The document discusses an actor-network approach to website design. It argues that user experience with a website, like the Australian Asbestos Network site, should be viewed as a collective, distributed phenomenon rather than something solely subjective. The website and its elements, like content, interface design, and user submissions, form a heterogeneous network of human and non-human actors that shape user perceptions and experiences through inscription, formatting, and by prescribing frameworks for interaction. On this view, aesthetic experience with a website emerges from relations throughout the network, not just from within the individual user.
This document summarizes an event called the Oregon Immersive Education Days Collaboration Center that took place from October 14-16, 2010. The event was sponsored by the University of Oregon's Information Services and the Center for Learning in Virtual Environments. It brought together educational institutions and affiliates to share trends, ideas, and strategies around creating and using virtual learning environments like video games, virtual worlds, and augmented reality for education. The event included presentations, collaboration, and discussion around integrating virtual learning into Oregon contexts and building a statewide community around immersive education.
Towards an ethnography of new media practices: reflections through field expe...Estalella
This document discusses ethnographic research approaches to studying media practices and the Internet. It provides 4 examples of ethnographic studies that follow people's everyday mediated practices. The studies observe practices like self-producing video, digital photography, blogging, and online dating. They use diverse theoretical frameworks but commonly view the "field" as blurred and defined by participants' practices across physical and digital spaces, rather than a fixed geographical location. Studying practices allows researchers to understand how people engage with and make sense of media technologies in their lives.
These slides can be viewed in tandem with the podcast of a live event at the ESL Educators Conference. (8/10/07) Podcast at http://michaelc.podomatic.com/entry/2007-10-08T07_51_33-07_00
Macroscopes and Distant Reading: Implications for Infrastructures to Support ...Trevor Owens
A talk exploring the implications for digital library infrastructures in the face of developments in how humanities scholars are engaging in computational research of library collections.
Infrastructure, Platform, Locality: A response to Motta and GeorgiouScott Rodgers
These are the slides used for my response to Wallis Motta and Myria Georgiou’s ‘Deep mapping communication infrastructure in super diverse London’ which has won the 2016 IAMCR Urban Communication Grant.
Ict course final written assignment - final draft - mariana chiarella.docmarian1331
Web 2.0 is a platform that is constructed and enriched by users through inter-human connectivity and interaction. Online communities allow users with shared interests to collaborate. An online community is a group of people who come together online for a purpose and are governed by shared norms and policies. Virtual communities provide access to collaborate and interact with people worldwide without leaving home. They allow learning new topics, playing sports, and attending courses through virtual reality with just a click. For online communities to be effective, they require limiting influences, stability, and an e-moderator to guide experiences and build on contributions while enabling openness.
This document outlines a project called "Our Long Island" created by the "D Team" to have students learn about and share information about the different areas of Long Island. The project would have students in various grade levels investigate topics relevant to their neighborhoods using technologies like video conferencing, websites, and multimedia. Students would work with local partners and across schools to research, document their findings, and share with the community. The goal is for students to learn about and represent their local neighborhoods while building collaboration skills through the project.
This document summarizes an event called the Oregon Immersive Education Days Collaboration Center that took place from October 14-16, 2010. The event was sponsored by the University of Oregon's Information Services and the Center for Learning in Virtual Environments. It brought together educational institutions and affiliates to share trends, ideas, and strategies around creating and using virtual learning environments like video games, virtual worlds, and augmented reality for education. The event included presentations, collaboration, and discussion around integrating virtual learning into Oregon contexts and building a statewide community around immersive education.
Towards an ethnography of new media practices: reflections through field expe...Estalella
This document discusses ethnographic research approaches to studying media practices and the Internet. It provides 4 examples of ethnographic studies that follow people's everyday mediated practices. The studies observe practices like self-producing video, digital photography, blogging, and online dating. They use diverse theoretical frameworks but commonly view the "field" as blurred and defined by participants' practices across physical and digital spaces, rather than a fixed geographical location. Studying practices allows researchers to understand how people engage with and make sense of media technologies in their lives.
These slides can be viewed in tandem with the podcast of a live event at the ESL Educators Conference. (8/10/07) Podcast at http://michaelc.podomatic.com/entry/2007-10-08T07_51_33-07_00
Macroscopes and Distant Reading: Implications for Infrastructures to Support ...Trevor Owens
A talk exploring the implications for digital library infrastructures in the face of developments in how humanities scholars are engaging in computational research of library collections.
Infrastructure, Platform, Locality: A response to Motta and GeorgiouScott Rodgers
These are the slides used for my response to Wallis Motta and Myria Georgiou’s ‘Deep mapping communication infrastructure in super diverse London’ which has won the 2016 IAMCR Urban Communication Grant.
Ict course final written assignment - final draft - mariana chiarella.docmarian1331
Web 2.0 is a platform that is constructed and enriched by users through inter-human connectivity and interaction. Online communities allow users with shared interests to collaborate. An online community is a group of people who come together online for a purpose and are governed by shared norms and policies. Virtual communities provide access to collaborate and interact with people worldwide without leaving home. They allow learning new topics, playing sports, and attending courses through virtual reality with just a click. For online communities to be effective, they require limiting influences, stability, and an e-moderator to guide experiences and build on contributions while enabling openness.
