Slides presenting the article:
Selvin, A.M. and Buckingham Shum, S. (2009). Coherence, engagement, and usefulness as sensemaking criteria in participatory media practice. In: Sensemaking Workshop, ACM Computer-Human Interaction (CHI) Conference, 2009, 4-5 April 2009, Boston, MA, USA. ePrint: http://oro.open.ac.uk/12910
Information and research shared at the NASPA 2011 conference regarding the Dorothy Day Social Justice living-learning community at Marquette University.
Playfulness can be observed in all areas of human activity. It is an attitude of making activities more enjoyable. Designing for playfulness involves creating objects that elicit a playful approach and provide enjoyable experiences. We have designed and evaluated a set of cards called the PLEX Cards and its two related idea generation techniques. The cards were created to communicate the 22 categories of a Playful Experiences framework to designers and other stakeholders who wish to design for playfulness. We have evaluated the practical use of the cards by applying them in several design cases. In this talk I will present an overview of the design rationale of the PLEX Cards together with a couple design cases where the PLEX Cards were used and evaluated.
case book of past projects. the focus of this case book is of the research process that led to our insights, which in turn directs the product development.
Information and research shared at the NASPA 2011 conference regarding the Dorothy Day Social Justice living-learning community at Marquette University.
Playfulness can be observed in all areas of human activity. It is an attitude of making activities more enjoyable. Designing for playfulness involves creating objects that elicit a playful approach and provide enjoyable experiences. We have designed and evaluated a set of cards called the PLEX Cards and its two related idea generation techniques. The cards were created to communicate the 22 categories of a Playful Experiences framework to designers and other stakeholders who wish to design for playfulness. We have evaluated the practical use of the cards by applying them in several design cases. In this talk I will present an overview of the design rationale of the PLEX Cards together with a couple design cases where the PLEX Cards were used and evaluated.
case book of past projects. the focus of this case book is of the research process that led to our insights, which in turn directs the product development.
Today, we know more about the universe than about our society. It's time to use the power of information to explore social and economic life on Earth and discover options for a sustainable future. Together, we can manage the challenges of the 21st century, combining the best of all knowledge.
The FuturICT Knowledge Accelerator is a previously unseen multidisciplinary international scientific endeavour with focus on techno-socio-economic-environmental systems.
The ultimate goal of the FuturICT flagship project is to understand and manage complex, global, socially interactive systems, with a focus on sustainability and resilience. Revealing the hidden laws and processes underlying societies probably constitutes the most pressing scientific grand challenge of our century and is equally important for the development of novel robust, trustworthy and adaptive information and communication technologies (ICT), based on socially inspired paradigms.
We think that integrating ICT, Complexity Science and the Social Sciences will create a paradigm shift, facilitating a symbiotic co-evolution of ICT and society. Data from our complex globe-spanning ICT system will be leveraged to develop models of techno-socio-economic systems. In turn, insights from these models will inform the development of a new generation of socially adaptive, self-organized ICT systems.
This slideshow is a PDF export of a presentation given to tech leaders in Montreal. It was focused on the effective use of interactive whiteboard technology. This slideshow is not interactive itself, just a series of still slides.
Why should Usability be hard? Check this presentation and find out the two main principles used to build every Usability method. (This sideshow was presented at the World Usability Day 2008 at Singapore Polytechnic). More info at http://alenquer.mobi
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
Slides for this keynote talk to the 2nd International Conference on Quantitative Ethnography
http://simon.buckinghamshum.net/2021/02/icqe2020-keynote-qe-viz-as-tools-for-thinking/
Nakayama Estimation Of Viewers Response For Contextual Understanding Of Tasks...Kalle
To estimate viewer’s contextual understanding, features of their
eye-movements while viewing question statements in response to definition statements, and features of correct and incorrect responses were extracted and compared. Twelve directional features
of eye-movements across a two-dimensional space were created, and these features were compared between correct and incorrect responses. The procedure of estimating the response was developed with Support Vector Machines, using these features. The estimation performance and accuracy were assessed across combinations of features. The number of definition statements, which needed to be memorized to answer the question statements during the experiment, affected the estimation accuracy. These results provide evidence that features of eye-movements during reading statements
can be used as an index of contextual understanding.
