A Model for Information Environments - Reframe IA Workshop 2013Andrew Hinton
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My five-minute ignite-style talk for the Reframe IA workshop. Please note, for SlideShare purposes, I had to embed my notes into the slides, because PowerPoint wasn't behaving with other options.
(Information about the workshop: http://2013.iasummit.org/program/workshops/the-amazing-academics-practitioners-round-table/)
Seven Master of Arts students from Constance at the University of Applied Sciences Communication Design faculty are working on design research concerning multi-touch interfaces during summer term 2008. Studying a research paper ...
A Model for Information Environments - Reframe IA Workshop 2013Andrew Hinton
Â
My five-minute ignite-style talk for the Reframe IA workshop. Please note, for SlideShare purposes, I had to embed my notes into the slides, because PowerPoint wasn't behaving with other options.
(Information about the workshop: http://2013.iasummit.org/program/workshops/the-amazing-academics-practitioners-round-table/)
Seven Master of Arts students from Constance at the University of Applied Sciences Communication Design faculty are working on design research concerning multi-touch interfaces during summer term 2008. Studying a research paper ...
Learning with technology as coordinated sociomaterial practice: digital liter...Martin Oliver
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While considerable attention has been given to the concept of learning â what it is, how we might know it when we see it, and how to intervene in it â by contrast, technology remains under-theorised. While theoretical approaches that have developed accounts of the relationship between technology and human action, few of these are well represented within educational technology or networked learning. This paucity of theorisation has resulted in simplistic accounts of the role of technology in various kinds of learning, usually involving some kind of causal or determining mechanism. Such accounts are vulnerable to critique (e.g. Friesen, 2009), but nonetheless remain prevalent.
In this paper, I will recap some of the problems with this position, and then consider alternatives that address issues around agency and the role of the social. Specifically, drawing on Molâs concept of praxiology, developed in the context of work on the constitution of diseases in medical practice, I will explore alternative ways in which educational uses of technology can be understood. This value of this will be illustrated through the design of a study of digital literacies. Some implications of this include for researchers â including concerns about reflexivity â will then be drawn out.
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
Â
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way â instead of a âtext book learningâ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Dynamic IA: External & Internal Contexts for ReframingDesign for Context
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Presentation by Duane Degler at IA Summit on April 3, 2013. Technological, economic, social, and cultural elements of change have thoroughly transformed the scenario in which information architecture operated in the late 1990s, and a reframing is moving the conversation forward, consolidating intuitions into discipline, and helping establish a common language and grammar for both practice and research in the field.
The ideas within this presentation are elaborated in Duaneâs chapter of the same name in the recently released book: Reframing Information Architecture, edited by Andrea Resmini. Dynamic IA outlines ways that Information Architects can consider evolving changes in user context, data structure and availability, and technology, as well as the methods in the practice of IA.
See book description and available formats on Springerâs site: http://www.springer.com/computer/hci/book/978-3-319-06491-8
See the hardcover version on Amazon: http://www.amazon.com/Reframing-Information-Architecture-Human-Computer-Interaction/dp/3319064916
AniThings: Animism and Heterogeneous MultiplicityPhilip van Allen
Â
This is the presentation stack from CHI 2013, where we presented a paper of the same name. The paper advances something we call heterogeneous multiplicity, an ecology of digital objects with behaviors that evoke a perception that they have autonomy, intention, personality and an inner life. These âAniThingsâ are seen as collaborators, each with a distinct personality, that play a contributing role in creative activities. Unlike systems that try to provide âbestâ recommendations, the AniThings provide a rich information space from which to consider, select and pursue.
http://www.philvanallen.com/animism-interaction-design/
A key-note presented at Rotterdam University of Applied Sciences in february 2014 about how philosophy of "embodiment of human being" can help design the Smart City. Instead of making the city digital, how can we use digital processing to make for a better experience in the actual, concrete world in which our bodies are situated?
As gestural interfaces become mainstream, they will change the way we work and play. Usability professionals will need new skills, new methods, and new ways of communicating ideas.
Presentation for Perth (Australia) UPA Chapter in Formation, September 2009.