This document outlines a project called "Our Long Island" created by the "D Team" to have students learn about and share information about the different areas of Long Island. The project would have students in various grade levels investigate topics relevant to their neighborhoods using technologies like video conferencing, websites, and multimedia. Students would work with local partners and across schools to research, document their findings, and share with the community. The goal is for students to learn about and represent their local neighborhoods while building collaboration skills through the project.
The document discusses new digital tools for academic research and writing. It explores how scholars can develop an online presence through blogging, using social networks, building websites and profiles, and curating and sharing research. These new tools allow scholars to collaborate more openly and disseminate their work to a wider audience. The document also examines how digital tools are transforming scholarly communication and enabling more participatory and transformative scholarship.
Text on The Web: Some Basic Principles and PerspectivesTeodora Petkova
Looking at texts on the web from the broader perspective of connecting dots, people and data. This slidedeck is part of the lesson: https://goo.gl/xVLtWX
The document proposes the Slikipedia project, which combines Wikipedia with Second Life to create 3D virtual libraries and learning environments. It discusses using the virtual world to allow collaborative editing of objects that represent information. This would create an "allegorical infoscape" where collective intelligence is manifest spatially. Theories of communication, cognition, and learning are reviewed that support how a 3D environment could augment understanding through spatial representation of ideas. Challenges of quality control and ensuring collaborative knowledge creation are also addressed.
Colloquium on Digital History and the Transnational History of NursingZack Batist
This document summarizes a student project that used network analysis to study Bronze Age social networks through the distribution of pottery related to feasting activities. The project goals were to use digital methods and network analysis to explore how feasting contributed to social stratification. Data on pottery vessels from 10 archaeological sites was collected and analyzed using Gephi software. The network analysis identified modules and high centrality pottery types linking sites. It provided insights into the emergence of social hierarchy in Bronze Age chiefdoms through conspicuous consumption during feasting events.
Accessibility in web development aims to make websites usable for all people regardless of ability. It involves designing websites to be accessible through various assistive technologies like screen readers, magnifiers, switches, and more. Accessibility extends to both visual and auditory elements like text alternatives, captions, audio descriptions and keyboard navigation. Proper coding practices and tools can help evaluate and improve accessibility of websites for people with disabilities.
This document discusses trends in technology and society and their implications for academics. It notes the rise of social tools and networks and how they can transform research, teaching and service if academics build serious online presences. While tools exist to reflect and reimagine academic work, scholars must choose to connect and invest in peers and students online. Understanding networks will be an important literacy in the 21st century. The document advocates open access, student-controlled learning spaces, tagging and other info literacies, and focusing pedagogy on connections over content. It quotes positive experiences from integrating social networks and argues education should shift to something we create ourselves.
The document discusses the essential elements of building an effective online community or "e-community". It defines e-communities and their purpose, outlines common communication tools like discussion boards and chat rooms, and types of e-communities. The key points are that an e-community needs a clear purpose, willing participants, IT support, relevant content, communication guidelines, and can achieve outcomes like research, business or entertainment goals. Examples provided include Dgroups and Yahoo Groups.
This document summarizes a community connection project where the author worked with 5 individuals named Beyonca, Jon-Erik, Emmanuel, Ashley, and Zack. The author engaged in various activities with the individuals and learned about perceptions of differences. The author gained patience, creativity, and respect. The experience will help the author in the future.
Keynote Talk at ITS 2014: Multilevel Analysis of Socially Embedded Learningsuthers
An invited keynote talk given at the Intelligent Tutoring Systems (ITS) conference in Honolulu, 2014. Begins with some fun observations about being an academic in Hawaii. Motivated both by my early work studying dyadic interaction with Belvedere and a theoretical view of the multi-dimensionality of distributed learning in socio-technical networks and consequent analytic challenges, outlines a framework called "Traces" that addresses these challenges. Most of the examples are of analysis of Tapped In, a successful online network of educational professionals from 1997-2013. Probably the most comprehensive overview of my research to date.
From Access to Use: the quality of human-archives interactions as a research ...Pierluigi Feliciati
Visiting Dodson Professor Colloquium - Vancouver, University of British Columbia - iSchool of Library, Archival and Information Studies - 14 March 2019 12:00 pm - Chilcotin Room (256), Irving K. Barber Learning Centre
The Social Semantic Server: A Flexible Framework to Support Informal Learning...tobold
The document describes the Social Semantic Server (SSS), a flexible framework developed to support informal learning in workplace settings. The SSS was designed based on theories of distributed cognition and meaning making to help learners interact through shared digital artifacts. It implements a service-oriented architecture with various microservices to integrate different learning tools. Examples of tools built on the SSS include Bits & Pieces for sensemaking experiences, KnowBrain for collaborative discussions, and Bookmarker/Attacher for exploring online topics. The SSS aims to provide a technical infrastructure that can capture workplace learning interactions and support the social construction of shared meaning.
