This document provides a history of hypertext and hypermedia beginning with Paul Otlet in 1907 who developed ideas around organizing knowledge on index cards. It discusses important later figures and projects including Vannevar Bush's 1945 proposal of the Memex, Ted Nelson coining the term "hypertext" in 1965 and his Xanadu project, and Doug Engelbart's NLS system from 1968. The World Wide Web is also summarized, beginning with Tim Berners-Lee's 1989 proposal at CERN and the development of browsers in the early 1990s.
History of CHI (Human-Computer Interaction)Erik Duval
The document traces the history of human-computer interaction (HCI) from the earliest computers that used switches and punch cards to modern interfaces using windows, icons, menus, and pointing devices (WIMP). It describes technologies like the ENIAC, time-sharing computers of the 1960s, the first home computers in the 1970s, and the introduction of the graphical user interface at Xerox PARC and in early Apple and Microsoft products. The document also looks at emerging technologies that may shape future HCI, such as tangible and ubiquitous computing interfaces.
Slidedeck for my presentation at the 2009 PRSA Digital Impact Conference in NY City. Title of the presentation: Tweet Your Way to Success: How to Use Twitter to Connect With Your Audiences. Presenter: Corinne Weisgerber, Ph.D., Assist. Prof. of Communication at St. Edward's University in Austin, TX.
The document discusses the past, present, and future of digital storytelling. It summarizes the evolution of storytelling forms from oral tradition to modern multimedia. For the near future from 2008-2020, it predicts increased lifecasting, social and ubiquitous storytelling, and advances in gaming technology, virtual reality, and convergence across devices. The future will see fully immersive virtual worlds and nanotechnology enabling blood cell-sized devices for augmented reality experiences.
Moulthrop argues that hypertext should form the basis for a new definition of literacy, as traditional understandings of literacy are inadequate for complex digital discourse. Literacy is currently undergoing significant changes with the rise of computers and the internet. Hypertext represents a new form of communication that educators must address similarly to other subjects like math and science. While early approaches saw hypertext and digital media as a novelty, it has now established itself as a reality through technologies like the world wide web. Moulthrop calls for reexamining literacy to incorporate reading in digital formats like blogs and wikis, not just printed books, and defining literacy through interaction in the hypertextual web of information.
This document summarizes the agenda and logistics for an LOM working group session on April 23, 2008. It provides information on remote participation via a flashmeeting website, ensuring remote participants can understand questions, see slides, and know who is speaking. It also highlights that early identification of patent claims essential for standards under development is encouraged, and participants will have an opportunity to identify patent claims they are aware of. Finally, it lists welcoming participants and taking roll as the first item on the agenda.
Metadata for Technology Enhanced LearningErik Duval
This document discusses metadata, including what it is, why it is needed, where it comes from, when it is produced and used, and who produces it. Metadata is described as "data about data" that provides information about other data. It allows for searchability and discovery of resources. The document also discusses using metadata to enable better searching through applications and platforms beyond traditional search engines like Google.
History of CHI (Human-Computer Interaction)Erik Duval
The document traces the history of human-computer interaction (HCI) from the earliest computers that used switches and punch cards to modern interfaces using windows, icons, menus, and pointing devices (WIMP). It describes technologies like the ENIAC, time-sharing computers of the 1960s, the first home computers in the 1970s, and the introduction of the graphical user interface at Xerox PARC and in early Apple and Microsoft products. The document also looks at emerging technologies that may shape future HCI, such as tangible and ubiquitous computing interfaces.
Slidedeck for my presentation at the 2009 PRSA Digital Impact Conference in NY City. Title of the presentation: Tweet Your Way to Success: How to Use Twitter to Connect With Your Audiences. Presenter: Corinne Weisgerber, Ph.D., Assist. Prof. of Communication at St. Edward's University in Austin, TX.
The document discusses the past, present, and future of digital storytelling. It summarizes the evolution of storytelling forms from oral tradition to modern multimedia. For the near future from 2008-2020, it predicts increased lifecasting, social and ubiquitous storytelling, and advances in gaming technology, virtual reality, and convergence across devices. The future will see fully immersive virtual worlds and nanotechnology enabling blood cell-sized devices for augmented reality experiences.
