. Graphic abstract

中文翻译：

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一百多个项目组揭示了有关可视化教学的内容

摘要 不断增长的学生人数对可视化讲座、监督、评估和评分的教学提出了挑战。此外，通过匹配学生的不同经验和技能来设计可视化课程是一个主要目标，以便为所有人找到共同的可解决任务。特别是，给定的任务对于遵循共同的项目目标、在小型项目组中进行协作以及进一步体验、学习或扩展编程技能都很重要。在本文中，我们调查了我们教授 6 个本科课程的 116 个学生项目组的经验，这些课程涉及不同主题的信息可视化。此外，还尝试了两种教学策略：2 门课程没有讲座和作业，但有每周 Scrum 会议（进一步由 TS1 表示），4 门课程由每周讲座和作业指导（进一步由 TS2 表示）。共有687名学生参加了这6门课程。在当今，管理越来越多的计算机和数据科学学生是一个巨大的挑战，即学生通常应用基于设计的主动学习场景，同时得到每周讲座、作业或 Scrum 会议的支持。作为一个主要结果，我们认为通过讲座和作业或定期 Scrum 会议进行定期监督很重要，因为学生是相对缺乏经验的本科生，具有广泛的编程技能，但几乎没有可视化背景。在本文中，我们解释了成功处理即将出现的问题的不同后续阶段，并描述了可视化项目的开发涉及多少监督。项目任务描述以最少数量的要求给出，但可以向多个方向扩展，而大多数决定取决于学生，如编程语言、可视化方法或交互技术。最后，我们讨论了两种教学策略的优缺点。图形摘要 项目任务描述以最少数量的要求给出，但可以向多个方向扩展，而大多数决定取决于学生，如编程语言、可视化方法或交互技术。最后，我们讨论了两种教学策略的优缺点。图形摘要 项目任务描述以最少数量的要求给出，但可以向多个方向扩展，而大多数决定取决于学生，如编程语言、可视化方法或交互技术。最后，我们讨论了两种教学策略的优缺点。图形摘要