The Social Semantic Server - A Flexible Framework to Support Informal Learnin...Sebastian Dennerlein
The document describes the Social Semantic Server (SSS), a flexible framework developed to support informal learning in workplace settings. The SSS was designed based on theories of distributed cognition and meaning making to facilitate collaboration and knowledge sharing through artifacts. It implements a service-oriented architecture with various microservices to integrate tools for informal learning. Examples of tools built on the SSS include Bits & Pieces for sensemaking experiences, KnowBrain for collaborative discussions, and Bookmarker/Attacher for exploring topics. The SSS aims to provide a technical infrastructure that supports meaning making during artifact-mediated communication in the workplace.
Exploiting classical bibliometrics of CSCW: classification, evaluation, limit...António Correia
Existing mechanisms are inefficient for a single human to classify and analyze large amounts of publications. The document proposes augmenting human intelligence with computational mechanisms and a crowd-enabled model to help address limitations in manually analyzing scientific literature at scale. It involves classifying publications through human intelligence tasks like annotation, classification, and evaluation to help map research trends and identify gaps. The goal is to validate using human and computational cooperation to efficiently analyze bibliographic data involving many humans interacting on a massive level.
Service Design: Towards a Holistic Assessment of the Library ExperienceJoe Marquez
Librarians are not new to designing or assessing services, but we tend to develop each service in isolation from the other services we offer, with little to no user input prior to implementation. Service design is a holistic, co-creative, and user-centered approach to understanding user behavior for creating or refining services. In service design, we look at the entire ecology and the holistic experience of using the Library and its services from the user’s perspective. This session explores the service design methodology as a relevant method for service assessment and creation in a library environment and discusses the various tools libraries and librarians can use to implement a service design approach to assessment. It also illustrates the service design approach with a case study from the Reed College Library.
Presented at NISO Virtual Conference: Interacting with Content: Improving the User Experience. Presenters: Joe Marquez & Annie Downey.
This document discusses planning and design practice in virtual spaces such as online communities. It argues that online spaces have emerged as places with communities and identities, similarly to physical places. It suggests that planning methods used for physical spaces, such as Lynch's taxonomy of images and cognitive mapping, can also be applied to virtual spaces. The document advocates for planners to get involved in designing user interfaces, evaluating online place quality, and supporting hybrid online-physical communities through social software design.
This document provides an overview of creating an experience-centered library. It begins with introducing the speaker, Craig M. MacDonald, and his background in user experience (UX) and library science.
The document then asks if libraries are doing UX currently and explains that all libraries are delivering an experience through their interactions with users, regardless of a dedicated UX focus. It defines that the better question is whether a library is doing great UX.
The following sections explore what great library UX looks like, defining it as useful, usable, and desirable across all touchpoints in a consistent, seamless, and contextual manner. The document emphasizes that libraries should think of UX holistically, including both digital and
The document discusses new digital tools for academic research and writing. It explores how scholars can develop an online presence through blogging, using social networks, building websites and profiles, and curating and sharing research. These new tools allow scholars to collaborate more openly and disseminate their work to a wider audience. The document also examines how digital tools are transforming scholarly communication and enabling more participatory and transformative scholarship.
Text on The Web: Some Basic Principles and PerspectivesTeodora Petkova
Looking at texts on the web from the broader perspective of connecting dots, people and data. This slidedeck is part of the lesson: https://goo.gl/xVLtWX
The document proposes the Slikipedia project, which combines Wikipedia with Second Life to create 3D virtual libraries and learning environments. It discusses using the virtual world to allow collaborative editing of objects that represent information. This would create an "allegorical infoscape" where collective intelligence is manifest spatially. Theories of communication, cognition, and learning are reviewed that support how a 3D environment could augment understanding through spatial representation of ideas. Challenges of quality control and ensuring collaborative knowledge creation are also addressed.
Colloquium on Digital History and the Transnational History of NursingZack Batist
This document summarizes a student project that used network analysis to study Bronze Age social networks through the distribution of pottery related to feasting activities. The project goals were to use digital methods and network analysis to explore how feasting contributed to social stratification. Data on pottery vessels from 10 archaeological sites was collected and analyzed using Gephi software. The network analysis identified modules and high centrality pottery types linking sites. It provided insights into the emergence of social hierarchy in Bronze Age chiefdoms through conspicuous consumption during feasting events.
Accessibility in web development aims to make websites usable for all people regardless of ability. It involves designing websites to be accessible through various assistive technologies like screen readers, magnifiers, switches, and more. Accessibility extends to both visual and auditory elements like text alternatives, captions, audio descriptions and keyboard navigation. Proper coding practices and tools can help evaluate and improve accessibility of websites for people with disabilities.