Learning with technology as coordinated sociomaterial practice: digital liter...Martin Oliver
Â
While considerable attention has been given to the concept of learning â what it is, how we might know it when we see it, and how to intervene in it â by contrast, technology remains under-theorised. While theoretical approaches that have developed accounts of the relationship between technology and human action, few of these are well represented within educational technology or networked learning. This paucity of theorisation has resulted in simplistic accounts of the role of technology in various kinds of learning, usually involving some kind of causal or determining mechanism. Such accounts are vulnerable to critique (e.g. Friesen, 2009), but nonetheless remain prevalent.
In this paper, I will recap some of the problems with this position, and then consider alternatives that address issues around agency and the role of the social. Specifically, drawing on Molâs concept of praxiology, developed in the context of work on the constitution of diseases in medical practice, I will explore alternative ways in which educational uses of technology can be understood. This value of this will be illustrated through the design of a study of digital literacies. Some implications of this include for researchers â including concerns about reflexivity â will then be drawn out.
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
Â
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way â instead of a âtext book learningâ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Dynamic IA: External & Internal Contexts for ReframingDesign for Context
Â
Presentation by Duane Degler at IA Summit on April 3, 2013. Technological, economic, social, and cultural elements of change have thoroughly transformed the scenario in which information architecture operated in the late 1990s, and a reframing is moving the conversation forward, consolidating intuitions into discipline, and helping establish a common language and grammar for both practice and research in the field.
The ideas within this presentation are elaborated in Duaneâs chapter of the same name in the recently released book: Reframing Information Architecture, edited by Andrea Resmini. Dynamic IA outlines ways that Information Architects can consider evolving changes in user context, data structure and availability, and technology, as well as the methods in the practice of IA.
See book description and available formats on Springerâs site: http://www.springer.com/computer/hci/book/978-3-319-06491-8
See the hardcover version on Amazon: http://www.amazon.com/Reframing-Information-Architecture-Human-Computer-Interaction/dp/3319064916
AniThings: Animism and Heterogeneous MultiplicityPhilip van Allen
Â
This is the presentation stack from CHI 2013, where we presented a paper of the same name. The paper advances something we call heterogeneous multiplicity, an ecology of digital objects with behaviors that evoke a perception that they have autonomy, intention, personality and an inner life. These âAniThingsâ are seen as collaborators, each with a distinct personality, that play a contributing role in creative activities. Unlike systems that try to provide âbestâ recommendations, the AniThings provide a rich information space from which to consider, select and pursue.
http://www.philvanallen.com/animism-interaction-design/
A key-note presented at Rotterdam University of Applied Sciences in february 2014 about how philosophy of "embodiment of human being" can help design the Smart City. Instead of making the city digital, how can we use digital processing to make for a better experience in the actual, concrete world in which our bodies are situated?
As gestural interfaces become mainstream, they will change the way we work and play. Usability professionals will need new skills, new methods, and new ways of communicating ideas.
Presentation for Perth (Australia) UPA Chapter in Formation, September 2009.
Towards Hybrid Informal Learning Spaces: Designing for Digital Encounters in ...kavasmlikon
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PhD Final Seminar by Mark Bilandzic
Urban Informatics Research Lab
Friday 20 Feb 2013, 1 â 2pm
Z2 The Terrace, Room 306, Creative Industries Precinct
Queensland University of Technology
Musk Ave, Kelvin Grove QLD 4059
Towards Hybrid Informal Learning Spaces: Designing for Digital Encounters in Physical Environments
The knowledge economy of the 21st century requires skills such as creativity, critical thinking, problem solving and collaboration â skills that cannot easily be learnt from books, but rather through learning-by-doing and social interaction. Big ideas and disruptive innovation often result from collaboration between individuals from diverse backgrounds and areas of expertise. Public libraries, organisations and co-working spaces have been continuously seeking for means to facilitate social encounters and peer collaboration to nurture cross-pollination of skills, creativity and innovation.
This PhD thesis aims to inform design strategies for smart space technology to enhance opportunities for social learning and collaboration in free-choice learning environments such as public libraries or co-working spaces. The design thinking is based on the idea of Commons 2.0 spaces, i.e. spaces that recognise and promote the user themself as an asset and resource for knowledge, information and inspiration to other, co-present users.
The thesis reports results from five months of ethnographic user observations and 18 months of participatory action design research (PADR) at a case study at The Edge â a bookless library space at the State Library of Queensland in Brisbane, Australia that is explicitly dedicated to social learning, co-working, peer collaboration, and creativity around digital culture and technology.
