robots as characters. mannequin summit
TRANSCRIPT
• Mannequin http://www.youtube.com/watch?v=t8kcTFLNz0w
• Summit http://www.youtube.com/watch?v=oAN7vAp2FfU
Exploring the Design Space for Interactive Scholarly Communication
• Motivation for a community developed framework for interactive scholarly communication
• Seven dimensions of interactive communication• Previous work in the context of the seven dimensions• Open research questions• Conclusions/Goals
Brief timeline for improved scholarly communication
• 1940’s Vannevar Bush• 1960’s & 1970’s Nelson, Engelbart, Licklider,
van Dam • 1980’s Hypertext research field coalesces• 1990’s Digital libraries and interactive digital
storytelling research fields coalesce
Current practices of scholarly communication
• Focus on text and continuance of existing methods of writing the scientific record
• Restructuring old media via point-to-point conversions from the static physical world to a part of the digital world that is also static
• The way we make the record is essentially unchanged from Vannevar Bush’s time
A new approach to scholarly communication
• A wide-open exploration of the design space created by new media for writing the scientific record
• Focus on interactive authoring tools and systems that will help scholars record the record of their ideas and scientific contributions
• Authoring tools for the digital libraries of tomorrow
Why new forms of scholarly communication are needed
• Infrastructure is available: – Internet for dissemination– Digital Libraries for archival storage
• Interactive faction is not keeping up with results from interactive fiction
• Scholarly communication is already broken• Existing forms may not be the most efficient• New media may be more immersive and engaging
Research agenda
• Design new systems for making and consulting the scientific record
• Evaluate and disseminate the results of interactive media studies on scholarly communication
• Generate and distribute new interactive media, authoring tools, and storytelling engines
• Improve the general framework for interactive scholarly communication
Initial framework
• Interactive media tend to change the relationship between the reader and the author
• A simple model will suffice to discuss the design space of interactive scholarly communication
author’sinterface
reader’sinterface
storedartifactscom pu ta t io n
con ver ti ng tos to re d fo rm
computationconverting topresented form
implicit or explicitrequests
automatic change
active digital libary
• Consider the ACM DL• Consider a personalized news reader• Consider a MMORPG
Dimensions of Interest
• Roles – are there separate author/reader (creator/consumer) roles or are they merged?
• Voices – how many voices are normal in the medium?
• Interaction – do users get to interact with the content?
• Indirection – does the reader see what the author created?
Dimensions of Interest (cont.)
• History – does the medium preserve the authoring process or interaction?
• Narrative – do normal examples bind the contents into a single (or multiple) narrative?
• Media – does the medium build on top of a variety of component media?
Seven dimensions of interactive communication
• Roles• Voices• Interaction
author’sinterface
reader’sinterface
storedartifactscom pu ta t io n
con ver ti ng tos to re d fo rm
computationconverting topresented form
implicit or explicitrequests
automatic change
active digital libary
Indirection History
Narrative Media
Prior systems
• Spatial hypertext (VKB)• Digital Scholarship and Publishing (Synchrony)• Metadocuments (Walden’s Paths)• For each system:
– Brief review– Locate in design space provided by the seven
dimensions
VKB Spaces as media for interactive scholarly communication
• Publishing unit is an evolutionary space• Authors construct the space over time through direct
manipulation of visual representations• Readers explore the space to understand its story• Existing media types: text, images, music files,
internal and external links• Constructed media types: classes, lists, collections
VKB Spaces in the design space
• Multiple roles• Multiple voices• Moderate level of interaction• Low level of indirection• High level of support for history• VKB spaces are most often non-narrative• Low to moderate level of media use
Synchrony PADLs as media for interactive scholarly communication
• Publishing units: structured presentations of streaming video segments and text (transcripts, original writing, annotations)
• Authoring through direct manipulation• Readers watch streaming video and read text• Existing media types: streaming video, text• Constructed media types: presentations
Synchrony PADLs in the design space• Multiple roles• One voice• Low level of interaction• Low level of indirection• No history• Highly narrative• Moderate level of media use
Walden’s Paths as media for interactive scholarly communication
• Publishing unit: annotated paths• Authoring via a path authoring tool• Readers browse paths linearly, jump between
pages of a path, or navigate off the path• Existing and constructed media are those
offered by the web
Walden’s Paths in the design space
• Separate author and user roles• Multiple voices due to component pages• Medium level of interaction• Medium level of indirection• No history• Medium level of narrative• Moderate level of media use
Roles
Voices
Interaction
Indirection
History
Narrative
Media
traditional
1
low
low
low
low
low
merged
many
high
high
high
high
high
VKB
PADL
WP
ACM DL
Characteristics of communication supported by ends of spectrum
Roles Authority Discussion
Voices Consistent presentation
Many perspectives
Interaction Immersion Engagement
Indirection Author control Applicability to diverse situations
History Privacy Understanding authoring process
Narrative Facts, maps, emergent relations
Comprehension of complex reasoning
Media Easy distribution Multiple comprehension strategies