This document discusses trends in technology and society and their implications for academics. It notes the rise of social tools and networks and how they can transform research, teaching and service if academics build serious online presences. While tools exist to reflect and reimagine academic work, scholars must choose to connect and invest in peers and students online. Understanding networks will be an important literacy in the 21st century. The document advocates open access, student-controlled learning spaces, tagging and other info literacies, and focusing pedagogy on connections over content. It quotes positive experiences from integrating social networks and argues education should shift to something we create ourselves.
The document discusses the essential elements of building an effective online community or "e-community". It defines e-communities and their purpose, outlines common communication tools like discussion boards and chat rooms, and types of e-communities. The key points are that an e-community needs a clear purpose, willing participants, IT support, relevant content, communication guidelines, and can achieve outcomes like research, business or entertainment goals. Examples provided include Dgroups and Yahoo Groups.
This document summarizes a community connection project where the author worked with 5 individuals named Beyonca, Jon-Erik, Emmanuel, Ashley, and Zack. The author engaged in various activities with the individuals and learned about perceptions of differences. The author gained patience, creativity, and respect. The experience will help the author in the future.
Keynote Talk at ITS 2014: Multilevel Analysis of Socially Embedded Learningsuthers
An invited keynote talk given at the Intelligent Tutoring Systems (ITS) conference in Honolulu, 2014. Begins with some fun observations about being an academic in Hawaii. Motivated both by my early work studying dyadic interaction with Belvedere and a theoretical view of the multi-dimensionality of distributed learning in socio-technical networks and consequent analytic challenges, outlines a framework called "Traces" that addresses these challenges. Most of the examples are of analysis of Tapped In, a successful online network of educational professionals from 1997-2013. Probably the most comprehensive overview of my research to date.
From Access to Use: the quality of human-archives interactions as a research ...Pierluigi Feliciati
Visiting Dodson Professor Colloquium - Vancouver, University of British Columbia - iSchool of Library, Archival and Information Studies - 14 March 2019 12:00 pm - Chilcotin Room (256), Irving K. Barber Learning Centre
The Social Semantic Server: A Flexible Framework to Support Informal Learning...tobold
The document describes the Social Semantic Server (SSS), a flexible framework developed to support informal learning in workplace settings. The SSS was designed based on theories of distributed cognition and meaning making to help learners interact through shared digital artifacts. It implements a service-oriented architecture with various microservices to integrate different learning tools. Examples of tools built on the SSS include Bits & Pieces for sensemaking experiences, KnowBrain for collaborative discussions, and Bookmarker/Attacher for exploring online topics. The SSS aims to provide a technical infrastructure that can capture workplace learning interactions and support the social construction of shared meaning.
The Social Semantic Server - A Flexible Framework to Support Informal Learnin...Sebastian Dennerlein
The document describes the Social Semantic Server (SSS), a flexible framework developed to support informal learning in workplace settings. The SSS was designed based on theories of distributed cognition and meaning making to facilitate collaboration and knowledge sharing through artifacts. It implements a service-oriented architecture with various microservices to integrate tools for informal learning. Examples of tools built on the SSS include Bits & Pieces for sensemaking experiences, KnowBrain for collaborative discussions, and Bookmarker/Attacher for exploring topics. The SSS aims to provide a technical infrastructure that supports meaning making during artifact-mediated communication in the workplace.
Exploiting classical bibliometrics of CSCW: classification, evaluation, limit...António Correia
Existing mechanisms are inefficient for a single human to classify and analyze large amounts of publications. The document proposes augmenting human intelligence with computational mechanisms and a crowd-enabled model to help address limitations in manually analyzing scientific literature at scale. It involves classifying publications through human intelligence tasks like annotation, classification, and evaluation to help map research trends and identify gaps. The goal is to validate using human and computational cooperation to efficiently analyze bibliographic data involving many humans interacting on a massive level.
Service Design: Towards a Holistic Assessment of the Library ExperienceJoe Marquez
Librarians are not new to designing or assessing services, but we tend to develop each service in isolation from the other services we offer, with little to no user input prior to implementation. Service design is a holistic, co-creative, and user-centered approach to understanding user behavior for creating or refining services. In service design, we look at the entire ecology and the holistic experience of using the Library and its services from the user’s perspective. This session explores the service design methodology as a relevant method for service assessment and creation in a library environment and discusses the various tools libraries and librarians can use to implement a service design approach to assessment. It also illustrates the service design approach with a case study from the Reed College Library.
Presented at NISO Virtual Conference: Interacting with Content: Improving the User Experience. Presenters: Joe Marquez & Annie Downey.
This document discusses planning and design practice in virtual spaces such as online communities. It argues that online spaces have emerged as places with communities and identities, similarly to physical places. It suggests that planning methods used for physical spaces, such as Lynch's taxonomy of images and cognitive mapping, can also be applied to virtual spaces. The document advocates for planners to get involved in designing user interfaces, evaluating online place quality, and supporting hybrid online-physical communities through social software design.
This document provides an overview of creating an experience-centered library. It begins with introducing the speaker, Craig M. MacDonald, and his background in user experience (UX) and library science.