Moulthrop argues that hypertext should form the basis for a new definition of literacy, as traditional understandings of literacy are inadequate for complex digital discourse. Literacy is currently undergoing significant changes with the rise of computers and the internet. Hypertext represents a new form of communication that educators must address similarly to other subjects like math and science. While early approaches saw hypertext and digital media as a novelty, it has now established itself as a reality through technologies like the world wide web. Moulthrop calls for reexamining literacy to incorporate reading in digital formats like blogs and wikis, not just printed books, and defining literacy through interaction in the hypertextual web of information.
This document summarizes the agenda and logistics for an LOM working group session on April 23, 2008. It provides information on remote participation via a flashmeeting website, ensuring remote participants can understand questions, see slides, and know who is speaking. It also highlights that early identification of patent claims essential for standards under development is encouraged, and participants will have an opportunity to identify patent claims they are aware of. Finally, it lists welcoming participants and taking roll as the first item on the agenda.
Metadata for Technology Enhanced LearningErik Duval
This document discusses metadata, including what it is, why it is needed, where it comes from, when it is produced and used, and who produces it. Metadata is described as "data about data" that provides information about other data. It allows for searchability and discovery of resources. The document also discusses using metadata to enable better searching through applications and platforms beyond traditional search engines like Google.
This document outlines Work Package 2 of a project which aims to promote the adoption of standards for discovering educational content. It will do this through activities related to harvesting, federated search, querying, and vocabulary exchange. The document lists the partners involved in different aspects of technical development, certification, persistent identifiers, and maintaining a vocabulary bank. It also provides an overview of the technologies and standards that will be used, including learning object metadata standards, vocabularies, query languages, and content packaging standards.
Open learning analytics is the science and technology of collecting and analyzing data about learners and their context to better understand learning and improve the learning environment. It involves collecting traces of learner activities and using that data to provide awareness, reflection, and opportunities for behavior change or new insights. Examples include learning dashboards that visualize student activities and goals to support self-monitoring and self-regulation. Issues include ensuring interoperability across systems and focusing analytics on empowering learners rather than just monitoring them.
The document discusses how the abundance of learning resources online poses new challenges compared to past scarcity. It proposes that "massive hyper-personalization" through techniques like the "snowflake effect" can help address this issue by personalizing learning resources to each individual user. The snowflake effect aims to create unique, personalized learning experiences for each person based on their interests, skills and other attributes. The presentation provides examples of technologies working towards this kind of personalized learning and encourages collaboration on open networks to further advance the field.
Erik Duval gave a presentation on open and technology-enhanced learning. He discussed how technology can be disruptive to traditional education models. However, designing effective technology for learning can be difficult. Duval advocates for a more open and personalized learning environment that fits into students' lives, as opposed to closed "walled garden" systems. He encourages removing friction from learning systems, enabling feedback and interaction between users, and learning from users.
Open metadata for open educational resources in an open infrastructureErik Duval
The document discusses open metadata for open educational resources in an open infrastructure. It addresses some of the barriers to open resources, such as legal issues, findability, and the effort required to keep up with new resources. It proposes using open metadata standards and services to help address these barriers and enable "snowflake learning" at scale through an open learning infrastructure that interconnects systems and resources.
The Snowflake Effect: open learning without barriersErik Duval
This document discusses open learning and sharing of educational resources on the internet. It addresses topics like visualizing how resources are reused, the abundance and searchability of online content, better ways to find and filter information than traditional searching, and making contributions and feedback more open and social. The goal is moving towards more openness, transparency, and user-generated approaches to help improve learning online.
The document discusses how technology and online resources are enabling a shift from scarcity to abundance in learning. It argues that we are moving away from problems of limited access to information, and towards issues of having too much choice and how to personalize learning for individuals. The key point presented is that through technologies like metadata and social relationships online, it will be possible to create a "Snowflake Effect" where learning can be uniquely tailored to each person's interests and needs.
Learning in times of abundance: The Snowflake Effect Erik Duval
1) The document discusses how learning has shifted from a problem of scarcity to one of abundance due to open standards and services that have enabled a massive amount of shared content, communication tools, and other resources.
2) It argues that to address the new problem of an overabundance of content and tools, the solution is "massive hyper-personalization" to tailor learning experiences uniquely to each individual learner.
3) The concept of the "Snowflake Effect" is introduced where personalization techniques used by music recommendation services could be applied to learning to create unique, personalized learning experiences for each learner.
The document discusses the changing nature of web design. It notes that the web is now accessed through many different devices and that users are evolving along with new technologies. It also discusses how web designers must consider users' roles as content creators and curators. New tools are needed that bring designers directly to code to build for the dynamic web.