Design visualisations are information products that communicate how new products or services will work. The way they do this is by showing the new product or service in action, using a combination of text and pictures to tell the story of the future user experience.
Slides presented in the All Japan Computer Vision Study Group on May 15, 2022. Methods for disentangling the relationship between multimodal data are discussed.
Today, we know more about the universe than about our society. It's time to use the power of information to explore social and economic life on Earth and discover options for a sustainable future. Together, we can manage the challenges of the 21st century, combining the best of all knowledge.
The FuturICT Knowledge Accelerator is a previously unseen multidisciplinary international scientific endeavour with focus on techno-socio-economic-environmental systems.
The ultimate goal of the FuturICT flagship project is to understand and manage complex, global, socially interactive systems, with a focus on sustainability and resilience. Revealing the hidden laws and processes underlying societies probably constitutes the most pressing scientific grand challenge of our century and is equally important for the development of novel robust, trustworthy and adaptive information and communication technologies (ICT), based on socially inspired paradigms.
We think that integrating ICT, Complexity Science and the Social Sciences will create a paradigm shift, facilitating a symbiotic co-evolution of ICT and society. Data from our complex globe-spanning ICT system will be leveraged to develop models of techno-socio-economic systems. In turn, insights from these models will inform the development of a new generation of socially adaptive, self-organized ICT systems.
This slideshow is a PDF export of a presentation given to tech leaders in Montreal. It was focused on the effective use of interactive whiteboard technology. This slideshow is not interactive itself, just a series of still slides.
Why should Usability be hard? Check this presentation and find out the two main principles used to build every Usability method. (This sideshow was presented at the World Usability Day 2008 at Singapore Polytechnic). More info at http://alenquer.mobi
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
Slides for this keynote talk to the 2nd International Conference on Quantitative Ethnography
http://simon.buckinghamshum.net/2021/02/icqe2020-keynote-qe-viz-as-tools-for-thinking/
Nakayama Estimation Of Viewers Response For Contextual Understanding Of Tasks...Kalle
To estimate viewer’s contextual understanding, features of their
eye-movements while viewing question statements in response to definition statements, and features of correct and incorrect responses were extracted and compared. Twelve directional features
of eye-movements across a two-dimensional space were created, and these features were compared between correct and incorrect responses. The procedure of estimating the response was developed with Support Vector Machines, using these features. The estimation performance and accuracy were assessed across combinations of features. The number of definition statements, which needed to be memorized to answer the question statements during the experiment, affected the estimation accuracy. These results provide evidence that features of eye-movements during reading statements
can be used as an index of contextual understanding.
Design visualisations are information products that communicate how new products or services will work. The way they do this is by showing the new product or service in action, using a combination of text and pictures to tell the story of the future user experience.
Slides presented in the All Japan Computer Vision Study Group on May 15, 2022. Methods for disentangling the relationship between multimodal data are discussed.
Guidelines for communicating work effectively with PowerPoint and poster presentations, developed for an MSU Undergraduate Opportunities in Summer workshop.
Zhang Eye Movement As An Interaction Mechanism For Relevance Feedback In A Co...Kalle
Relevance feedback (RF) mechanisms are widely adopted in Content-Based Image Retrieval (CBIR) systems to improve image retrieval performance. However, there exist some intrinsic problems: (1) the semantic gap between high-level concepts and low-level features and (2) the subjectivity of human perception of visual contents. The primary focus of this paper is to evaluate the possibility of inferring the relevance of images based on eye movement data. In total, 882 images from 101 categories are viewed by 10 subjects to test the usefulness of implicit RF, where the relevance of each image is known beforehand. A set of measures based on fixations are thoroughly evaluated which include fixation duration, fixation count, and the number of revisits. Finally, the paper proposes a decision tree to predict the user’s input during the image searching tasks. The prediction precision of the decision tree is over 87%, which spreads light on a promising integration of natural eye movement into CBIR systems in the future.
Similar to Coherence, Engagement, and Usefulness as Sensemaking Criteria in Participatory Media Practice (CHI 2009) (20)
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Slides from my contribution to the panel convened by Jeremy Roschelle at the International Society for the Learning Sciences: Engaging Learning Scientists in Policy Challenges: AI and the Future of Learning
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...Simon Buckingham Shum
Slides accompanying the monthly UTS educator briefing https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-18-march/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions). This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
24/7 Instant Feedback on Writing: Integrating AcaWriter into your TeachingSimon Buckingham Shum
https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-2-dec/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions).