The document then asks if libraries are doing UX currently and explains that all libraries are delivering an experience through their interactions with users, regardless of a dedicated UX focus. It defines that the better question is whether a library is doing great UX.
The following sections explore what great library UX looks like, defining it as useful, usable, and desirable across all touchpoints in a consistent, seamless, and contextual manner. The document emphasizes that libraries should think of UX holistically, including both digital and
Service Design: Towards a Holistic Assessment of the Library Experience
Joe Marquez, MLIS, Web Services Librarian, Reed Libraries, Reed College
Annie Downey, MLIS, PhD, Reed Libraries, Director of Research Services, Reed College
The document provides an overview of distributed artificial intelligence and multi-agent systems. It discusses topics such as the definition of DAI, types of multi-agent systems, interaction among agents, the Agent Communication Language KQML, basic models of communication, and the definition of an agent. It also covers concepts like reactive agents, cognitive agents, classification of agents, and applications of DAI.
The document discusses challenges with existing eParticipation systems for government. It notes tensions around who should own such systems, issues with systems built by or outside of government, and limited evaluation of systems in isolation. The author proposes ideas for new stages in eParticipation lifecycles and tools that address these challenges by taking a more hybrid approach between government and external groups.
This document describes a Network Awareness Tool being developed to detect and analyze informal workplace learning. The tool aims to capture traces of social informal learning through everyday work interactions. It will use social network analysis to map learning networks and communities of practice within organizations. The tool collects data on learning topics, individual networks, and the strength and content of interactions to provide feedback on informal learning structures and themes. This will help understand informal learning and identify support needs to foster professional development. Future plans include combining online and offline data, integrating it with learning analytics dashboards, and improving social browsing and network analysis through semantic techniques.
This document provides an introduction to new media and interaction design. It discusses key topics like what new media is, interaction design fundamentals, and user-centered design. New media is described as technologies with digital interactivity. The document also covers data, technology, culture, art, social networks, and interaction design processes like personas, scenarios, and user stories to help guide the design process and focus on user needs.
A presentation given at the UX Futures Group. The goal was to expand on a popular meme decrying the tendency to reduce User Experience design to User Interface design and UI engineering.
This document provides an overview of social media and social networks. It discusses key dimensions of social media systems including size of producer/consumer populations, pace of interaction, genre of basic elements, control of elements, types of connections, and retention of content. Examples are given for different social media types like asynchronous/synchronous conversations, social sharing, social networking, online markets, web/collaborative authoring, and blogs/podcasts. The rise of social media and how it has changed communication is also examined.
Similar to Together designed, an actor network approach to the design of websites (20)
RPWORLD offers custom injection molding service to help customers develop products ramping up from prototypeing to end-use production. We can deliver your on-demand parts in as fast as 7 days.
3. http://www.stephenthomas.com/about/index.php
- neo‐classical economic model which assumes there is value in individual action and
independent components
- aesthetic experience as bodily and singularly subjective
- “focuses on the interplay of these constituents of the totality of a person acting,
sensing, thinking, feeling, and meaning making in a setting, including his/her
perception and sensation of his/her own actions”. (Wright, P., Wallace, J., and McCarthy, J. 2008. Aesthetics
and experience-centered design.)
User Experience Design is the process of evaluating all the components of an application to
make the whole worth more than the sum of its parts
3
4. • Dewey’s description of experience:
• “ [W]hat men do and suffer, what they strive for, love, believe
and endure…—in short, processes of experiencing. . . . is
‘double barrelled’ in that it recognizes in its primary integrity
no division between act and material, subject and object, but
contains them both in an unanalyzed totality
4
5. Actor-Network Theory /Method (ANT)
Basic concepts
Actor Symmetry -human and non-human, can and should be
described in the same terms-actors/actants ,
• differences between them are generated in the network of
relations
• actors for the most part act ‘in relation’ as part of a collective
Network----designates a mode of inquiry not a thing
• A heterogeneous network of aligned interests or how
organisations/ things mobilise, juxtapose and hold together the
bits and pieces out of which they are composed .
• —replaces, society, subjectivity, action, power
5
6. • Part of an ANT method
1. - first look at the associations that make up a thing like the AAN
website
2. - later look at how these relations shape it
1. Associations that make up a thing like the AAN website
• EG, Australian Asbestos Network website is a heterogeneous
collective
- embedded in a hard drive in a server in Melbourne, coded in HTML,
CSS and ASP.NET, with various social software, computers,
journalists, communities of interest, content writers, programmers,
designers, portions of the text itself and users
- Each actor
• acts on others, ‘mediate’ one another, modify, translate and
delegate their various interests
• is relatively indispensible,
• provides affordance for the next actor in a chain
• each is co-ordinated and ordered in a specific sequence, thus
defined by their association
6
7. 2. How do relations shape the website
- practices include a whole range of actors that extends far
beyond people.