From Scarcity to Abundance (and from Mass Production to Hyper-personalization...Erik Duval
The document discusses the transition from scarcity to abundance of knowledge and learning resources due to technologies like the internet and social media. It describes how knowledge is now widely available and accessible online through platforms like YouTube, Facebook, and open educational resources. However, it notes that personalizing and tailoring learning to individual needs remains a challenge given the abundance of information. The document proposes the "snowflake effect" as a way to develop highly personalized learning experiences for each learner.
The document discusses the shift away from traditional scholarly publishing containers (like journals and papers) towards a network of interconnected data on the web. It notes that current publishing formats focus too much on individual articles rather than the connections between ideas and data. For publishers and scientific organizations to survive, they need to fully integrate their content into the growing web of data through practices like common standards, interoperability, and open licensing that allows for broad reuse and remixing of content.
The Google Society and the Snowflake EffectErik Duval
The document discusses the "Google society" and the "Snowflake Effect". It summarizes that Google indexes over 3 billion web pages and Facebook has over 1.5 billion users. It also notes that services like iTunes, Last.fm, and Pandora provide highly personalized music recommendations for each individual user. The document argues this trend of massive personalization on the internet will continue, with learning platforms, science portals, and augmented reality bringing more "snowflake" personalized experiences.
This document provides a brief history of human-computer interaction (HCI) and the evolution of graphical user interfaces (GUIs). It describes early computers that used switches and punch cards, the development of time-sharing systems and command line interfaces in the 1960s, pioneering work on GUIs and windows systems by Ivan Sutherland, Douglas Engelbart and the Xerox PARC team in the 1960s-70s, the introduction of the mouse and personal computers like the Apple II and VisiCalc spreadsheet in the late 1970s, and the launch of the Macintosh in 1984 which popularized the WIMP (windows, icons, menus, pointer) interface.
I was asked to talk at Thinking Digital about our project using 3D scanning and 3D printing and trains. What emerged was something a bit more about the industrial revolution and thinking about the lessons we should learn from it and how we can weave them into the future industrial revolution which will spring from additive manufacturing.
This document provides a brief history of the development of human-computer interaction (CHI) from the earliest computers through modern interfaces. It describes early computers that were programmed via switches and batch processing, the introduction of punch cards, time-sharing systems with command line interfaces, and the pioneering work developing graphical user interfaces at Xerox PARC and in the development of the Macintosh. It also discusses the introduction of windows and the mouse in personal computing with Windows 1.0. The document presents this history through a combination of text and embedded images.
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
History of CHI (Human-Computer Interaction)Erik Duval
This document provides a history of the development of user interfaces in computing. It traces the evolution from early computers that used switches and punch cards for programming to modern graphical user interfaces. Key developments discussed include the mouse, windows-based interfaces, and touchscreens. The document highlights pioneering systems from ENIAC to Xerox PARC that introduced new interaction paradigms. It emphasizes Doug Engelbart's influential work introducing concepts like the mouse and hypertext in the 1960s. The summary concludes by looking at potential future interfaces involving ubiquitous, tangible, and brain-computer interfaces.
The document discusses 21st century education and the changing landscape of technology. It notes that education now needs to address a rapidly changing world and prepare students for jobs that have not been invented yet. It also highlights how technologies have advanced significantly, with the computing power and data storage of modern devices vastly exceeding what was available just decades ago. This poses challenges for education but also opportunities to engage and connect students through new tools and approaches.
This document outlines Work Package 2 of a project which aims to promote the adoption of standards for discovering educational content. It will do this through activities related to harvesting, federated search, querying, and vocabulary exchange. The document lists the partners involved in different aspects of technical development, certification, persistent identifiers, and maintaining a vocabulary bank. It also provides an overview of the technologies and standards that will be used, including learning object metadata standards, vocabularies, query languages, and content packaging standards.
Open learning analytics is the science and technology of collecting and analyzing data about learners and their context to better understand learning and improve the learning environment. It involves collecting traces of learner activities and using that data to provide awareness, reflection, and opportunities for behavior change or new insights. Examples include learning dashboards that visualize student activities and goals to support self-monitoring and self-regulation. Issues include ensuring interoperability across systems and focusing analytics on empowering learners rather than just monitoring them.