This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Webinar: Learning Informatics Lab, University of Minnesota
Replay the talk: https://youtu.be/dcJZeDIMr2I
Learning Informatics
AI • Analytics • Accountability • Agency
Simon Buckingham Shum
Professor of Learning Informatics
Director, Connected Intelligence Centre
University of Technology Sydney
Abstract:
“Health Informatics”. “Urban Informatics”. “Social Informatics”. Informatics offers systemic ways of analyzing and designing the interaction of natural and artificial information processing systems. In the context of education, I will describe some Learning Informatics lenses and practices which we have developed for co-designing analytics and AI with educators and students. We have a particular focus on closing the feedback loop to equip learners with competencies to navigate a complex, uncertain future, such as critical thinking, professional reflection and teamwork. En route, we will touch on how we build educators’ trust in novel tools, our design philosophy of “embracing imperfection” in machine intelligence, and the ways that these infrastructures embody values. Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences spark productive reflection around as the UMN Learning Informatics Lab builds its program.
Biography:
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he serves as inaugural director of the Connected Intelligence Centre. CIC is a transdisciplinary innovation centre, using analytics to provide new insights for university teams, with particular expertise in educational data science. Simon’s career-long fascination with software’s ability to make thinking visible has seen him active in communities including Computer-Supported Cooperative Work, Hypertext, Design Rationale, Scholarly Publishing, Semantic Web, Computational Argumentation, Educational Technology and Learning Analytics. The challenge of visualizing contested knowledge has produced several books: Visualizing Argumentation, Knowledge Cartography, and Constructing Knowledge Art. He has been active over the last decade in shaping the field of Learning Analytics, co-founding the Society for Learning Analytics Research, and catalyzing several strands: Social Learning Analytics, Discourse Analytics, Dispositional Analytics and Writing Analytics. http://Simon.BuckinghamShum.net
Despite AI’s potential for beneficial use, it creates important risks for Australians. AI, big data, and AI-informed decision making can cause exclusion, discrimination, skill loss, and economic impact; and can affect privacy, security of critical infrastructure and social well-being. What types of technology raise particular human rights concerns? Which human rights are particularly implicated?
Abstract: The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners, teaching and teachers – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. What should we see when open the black box powering analytics? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? This isn’t just interesting to ponder academically: your school or university will be buying products that are being designed now. Or perhaps educational institutions should take control, building and sharing their own open source tools? How are universities accelerating the transition from analytics innovation to infrastructure? Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataSimon Buckingham Shum
Vanessa Echeverria, Roberto Martinez-Maldonado, and Simon Buck- ingham Shum.. 2019. Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data. In Proceedings of ACM CHI conference (CHI’19). ACM, New York, NY, USA, Paper 39, 16 pages. https://doi.org/10.1145/3290605.3300269
Collocated, face-to-face teamwork remains a pervasive mode of working, which is hard to replicate online. Team members’ embodied, multimodal interaction with each other and artefacts has been studied by researchers, but due to its complexity, has remained opaque to automated analysis. However, the ready availability of sensors makes it increasingly affordable to instrument work spaces to study teamwork and groupwork. The possibility of visualising key aspects of a collaboration has huge potential for both academic and professional learning, but a frontline challenge is the enrichment of quantitative data streams with the qualitative insights needed to make sense of them. In response, we introduce the concept of collaboration translucence, an approach to make visible selected features of group activity. This is grounded both theoretically (in the physical, epistemic, social and affective dimensions of group activity), and contextually (using domain-specific concepts). We illustrate the approach from the automated analysis of healthcare simulations to train nurses, generating four visual proxies that fuse multimodal data into higher order patterns.
Panel held at LAK13: 3rd International Conference on Learning Analytics & Knowledge
http://simon.buckinghamshum.net/2013/03/lak13-edu-data-scientists-scarce-breed
Educational Data Scientists: A Scarce Breed
The Educational Data Scientist is currently a poorly understood, rarely sighted breed. Reports vary: some are known to be largely nocturnal, solitary creatures, while others have been reported to display highly social behaviour in broad daylight. What are their primary habits? How do they see the world? What ecological niches do they occupy now, and will predicted seismic shifts transform the landscape in their favour? What survival skills do they need when running into other breeds? Will their numbers grow, and how might they evolve? In this panel, the conference will hear and debate not only broad perspectives on the terrain, but will have been exposed to some real life specimens, and caught glimpses of the future ecosystem.