• Website as an inscription device –excellent means of
gathering disseminating and accumulating inscriptions
(content, writings, documents, illustrations, and objects)
• allow people to see a distant thing and then travel back to the
source and bring back more such resources
• cycle of accumulation, format inscriptions into a centre that
creates influence, knowledge, power, enrols others (becoming
more valuable)
• Valuable knowledge is underwritten and can be described by
considering this collective cycle of the accumulation of
inscription 7
8. Inscriptions are also scripts
• Akrich - inscriptions act “like a film script, technical objects
define a framework of action together with the actors and the
space in which they are supposed to act”
• visual, technical and material inscriptions force my eye, hand,
and intention around the page and thus guides me and
contributes to the task at hand
• Users following prescribed scripts (computers require scripts,
websites require interfaces with scripts, visual composition)
actors are prescribed and do what is expected
• Users are caught up in contested ‘modes of ordering’ or
‘patterning’ – thus actions are in part collectively coordinated
by inscription 8
9. Human experience embedded in the object world
On submission stories themselves are also shaped, formatted, becoming artifacts with a
network of connotations
Users stories become an artefact with a network of connotations – that have been attached
to it through all the intervening translations
Interface, story and the experience is an outcome of such constant and never ending
sociotechnical collective shaping
9
10. Aesthetic experience as distributed and collective
- assumption- that aesthetic experience is singularly subjective (KANT-
1784)
Porter (2009) sensations are not direct empirical imprints of some
outer material reality
• Language of affect and aesthetics acquired as a prerequisite to social
life, sensations are learned thought structures
• Hennion (2007) -aesthetic taste “is a collective technique, whose
analysis helps us to understand the ways we make ourselves
sensitized, to things,
• Hutchins (1995) - cognitive anthropologist -“One cannot perform the
computations without constructing the setting; thus, in some sense,
constructing the setting is part of the computation”
• Aesthetic experience with the AAN website is always made in
relation , ordered , framed by a setting- or other things. Therefore
aesthetic experience is distributed throughout the collective
10
11. 11
Users perceptions and experiences are translated through
the methods of instruction the visual and technical
composition of actors provides
This was a presentation given at the ANZCA 2013 conference in Fremantle, Western Australia. (Publication Forthcoming)ABSTRACTUsually the visual design of websites is one of the core values for users. What is not so well considered is the way a greater intangible and often elusive network of actors supports the enterprise as a whole, and as such also creates value. Rather than focusing on the design process as the sole domain of humans that grant a website symbolic and interpretive value. This paper uses an actor-network theory (ANT) approach to describe how the Australian Asbestos Network (AAN) website is not only a continuously generated effect of the relations within which it is located. But that the value and credibility the website gains is a negotiated effect of these same relations. Far from a static object a website is a thing whose shape and ontological constitution is manipulated by a whole range of mediating actors. Following Bruno Latour, a thing is much more than a euphemism for a docile object. Rather a thing is a gathering, an assembly and entirely collective. To better understand the heterogeneous makeup of things, like websites, requires taking into account both human and nonhumans and how they come to be assembled together in order to get something done. Therefore things like users, objects and websites, achieve their goals not as singular actors but through a coordinated and sequential series of relations- as a collective. Therefore, this paper pays more attention to what circulates between and through different actors, that then compels them to act together. In keeping with the ANT method requires that we must first look at the relations and only later look at how these associations shape some-thing like the AAN website. The goals of the AAN website are to disseminate credible medical and historical information about asbestos and allow others to express their involvement with the asbestos industry in Australia. In part it achieves this effect through the most mundane yet important ability to render events, places and people mobile. In turn this allows traces, experiences and stories to be accumulated and brought forth for others. That the AAN website becomes a collection point, or what Latour calls a centre of calculation is a testament to the websites collective ability to radiate out to collect and then accumulate more stories. The effect is that the accumulation of these narratives enrols and translates other actors. This in turn creates a larger circumference of influence. Thus the flow of more actors and traces is subject to a kind of funnelling, which reframes and mediates the content and indeed the concerns of the production team. That the content appears credible and trustworthy enough for several organisations around the world to use the AAN site as a test case. Is a testament to the value that a stable and coherent network of actors grants to the content of the website. Similarly the representations, credible content and the aesthetic experiences they invoke, on the AAN website is also considered to be the coordinated effect of chains of actors. In contrast Robins and Holmes recent research states that within the first few seconds in which a website is seen, users are more likely to consider the content credible if it is given a greater level of aesthetic treatment. Alternatively, this paper argues that aesthetics are not the domain of a singular subject. Nor can aesthetic judgements be seen as an unmediated reaction to visual phenomena. Rather aesthetics is a collective means of learning to be sensitised to other things, events and situations. Thus how these relations are managed (in real time) must also ameliorate the aesthetic experience. Therefore, what we may consider as a connection between aesthetic treatment and credibility in websites is an outcome of heterogeneous and sociotechnically shaped actor-networks; not just the visual design.
