  We report our experience in two installations of a course on data
visualization that featured project-based learning. Given the rationale of this
approach, we show which input was provided when necessary for the students to
achieve their goals. We also discuss and compare the tools we found useful for
students to accomplish their goals. Fitting project-based learning into the
standard schedule of a semester at University is a particular challenge,
because it is hard for students to devote longer periods of time when working
on their projects. Furthermore, online learning was a challenge to effectively
perform group activities and work. We address didactic considerations, our
course structure, tools, and student projects. Finally, we draw conclusions on
the results and improvements in the course structure.