The document discusses how the abundance of learning resources online poses new challenges compared to past scarcity. It proposes that "massive hyper-personalization" through techniques like the "snowflake effect" can help address this issue by personalizing learning resources to each individual user. The snowflake effect aims to create unique, personalized learning experiences for each person based on their interests, skills and other attributes. The presentation provides examples of technologies working towards this kind of personalized learning and encourages collaboration on open networks to further advance the field.
Erik Duval gave a presentation on open and technology-enhanced learning. He discussed how technology can be disruptive to traditional education models. However, designing effective technology for learning can be difficult. Duval advocates for a more open and personalized learning environment that fits into students' lives, as opposed to closed "walled garden" systems. He encourages removing friction from learning systems, enabling feedback and interaction between users, and learning from users.
Open metadata for open educational resources in an open infrastructureErik Duval
The document discusses open metadata for open educational resources in an open infrastructure. It addresses some of the barriers to open resources, such as legal issues, findability, and the effort required to keep up with new resources. It proposes using open metadata standards and services to help address these barriers and enable "snowflake learning" at scale through an open learning infrastructure that interconnects systems and resources.
The Snowflake Effect: open learning without barriersErik Duval
This document discusses open learning and sharing of educational resources on the internet. It addresses topics like visualizing how resources are reused, the abundance and searchability of online content, better ways to find and filter information than traditional searching, and making contributions and feedback more open and social. The goal is moving towards more openness, transparency, and user-generated approaches to help improve learning online.
The document discusses how technology and online resources are enabling a shift from scarcity to abundance in learning. It argues that we are moving away from problems of limited access to information, and towards issues of having too much choice and how to personalize learning for individuals. The key point presented is that through technologies like metadata and social relationships online, it will be possible to create a "Snowflake Effect" where learning can be uniquely tailored to each person's interests and needs.
Learning in times of abundance: The Snowflake Effect Erik Duval
1) The document discusses how learning has shifted from a problem of scarcity to one of abundance due to open standards and services that have enabled a massive amount of shared content, communication tools, and other resources.
2) It argues that to address the new problem of an overabundance of content and tools, the solution is "massive hyper-personalization" to tailor learning experiences uniquely to each individual learner.
3) The concept of the "Snowflake Effect" is introduced where personalization techniques used by music recommendation services could be applied to learning to create unique, personalized learning experiences for each learner.
The document discusses the changing nature of web design. It notes that the web is now accessed through many different devices and that users are evolving along with new technologies. It also discusses how web designers must consider users' roles as content creators and curators. New tools are needed that bring designers directly to code to build for the dynamic web.
From Scarcity to Abundance (and from Mass Production to Hyper-personalization...Erik Duval
The document discusses the transition from scarcity to abundance of knowledge and learning resources due to technologies like the internet and social media. It describes how knowledge is now widely available and accessible online through platforms like YouTube, Facebook, and open educational resources. However, it notes that personalizing and tailoring learning to individual needs remains a challenge given the abundance of information. The document proposes the "snowflake effect" as a way to develop highly personalized learning experiences for each learner.
The document discusses the shift away from traditional scholarly publishing containers (like journals and papers) towards a network of interconnected data on the web. It notes that current publishing formats focus too much on individual articles rather than the connections between ideas and data. For publishers and scientific organizations to survive, they need to fully integrate their content into the growing web of data through practices like common standards, interoperability, and open licensing that allows for broad reuse and remixing of content.
The Google Society and the Snowflake EffectErik Duval
The document discusses the "Google society" and the "Snowflake Effect". It summarizes that Google indexes over 3 billion web pages and Facebook has over 1.5 billion users. It also notes that services like iTunes, Last.fm, and Pandora provide highly personalized music recommendations for each individual user. The document argues this trend of massive personalization on the internet will continue, with learning platforms, science portals, and augmented reality bringing more "snowflake" personalized experiences.
This document provides a brief history of human-computer interaction (HCI) and the evolution of graphical user interfaces (GUIs). It describes early computers that used switches and punch cards, the development of time-sharing systems and command line interfaces in the 1960s, pioneering work on GUIs and windows systems by Ivan Sutherland, Douglas Engelbart and the Xerox PARC team in the 1960s-70s, the introduction of the mouse and personal computers like the Apple II and VisiCalc spreadsheet in the late 1970s, and the launch of the Macintosh in 1984 which popularized the WIMP (windows, icons, menus, pointer) interface.