SLIDE2This paper is about an actor network case study done on the The Australian Asbestos Network- website. Not exactly the prettiest website in the world, but when I first came across this site it was deeply affecting (mainly because I have renovated lots of houses that contained asbestos) and really I wanted to know how the site implicated me in its affects. It has obviously affected lots of other people in the same way because the gets site several thousand hits a week.The website describes itself as-bringing together historical, public health and medical information about asbestos in Australia. The site has been put together by a team of journalists and historians working with experts in the medical and public health fields, advocates and legal practitioners, as well as those directly affected – workers, families and carers. Supported by a National Health and Medical Research (NHMRC) grant, the project aim has been to assemble authoritative information authenticated by experts and independent of any commercial interest. By telling the story of asbestos in Australia, we hope to increase community understanding of asbestos and its legacy, and to provide information to try to reduce future risk. (NEXT SLIDE)
SLIDE3So as an aside I want to quickly talk about user experience design which is often described along these lines It is the process of evaluating all the components of an application to make the whole worth more than the sum of its partsSo user experience designers assume that the elements that make a users experience can be separated out and that these elements will take into account the sum of these partsWhen we look at Stephen Thomas’s image it clearly shows that the experience can be broken down and filtered into a user’s experience, or everything about the experience can be constituted out of these independent components.OF course this model off user experience fits nicely with an economic model of individual action It also assumes the users experience is singular Wright Wallace and McCarthy hammer this anthropocentric point home when they define the user experience as “focusing on the interplay of these constituents of the totality of a person acting, sensing, thinking, feeling, and meaning making in a setting, including his/her perception and sensation of his/her own actions”.
SLIDE4Interestingly Wright ,Wallace and McCarthy also pin point the American pragmatist Dewey as being the founding father of experience and indeed user experience design , when they use this quote from Dewey about experience “ [W]hat men do and suffer, what they strive for, love, believe and endure…—in short, processes of experiencing. . . . is ‘double barrelled’ in that it recognizes in its primary integrity no division between act and material, subject and object, but contains them both in an unanalyzed totalityWhat Wright Wallace and McCarthy fail to mention here is that Dewey did not define any singular components and infact makes no distinction between subjects and objects. But rather experience contains all these elements in some kind of collective unanalyzed totality. (NEXT SLIDE)
SLIDE5So this is where Actor Network theory/ method or ANT comes in, its very good at providing descriptions of collective backboxes- or what Dewey describes as an unanalyzed totalityThere are many concepts that make up ANT but given the time we will stick to the basics, This includes ActorsWhich are both human and non-human, they are usually described in the same terms ( this word actors or actant is used to avoid the subject/object binary)Actors are constructed or generated out of the relations they find themselves in Actors can only act in relation as part of a collective OF course the other half of the equation is theNetwork – this describes more a mode of inquiry than a thing – is not a technical networkNetwork describes how chains of actors hold themselves together to get something done, like make meaning. The term Network is used to replace assumptions about society, subjectivity, action, powerNEXT SLIDE
SLIDE6Rather than looking at how individuals work to construct the site ---from an ANT viewpoint we need to look at the different coordinated effect of such relationsThis means we 1. - first look at the associations that make up a thing like the AAN website 2. - later look at how these relations shape it So the AAN website is made of lots of different actors embedded in a hard drive in a server in Melbourne, coded in HTML, CSS and ASP.NET, computers, journalists, communities of interest, content writers, designers, portions of the text itself and users Each of these is an actor because eachacts on and mediates others – when I code a webdesign into html and CSS I am limited and influenced by the limitation of such primitive codeIS relatively indispensable, you can’t have website without a computerProvides affordance for the next actor in a chain of relations- you won’t have much of a website without a server, internet service provider or a computer, etc, etcEach actor is ordered into a specific sequence, if the sequence is broken then the whole association falls apartNEXT SLIDE
SLIDE7So this brings us to how do relations shape the website and as such (co-constitute others in its enactment)For a start we already know that that the practices of the AAN site extends far beyond people.Websites are very good at accumulating (content, in the form of writings, documents, illustrations, and objects) these are considered inscriptions The beautiful thing about inscriptions is that they enable me to see Wittenoom and experience some of its after affects of asbestos without going there and being personally affectedThese stories, illustrations and photographs are then subject to formatting, via digitization, journalistic convention, historical record keeping, and web designer placement, thus these inscriptions become more valuable through this cycle of accumulation and as these inscriptions become more valuable from these relations they form a sort of centre like a centre of accumulation, with all the power and authority this collective provides There is nothing new about this cycle of accumulation, universities, governments, mapmakers and institutions having been doing it for ages. But this cycle of accumulation process does suggest that the generation of content is not beholden to one person or professional skill set. Rather how that content and knowledge is made possible and thus valuable in relation, by a collective that enables its construction, and conversion into something mobile, increases its sphere of influence thus enrolling others, thus creating greater value.NEXT SLIDE