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Kirsty Kitto, Simon Buckingham Shum, and Andrew Gibson. (2018). Embracing Imperfection in Learning Analytics. In Proceedings of LAK18: International Conference on Learning Analytics and Knowledge, March 5–9, 2018, Sydney, NSW, Australia, pp.451-460. (ACM, New York, NY, USA). https://doi.org/10.1145/3170358.3170413
Open Access: http://simon.buckinghamshum.net/2018/01/embracing-imperfection-in-learning-analytics
Abstract: Learning Analytics (LA) sits at the confluence of many contributing disciplines, which brings the risk of hidden assumptions inherited from those fields. Here, we consider a hidden assumption derived from computer science, namely, that improving computational accuracy in classification is always a worthy goal. We demonstrate that this assumption is unlikely to hold in some important educational contexts, and argue that embracing computational “imperfection” can improve outcomes for those scenarios. Specifically, we show that learner-facing approaches aimed at “learning how to learn” require more holistic validation strategies. We consider what information must be provided in order to reasonably evaluate algorithmic tools in LA, to facilitate transparency and realistic performance comparisons.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
Connect Conference 2022: Passive House - Economic and Environmental Solution...TE Studio
Passive House: The Economic and Environmental Solution for Sustainable Real Estate. Lecture by Tim Eian of TE Studio Passive House Design in November 2022 in Minneapolis.
- The Built Environment
- Let's imagine the perfect building
- The Passive House standard
- Why Passive House targets
- Clean Energy Plans?!
- How does Passive House compare and fit in?
- The business case for Passive House real estate
- Tools to quantify the value of Passive House
- What can I do?
- Resources
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANEFebless Hernane
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
Between Filth and Fortune- Urban Cattle Foraging Realities by Devi S Nair, An...Mansi Shah
This study examines cattle rearing in urban and rural settings, focusing on milk production and consumption. By exploring a case in Ahmedabad, it highlights the challenges and processes in dairy farming across different environments, emphasising the need for sustainable practices and the essential role of milk in daily consumption.
Hello everyone! I am thrilled to present my latest portfolio on LinkedIn, marking the culmination of my architectural journey thus far. Over the span of five years, I've been fortunate to acquire a wealth of knowledge under the guidance of esteemed professors and industry mentors. From rigorous academic pursuits to practical engagements, each experience has contributed to my growth and refinement as an architecture student. This portfolio not only showcases my projects but also underscores my attention to detail and to innovative architecture as a profession.
Technoblade The Legacy of a Minecraft Legend.Techno Merch
Technoblade, born Alex on June 1, 1999, was a legendary Minecraft YouTuber known for his sharp wit and exceptional PvP skills. Starting his channel in 2013, he gained nearly 11 million subscribers. His private battle with metastatic sarcoma ended in June 2022, but his enduring legacy continues to inspire millions.
White wonder, Work developed by Eva TschoppMansi Shah
White Wonder by Eva Tschopp
A tale about our culture around the use of fertilizers and pesticides visiting small farms around Ahmedabad in Matar and Shilaj.
Coherence, Engagement, and Usefulness as Sensemaking Criteria in Participatory Media Practice (CHI 2009)
1. Last year in Florence
(I think it was) Stu Card asked:
“Are we even talking about the
same thing?”