I was asked to talk at Thinking Digital about our project using 3D scanning and 3D printing and trains. What emerged was something a bit more about the industrial revolution and thinking about the lessons we should learn from it and how we can weave them into the future industrial revolution which will spring from additive manufacturing.
This document provides a brief history of the development of human-computer interaction (CHI) from the earliest computers through modern interfaces. It describes early computers that were programmed via switches and batch processing, the introduction of punch cards, time-sharing systems with command line interfaces, and the pioneering work developing graphical user interfaces at Xerox PARC and in the development of the Macintosh. It also discusses the introduction of windows and the mouse in personal computing with Windows 1.0. The document presents this history through a combination of text and embedded images.
Valedictory Lecture
Making Thinking Visible in Complex Times
Prof Simon Buckingham Shum
This event took place on 15th July 2014 at 4:00pm (15:00 GMT)
Berrill Lecture Theatre, The Open University, Walton Hall Campus, Milton Keynes, United Kingdom
In 1968 Doug Engelbart gave “The Mother of All Demos”: a disruptive technology lab had quietly invented the mouse, collaborative on-screen editing, hyperlinks, video conferencing, and much more. This was the start of the paradigm shift, still unfolding: computers were no longer to be low level number crunchers, but might mediate and mould the highest forms of human thinking, both individual and collective. In this talk I review nearly 19 years in KMi chasing this vision with many colleagues, inventing tools for making dialogue, argument and learning processes visible in different ways. How do we harness such tools to tackle, not aggravate, the fundamental challenge facing the educational system, and its graduates: to think broadly and deeply, and to thrive amidst profound uncertainty and complexity? These are the hallmarks of the OU — and indeed, all true education from primary school onwards.
History of CHI (Human-Computer Interaction)Erik Duval
This document provides a history of the development of user interfaces in computing. It traces the evolution from early computers that used switches and punch cards for programming to modern graphical user interfaces. Key developments discussed include the mouse, windows-based interfaces, and touchscreens. The document highlights pioneering systems from ENIAC to Xerox PARC that introduced new interaction paradigms. It emphasizes Doug Engelbart's influential work introducing concepts like the mouse and hypertext in the 1960s. The summary concludes by looking at potential future interfaces involving ubiquitous, tangible, and brain-computer interfaces.
The document discusses 21st century education and the changing landscape of technology. It notes that education now needs to address a rapidly changing world and prepare students for jobs that have not been invented yet. It also highlights how technologies have advanced significantly, with the computing power and data storage of modern devices vastly exceeding what was available just decades ago. This poses challenges for education but also opportunities to engage and connect students through new tools and approaches.
This document discusses how digital media tools can replace traditional methods of instruction. It provides examples of several digital tools that can be used, including databases, video sites, interactive lessons, and tools for collaboration. These new tools allow for more engaging, multimedia lessons and active learning.
The document is a presentation about 21st century school libraries and leading learning. It discusses how the digital environment has changed how students learn and interact with information. It argues that school libraries need to change to reflect this new media environment by becoming more learner-centered and harnessing new technologies like social media, videos, and mobile devices. The presentation provides many examples of new tools and strategies teacher librarians can use to redesign libraries and help students develop skills for lifelong learning.
The document provides a history of computing and human-computer interaction (CHI) from the 1940s to present day. It describes early computers like the ENIAC which had to be manually reprogrammed with switches. It then discusses the evolution of user interfaces from command lines, to graphical user interfaces (GUIs) pioneered at Xerox PARC and in the Apple Macintosh. The document highlights innovations like the mouse, windows, and hypertext. It concludes by envisioning future interfaces using brain-computer interfaces, augmented reality, and ubiquitous computing.
The document outlines the agenda for an eCloud workshop taking place on May 13th, 2015 in Amsterdam. It includes the following sections:
- A welcome and logistics session from 09:30-09:40
- Participant introductions from 09:45-10:30 where participants will briefly introduce themselves
- Breakout group sessions from 11:30-13:00 where participants will discuss personas, scenarios, tool identification and evaluation sessions
- Presentation and discussion of the breakout group results in the afternoon sessions.
InfoVis1415: slides sessie 11, 11 mei 2015Erik Duval
This document contains the notes from a lecture on information visualization given by Erik Duval. It discusses state-of-the-art evaluation methods for information visualization, including controlled experiments, usability evaluations, case studies and natural environment studies. It also mentions challenges with evaluation and replicating results. The notes raise questions about the students' work and plans for a final demo the following week.