SLIDE8Inscriptions are also scripts, that according to Madeline Akrich act “like a film script, technical objects define a framework of action together with the actors and the space in which they are supposed to act”So when I go to the AAN website there are several scripts built into the interface, that direct my eye and my hand around – thus these scripts contributes to the task at hand Users are also subject to embodied scripts in that they are prescribed to perform certain tasks, just like computers who are also prescribed to do what is expected. Having said all this none of these scripts means that users and computers will do as you would expect- quite the contrary. Non the less users are caught up in contested ‘modes of ordering’ or ‘patterning’ – thus actions, are in part collectively coordinated by inscriptionNEXT SLIDE
SLIDE 9This then suggests that Websites employ collective mediations that inevitably involve designing arrangements of humans and objects into accounts of human experienceThat is, if humans are always already in relation with others then human experience is inevitably embedded in the object worldWhen we look at this mundane image of the ‘tell your story’ section of the AAN website requires users to email their stories in. the interface is the result of the designers running out of money and the content management system not easily allowing a forum to be built. But it is also shaped by what the designers saw as a more personal way for people to submit stories, i.e. email is to someone, forum is to anything and anyone Nonetheless when the stories are finally submitted they are edited, shaped, formatted, becoming artifacts with a network of connotations In this way the users story is no longer a users story, if it ever was, but an artefact with a network of connotations – … that have been attached to it through all the intervening translations In this way the interface, the stories and the users interactions with the “tell your story” section, are as YanevaAlbena states, relations in which "the social is not outside it, at a cosmic distance from its objects. It is in the objects 'world” and subject to sociotechnical shaping.NEXT SLIDE
SLIDE10This then leads us to aesthetic experience – the assumption of course is that aesthetic experience is about bodily sensation, that is purely singular and subjective , this idea stems of KANT from the late 1700’s In contrast Porter in 2009 describes aesthetic sensations as not direct empirical imprints of some outer material reality, They are prismatic reflections of the languages of sensation whose acquisition is a prerequisite to social life. Such structures of thought are deeply embedded, in ways and in places that reflect some of the most urgent questions of meaning and value Hennion also describes aesthetic taste “is a collective technique, whose analysis helps us to understand the ways we make ourselves sensitized, to things, to ourselves, to situations and to moments, while simultaneously controlling how those feelings might be shared and discussed with others Edwin Hutchins - cognitive anthropologist -“One cannot perform the computations without constructing the setting; thus, in some sense, constructing the setting is part of the computation. ). Consequently how these relations are managed (in real time) must also ameliorate the aesthetic experience.In this way the aesthetic experience of the AAN site is always made in relation, and as such is ordered or framed by a setting- or other things. Indeed sitting at a computer in a comfortable chair, keyboard, mouse and screen at the correct ergonomic height means that aesthetic treatment involves the laborious and mundane and exacting effort of getting into the right frame of mind (Hennion 2001: 15). In this way aesthetic treatment is equally personal, whilst collective involving a "… receptivity to certain sates.” (Hutchins 1995: 159).NEXT SLIDE
SLIDE11Visiting a site for the first time is pedagogical – certainly when I visit the site each time I see something new.Nevertheless when a user visits the site they must learn something new through a relation with others- that is the links in a site are usually colour coded for use, the menu bar is usually in the same spot throughout the site so we assume that the menu bar will always be there, etc , etc,Or in a Latour’s words this pedagogical relation is about being affected by the, “hitherto unrecognisable differences through the mediation of the artificially created setup” (Latour 2004: 210).Indeed seeing the video interviews and audio stories from the asbestos stories section imparts the differences in the experience of asbestos that were previously hiddenThat I first felt a sense of dread, when I visited the AAN site is close to the generative affect of the compositions of visual, material technical and social actors, manifesting in me differences that were previously unacknowledged. This sense is close to what Michael Polanyi (1966) referrers to as tacit knowing. According to Polanyi, in practice we develop extraneous knowledge of things that cannot be put into words. In relation to the AAN website this is tacit knowledge reserved for those who have been asbestos workers, renovators or family members of those effected by Asbestos. In this way viewing and interacting with the AAN website is a form of “experiential pedagogy, of constantly submitting your sensorial to new sensual worlds that sit uncomfortably within your ethos”(Highmore, 2010: 135).these pedagogical effects teach users in the most subtle of ways to be affected, that is to be influenced by the pedagogy of minute relations that cumulatively make up the composition (Latour 2004: 210). Or in ANT terms Users perceptions and experiences are translated through the methods of instruction the visual and technical composition of actors providesNEXT SLIDE
SLIDE12So in conclusion the AAN website as a network arrangement facilitates, affords and co-constitutes the so called ‘social’ experience of engaging online information.The AAN website entangles aesthetic experience, not in relation to an external heuristic of beauty or human centered sensation . Rather, it’s more that a specific composition of actors continuously generates an aesthetic, which coerces us to do, then learn, then feel in a way that is specific to this collective at this particular point in time. Therefore and in contrast to the user experience model, ANT problematizes the need to separate out subjects/objects in terms of practice, competency and the effects and affects such technical and human configurations and practices have on other actorsInstead, all are, produced and designed together in a vast actor-network collectiveNEXT SLIDE