I’m still not sure
Informational Experiential
Sensemaking Sensemaking
2. Coherence, Engagement, and Usefulness
as Sensemaking Criteria in
Participatory Media Practice
Sensemaking Workshop, ACM CHI 2009 Conference, Boston
Al Selvin * **
Simon Buckingham
Shum *
* Knowledge Media Institute
Open University
Milton Keynes, UK MK7 6AA
** Verizon Information Technology
White Plains, NY USA 10604
3. This talk describes…
How the concepts of coherence,
engagement, and usefulness…
…can contribute to an understanding of
practitioner sensemaking…
…in the context of participatory media
practice
Current PhD research at the Knowledge Media Institute,
Open University UK (advisor: Simon Buckingham Shum)
4. Practitioner sensemaking
A teacher stands in front of a class,
lecturing on a math problem, when a
student asks an unexpected question
A doctor gives a healthy patient their
annual physical exam, and suddenly
comes across a lump
A guitarist in the middle of a jazz
improvisation hears the drummer
change to an unusual beat
An anomaly is encountered in the course of events,
requiring action (often improvised) in response
5. Participatory media
Involving participants
in the creation of media
artifacts
6. Participatory media practitioner
The person(s) orchestrating
the participatory event,
responsible for its success
Concerned with the quality of
the representation and the
participants’ relationship to it
Varying levels of intervention;
not necessarily the ones with
their hands on the equipment
9. Specific focus
Practitioner moves and choices in
participatory hypermedia sessions
How these contribute to the ways in which
participants engage with the media artifacts
Special emphasis on the character of the real-
time shaping of the representation
Not focusing on whether the tool/approach
“works”
Rather, what’s the human experience of trying to
make them work for participants
10. Setting
Workshops held at NASA Ames
And Rutgers University in 2007
Participants and practitioners had
varying levels of experience with
the tools
12. Format for the workshops
Small groups given a common task
Working from a prepared set of images,
construct a collaborative representational
task for the large group
Each group given 1 hour to plan a 15
minute session
Large group sessions
Typically, one person would act as mapper
and one as facilitator
Each group took a different direction
14. Analytical tools
Shaping CEU Narrative Grid Framing
form analysis description analysis analysis
Characterizing the
representational character
of the whole session
What kind of shaping took place?
15. Analytical tools
Shaping CEU Narrative Grid Framing
form analysis description analysis analysis
Mapping the coherence,
engagement, and usefulness
dimensions of each timeslot to
build up a signature for the
session
Aids in identifying sensemaking
episodes
16. Analytical tools
Shaping CEU Narrative Grid Framing
form analysis description analysis analysis
Rich description of
sensemaking episode
17. Analytical tools
Shaping CEU Narrative Grid Framing
form analysis description analysis analysis
Increasing theoretical sensitivity
Characterizing the
practitioner actions
during the episode in
aesthetic, ethical, and
experiential terms
(informed by theoretical
framework)
18. The CEU criteria
Coherence
keeping the hypermedia representation and participant
interactions understandable, clear, evocative, and organized
Engagement
the relationship of participants to the artifact
looking at it, talking about it, referring to it, and involved in its
construction or reshaping
Usefulness
the extent to which the representation appears to be adding
value for the participants and helping to fulfill the goals of the
session
19. CEU grid
Narrative
descriptions
of the
activities in
each 30
second
timeslot
CEU
ratings for
Coherence
each
Engagement
timeslot
Usefulness
Absolute and
Coherence
relative timing
descriptions for
(bottom two rows
each timeslot
are timings from
video recordings)
Engagement
descriptions
Screenshots
Usefulness when display
descriptions had changed
significantly
20. Comparing CEU across sessions
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Ames Group 1 C
E
U Low Medium High
Numeric Numeric Numeric
Ames Group 2 C rating Color rating Color rating Color
E 1 2 3
U
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Ames Group 3 C
E Good places to look for
U
discontinuities &
Ames Group 4 C sensemaking moments
E
U
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Rutgers Group 1 C Good places to look at
E how (relative) equilibrium
U
was fostered and
Rutgers Group 2 C maintained
E
U
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Ames Rutgers
Group 1 Group 2 Group 3 Group 4 Group 1 Group 2
Coherence 2.2 1.5 2.3 2.7 3.0 2.9
Engagement 2.7 2.0 2.6 2.9 2.9 2.9
Usefulness 2.0 1.4 2.2 2.8 2.8 3.0
Overall 2.3 1.7 2.4 2.8 2.9 3.0
21. What does this get us?
Insights into how shaping of participatory media
artifacts takes place, and the character of
practitioner sensemaking in situ
Working towards a methodology for
characterizing the ethical dimensions of
(participatory) media practice
Development of practitioner education and
improved software support
Making a complex phenomenon visible and
fostering reflective practice
22. This research is part of…
kmi.open.ac.uk/projects/hyperdiscourse
compendium.open.ac.uk/institute knowledgeart.blogspot.com