The document discusses different methods for evaluating information visualization, including controlled experiments comparing design elements, usability evaluations, and case studies analyzing real tasks in a natural environment. It notes that redesigning visualizations can also be a form of evaluation, and references several papers on visualization evaluation and redesign techniques.
Social Media and Science a wedding made in Heaven... or in Hell?Erik Duval
This document discusses the relationship between social media and science. It explores how scientists are using social media platforms like ResearchGate, Academia.edu, Mendeley and Twitter to collaborate, share research, and increase the visibility of their work. While social media provides opportunities for exposure, discovery and crowdsourcing, it also risks fragmentation of attention and blurring the boundaries between work and personal life. The document concludes that science has always been social, and social media both enhances and complicates its social nature.
Information visualisation: Data ink design principlesErik Duval
The document discusses Erik Duval's presentation on Edward Tufte's principles of data ink design. It outlines Tufte's key principles: showing the data above all else, maximizing the data-ink ratio by removing non-data ink, erasing redundant data ink, and revising and editing visualizations. The data-ink ratio refers to the proportion of ink devoted to displaying non-redundant data information. The principles aim to clearly display the maximum amount of data with the minimum amount of graphical elements.
A short history (and even shorter future) of information visualisationErik Duval
This document provides a short history of information visualization through examples of influential figures. It describes Charles Minard's visualization of Napoleon's 1812 campaign, William Playfair's creation of the line graph, bar chart and pie chart between 1786-1801, Florence Nightingale's polar area diagram in 1858 showing mortality rates in the Crimean War, John Snow's 1854 map showing clusters of cholera cases in London near a water pump, and Harry Beck's innovative 1933 diagram of the London Underground system. The document suggests these examples helped establish key foundations of the field of information visualization.
This document provides a brief history of human-computer interaction (HCI) from the 1940s to present day. It describes early computers like ENIAC that were programmed with switches and performed batch processing. The development of programming languages, command line interfaces, and the graphical user interface (GUI) increased usability. Pioneers like Ivan Sutherland, Douglas Engelbart, and PARC researchers developed foundational concepts like windows, the mouse, and hypertext. The commercial success of the Apple II and VisiCalc spreadsheet demonstrated the potential of personal computing. Modern interfaces in products from Microsoft and advances in augmented and virtual reality show the ongoing evolution of HCI.
InfoVis1415: slides sessie 3, 23 Feb 2015Erik Duval
This document discusses a lecture on information visualization from February 23, 2015. It covers topics like the visualization pipeline, mapping data to visual properties like size and color, Gestalt principles of perception, and challenges in designing privacy controls. Students are asked to post their slides, write a blog post reflecting on what they learned, and provide a scenario illustrated with a concrete visualization using existing tools for an upcoming class.
InfoVis1415: slides sessie 2, 16 Feb 2015Erik Duval
This document summarizes an information visualization lecture given by Erik Duval. It includes instructions for students to learn D3.js, create a blog, and develop an interactive data visualization with added value for their group presentation the following week. Guidelines are provided on effective visualization techniques, such as using common sense, avoiding 3D graphs and misleading representations, and ensuring visualizations communicate the intended story.
This document discusses emerging technologies that can augment human intelligence. It begins with an overview of Moore's Law and the exponential growth of computing power over time. Examples are given of how artificial intelligence and augmented reality technologies are being developed to enhance human capabilities. The talk acknowledges both optimism about and concerns relating to these developments, noting that their impacts are not yet distributed evenly across society.
InfoVis1415: slides sessie 1, 10 Feb 2015Erik Duval
This document provides an overview of an information visualization course, including its goals, structure, and topics. The course aims to provide insight into fundamentals and applications of information visualization and teach concrete skills for designing, implementing, and evaluating visualization applications. It will include lectures, a project in groups of 3 students, and examples of visualizations using techniques like D3.js.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
BPSC-105 important questions for june term end exam
History of Hypertext and Hypermedia
1. history of
hypertext & hypermedia
geschiedenis van de informatica - 30 maart 2009
erik duval
K.U.Leuven
http://www.cs.kuleuven.be/~erikd
1
Monday 30 March 2009
6. Paul Otlet
• Belgian, 1868-1944
• lawyer, bibliographer, internationalist
• background
• “proliferation and disorderly state of
the literature in the social sciences”
• “there is too much to read”
• ‘monographic principle’: text chunks on cards
• facts, interpretation of facts, statistics, sources
• systematic reorganization of knowledge
Monday 30 March 2009
7. Paul Otlet
• Universal Bibliographic
Repertory
• 1912: >250.000 images
• 1934: >15 million cards
• searches until early 1970s!