Based on observations and over 50 interviews with users and staff members of The Edge, the study identifies challenges and barriers for social learning and collaboration as perceived and experienced by everyday users.
Four design strategies for ambient media are presented towards overcoming these challenges and improving the interfaces for social learning in library buildings, co-working spaces and other collaboration and learning spaces. The strategies are implemented and evaluated in a pilot study of âGelatineâ â a custom developed system that facilitates shared encounters between co-workers by allowing them to digitally âcheck inâ at a work space. Gelatine displays skills, areas of interest, and needs of currently present co-workers on a public screen.
The results indicate that the system âamplifiesâ usersâ sense of place and awareness of other co-workers, and serves as an interface for social learning through exploratory, opportunistic and serendipitous inspirations, as well as through helping users identify like-minded peers for follow-up face-to-face encounters. The discussion sheds light on how Gelatine is perceived by users with different pre-entry motivations, and reports usersâ ch
Slides with notes for my workshop at Lean UX 2014. This is an iterated version of my 2013 workshop - different exercise, slightly different content, but much is similar. Includes link to handout!
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
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Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
Contemporary Theories in Design Research
Master Program of Innovation and Design,Department of Industrial Design,National Taipei University of Technology
Ontologies for baby animals and robots From "baby stuff" to the world of adul...Aaron Sloman
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In contrast with ontology developers concerned with a symbolic or digital environment (e.g. the internet), I draw attention to some features of our 3-D spatio-temporal environment that challenge young humans and other intelligent animals and will also challenge future robots. Evolution provides most animals with an ontology that suffices for life, whereas some animals, including humans, also have mechanisms for substantive ontology extension based on results of interacting with the environment. Future human-like robots will also need this. Since pre-verbal human children and many intelligent non-human animals, including hunting mammals, nest-building birds and primates can interact, often creatively, with complex structures and processes in a 3-D environment, that suggests (a) that they use ontologies that include kinds of material (stuff), kinds of structure, kinds of relationship, kinds of process (some of which are process-fragments composed of bits of stuff changing their properties, structures or relationships), and kinds of causal interaction and (b) since they don't use a human communicative language they must use information encoded in some form that existed prior to human communicative languages both in our evolutionary history and in individual development. Since evolution could not have anticipated the ontologies required for all human cultures, including advanced scientific cultures, individuals must have ways of achieving substantive ontology extension. The research reported here aims mainly to develop requirements for explanatory designs. The attempt to develop forms of representation, mechanisms and architectures that meet those requirements will be a long term research project.
Usability and User Experience Training Seminarlabecvar
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This presentation describes a day-long seminar for giving participants an overview of best practices in usability design and research. Also included are several hand-on exercises to be done throughout the day to solidify participants' understanding of course concepts.
Do Intelligent Machines, Natural or Artificial, Really Need Emotions?Aaron Sloman
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(Updated on 14 Jan 2014 -- with substantial revisions.)
Many people believe that emotions are required for intelligence. I argue that this is mostly based on (a) wishful thinking and (b) a failure adequately to analyse the variety of types of affective states and processes that can arise in different sorts of architectures produced by biological evolution or required for artificial systems. This work is a development of ideas presented by Herbert Simon in the 1960s in his 'Motivational and emotional controls of cognition'.
IUI 2010: An Informal Summary of the International Conference on Intelligent ...J S
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Highlights from the main track, poster/demo-session & the VISSW/UDISW/EGIHMI workshops. This is an informal compilation of personal notes from the conference & proceedings, twitter (#iui2010), Ian Ozsvald's blog (http://ianozsvald.com/), and other sources. Citations were not coherently possible, so I chose to stick with links instead. Please let me know if you'd like to see your work more thoroughly referenced.
The Midterm Presentation of the Con-Action project represents the combined effort of all 20 members of the Digital Media Master projects DaVisMo (data visualization and student mobility) and Confetti (embodied conversational agents) in 2009/2010 at the University of Bremen and the University of the Arts Bremen in Germany.
The accompanying videos can be found at: http://vimeo.com/channels/digitalmedia
A summary of Ferdinand de Saussure's "Course in General Linguisitcs". Largely inspired by the following great blog-entry: http://theendsa.blogspot.com/2007/05/who-hell-is-ferdinand-de-saussure.html
Journey Through The Age Of Electronic (Re)Production Of MusicJ S
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Class presentation on the topic in 2009...
For more media and details please refer to:
http://soundculture-s09.blogspot.com/2009/06/videos-on-music-in-age-of-electronic.html
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Where The Action Is
On Embodied Interaction &
Psychology
Jan Smeddinck (#1976868)
jan83 # tzi.de
Psychological Foundations of
Embodiment, Marion Wittstock
Uni Bremen, Germany (2009)
http://synthese.files.wordpress.com/2009/04/intelligent-agent.jpg
2. The Book
⢠Where The Action Is:
The Foundations of Embodied
Interaction
â 2001, Cambridge, MIT Press
⢠Paul Dourish:
â Prof. of Informatics @ Univ. of
California
â Glasgow > Uni. Edinburgh >
Cambridge (EuroPARC) >
London (UCL, PhD) > Palo Alto
(Xerox) > Cupertino (Apple) >
Los Angeles (UCI)
(http://www.dourish.com/)
⢠Underline the big picture!
10/6/2009 Where The Action Is 2
http://www.flickr.com/photos/pdourish/3103575261/sizes/o/ http://mitpress.mit.edu/images/products/books/0262041960-f30.jpg
4. Approaching Embodiment
⢠TED Talk:
â Michael Merzenich:
Exploring the
rewiring of the brain
â Neuroscience (@
11:02 â 14:07)
â http://www.ted.com/index.ph
p/talks/michael_merzenich_o
n_the_elastic_brain.html
10/6/2009 Where The Action Is 4
5. Dourishâs Foundations of
Embodiment
⢠Observations in:
â Tangible computing
⢠physical, distributed interaction
⢠augmented reality (vs. VR)
⢠computation in the physical world (ref. ubiq.
comp.), non-sequencial
â Social Computing
⢠human interaction has social factors
⢠observe real social behavior to create
beneficial designs
10/6/2009 Where The Action Is 5
6. Tangible Computing
⢠Dourish gives many examples from the
80s and 90s
â Wellnerâs Digital Desk
â Jeremijenkoâs Live Wire
â Bishopâs Marble Answering Machine
⢠Great concept, everybody loved it, but it never
kicked off ⌠why?
10/6/2009 Where The Action Is 6
http://www.ijdesign.org/ojs/public/journals/1/214/web/Figure2.jpg
7. HCI History
⢠HCI and interaction paradigms
electronic symbolic textual graphical
⢠More symbolic ⌠less physical
⢠Flexibility vs. Affordance / Usability
⢠Information appliances (later)
10/6/2009 Where The Action Is 7
8. Tangible Computing Today
⢠TED Talk:
â David Merrill: Siftables: The Toy Blocks
That Think
â http://www.ted.com/talks/david_merrill_demos_siftables
_the_smart_blocks.html
10/6/2009 Where The Action Is 8
http://profissaoempreendedor.files.wordpress.com/2009/03/siftables.jpg
9. Social Computing
social behavior ethnography computer systems
⢠!= James Surowiecki's âThe Wisdom of Crowdsâ
⢠Examples: Air Traffic Control, Printshop
⢠Cultural, social, organizational context
⢠Focus on setting & practices
⢠Accountability
10/6/2009 Where The Action Is 9
10. Drawn Together
⢠Focus on human skills & activities
⢠Participation in the world (physical and
social reality)
⢠Spread in space & time (not system
time)
⢠-> Context (actions <-> settings)
10/6/2009 Where The Action Is 10
11. Embodiment
⢠Theory of interaction
⢠Presence & Practice
â About engaged participation
â Pre-ontological
⢠Relation to Phenomenology (Philosophy)
â Study of phenomena of experience &
perception
10/6/2009 Where The Action Is 11
12. Biologically Inspired Robotics
Auke Ijspeert, EPFL Lausanne, Switzerland
⢠Extensive experiments with segmented,
amphibian robots
⢠Animal locomotion:
â Movement is fundamental to animals
â They coordinate motion towards and end-point
trajectory
â Rhythms for locomotion are due to central pattern