• Universal Decimal Classification (based on DDC)
• foresaw technological development:
• screens, loudspeakers, distant access ... even VR
• network of libraries, archives, museums ... Internet
• Mundaneum Mons: http://www.mundaneum.be
Monday 30 March 2009
8. Paul Otlet
• outmoded positivist paradigm
• true hypertext does not
destroy original document
• more:
• W. Boyd Rayward. Visions of Xanadu: Paul Otlet (1868-1944) and
Hypertext. Journal of the American Society for Information Science,
45(4):235-250, 1994, pp. 235-250.
• http://nytimes.com/2008/06/17/science/17mund.html
• http://www.sims.berkeley.edu/~buckland/otlet.html
Monday 30 March 2009
9. Vannevar Bush, Memex
• 1890-1974
• science advisor to Roosevelt
• explosion of scientific information
• mechanical solution: memory extender
• “device in which an individual stores all his books, record and
communications, and which is mechanized so that it may be
consulted with exceeding speed and flexibility”
• medium: microfilm, scanner, handwriting
• several parallel screens (cfr. windows)
• associative indexing
Monday 30 March 2009
11. Vannevar Bush, Memex
• trails: set of links that would combine information relevant
to a perspective or a topic
• professional trail blazers
• trails can be published
• popular exposure (Time, Life), never got built
• Vannevar Bush. As we may think. Athlantic Monthly, 1945.
• http://www.theatlantic.com/unbound/flashbks/computer/bushf.htm
Monday 30 March 2009
12. Ted Nelson, Xanadu
• coined ‘hypertext’ (1965)
• design for a new literature
• all the world’s literature
• address any substring of any
doc from any doc
• neverbeen linked to
delete text because may
have
• most recent version always
retrievable
Monday 30 March 2009
13. Ted Nelson, Xanadu
• royalties to original author
based on bytes seen by
reader
• reader can always request
full version of original text
(and thus context)
• vision never implemented
Monday 30 March 2009
17. D. Engelbart, Augment
• Stanford Research Institute
• invented interactive
computing (mouse,
windows, groupware, ...)
• team went to Xerox PARC
• now: bootstrap institute
• http://www.bootstrap.org/
17
Monday 30 March 2009
18. D. Engelbart, Augment
• demo at 1968 Fall
Joint Computer
Conference
• video, microwave
transmission, ...
• http://
sloan.stanford.edu/
mousesite/
1968Demo.html
• http://
www.youtube.com
/watch?
v=X4kp9Ciy1nE
18
Monday 30 March 2009
24. Fast forward to …
now :) !
Text
Text
http://flash.kmi.open.ac.uk:8080/fm/fmm.php?code=c785a5-890&room=fm890
21
Monday 30 March 2009
25. Fast forward to …
now :) !
Text
Text
http://hyperscope.org/
http://flash.kmi.open.ac.uk:8080/fm/fmm.php?code=c785a5-890&room=fm890
21
Monday 30 March 2009
26. Fast forward to …
now :) !
Text
Text
http://hyperscope.org/
http://flash.kmi.open.ac.uk:8080/fm/fmm.php?code=c785a5-890&room=fm890
http://video.google.com/videoplay?docid=-3914718330476864051&q=doug+engelbart
21
Monday 30 March 2009
28. 23
http://programforthefuture.org/
Monday 30 March 2009
29. 23
http://programforthefuture.org/
Monday 30 March 2009
30. 1978: Aspen Movie Map
http://www.naimark.net/projects/aspen.html http://www.youtube.com/watch?v=Hf6LkqgXPMU
Monday 30 March 2009
31. 1985: intermedia
• Brown, Andy Van
Dam
• linking protocol for
apps to link to and
from documents
• separate webs with
links for each user
• designed for
educational use
http://www.useit.com/papers/hypertext-history/
Monday 30 March 2009
35. Why successful?
• open systems approach
• standardized specifications for
interoperability
• backwards compatible with legacy data
(can access gopher, ftp, news, wais, ...)
• designed to be decentralized:
• no central link database (hence
consistency less assured)
• no ‘compilation’ into specific format
Monday 30 March 2009