generators
â General Model:
â CPGs (central pattern generators) can also produce
fictive locomotion
⢠In segmented amphibian robots, multiple
oscillator networks (one per segment, all
identical) generate complex motion patterns
⢠Animals can run / walk / fly
with most of their brains Cerebal Cerebellum Brain Stem Spinal Cord
Cortex
removed (via electrical â˘timing, â˘selection of â˘CPGs and
spinal chord stimulation) â˘define motor coordination, motor program reflexes
plan learning
⢠CPGs can be activated /
entrained by sensory signals
10/6/2009 IK 2009 Report 12
13. Phenomenology
⢠Away from Cartesian dualism
Maurice Merleau- Ludwig
Edmund Husserl Martin Heidegger Alfred Schutz Ponty Wittgenstein
â˘Founder of â˘Ending â˘The â˘The â˘Semiotician
Phenomenology Cartesianism Phenomenology Phenomenology â˘âThe meaning of
â˘From abstract (separation of of the Social of Perception a word is how
Galilean science inner mental life World â˘Body + phisical we use it.â
to things that and outside â˘Life-world & & social skills â˘There is no
matter world) intersubjectivity â˘Embodiment truth
â˘Questions of â˘Dasein (being- â˘language games
experience, in-the-world)
memory, mind, â˘No theory prior
cognition to praxis
10/6/2009 Where The Action Is 13
14. Embodiment & Meaning
⢠Because interaction is about
conveying meaningâŚ
⢠Three aspects of meaning:
â Ontology (entities, concepts,
objects)
â Intersubjectivity (how to share
meaning)
â Intentionality (directedness ->
semiotics)
10/6/2009 Where The Action Is 14
http://www.sciencedaily.com/images/2007/11/071106123725-large.jpg
15. Embodied Interaction in
Practice
⢠Media Space
â Awareness & hybrid spaces
⢠Document Management
â The HOW of structures is
important
⢠Today we have much more:
â Social networks
â Agile management
â Embodied agents
â Touch / Multitouch
10/6/2009 Where The Action Is 15
http://www.billbuxton.com/BG_FGfig2.gif
16. Design Principles
1. Computation is a medium
(communication)
2. Meaning arises on multiple levels
(objects, signs, metaphors)
3. Users, not designers, create and
communicate meaning
â Now: User generated context (UGX)
10/6/2009 Where The Action Is 16
17. Design Principles
4. Users, not designers, manage coupling
â relating entities for the purpose of action
5. Embodied technologies participate in
the world they represent
â artifacts-in-use vs. separation of object
and representation
6. Embodied interaction turns action into
meaning
â no meaning in the system itself, but in the
way it is used
10/6/2009 Where The Action Is 17
18. Conclusions & Directions
After Dourish
⢠Information appliances vs.
convergence
â No conflict, reallyâŚ
⢠Invisible interfaces
â Not a good idea in terms of embodiment
â Maybe just a bad termâŚ
⢠System design â psychology â HCI â
CSCW â social sciences
⢠Persistence of symbolic interactionâŚ
10/6/2009 Where The Action Is 18
19. Reflections
⢠Missing reference to emotions and emphasis
on learningâŚ
⢠Wonât embodiment limit the power of
software?
â Well, we can increase the bandwidth of
embodied interfaces⌠(6th sense)
⢠Embodiment is popular and
many more pieces are added
to the big puzzleâŚ
⢠Huge impact on modern
Psychology (Biopsychology)
â Richard David Precht
10/6/2009 Where The Action Is 19
http://upload.wikimedia.org/wikipedia/commons/thumb/9/9b/Mad_scientist_transparent_background.svg/641px-Mad_scientist_transparent_background.svg.png
20. Pushing the Boundaries of
Embodiment
⢠TED Talk:
â Pattie Maes: Sixth Sense (@ 02:10 - âŚ)
â http://www.ted.com/index.php/talks/pattie_maes_demos
_the_sixth_sense.html
10/6/2009 Where The Action Is 20
http://www.geek.com/wp-content/uploads/2009/02/wuw.jpg
22. Sources & References
⢠Paul Dourish @ ICS
⢠http://www.ics.uci.edu/~jpd/embodie
d/
⢠Please also refer to the links on the
slidesâŚ
10/6/2009 Where The Action Is 22