Expressive entities:An Exploration and Critical Reflection on Poetic Engagements with Technology

The overarching motivation of this thesis is to open new ideas on designing aesthetic interactions in everyday technology, moving beyond goal-directed utility to more nuanced, experimental, and even challenging interactions. My research endeavor is to impact human value by creating critical and imaginative technology-human relations. In particular, I design digital expressiveness to accommodate sensitive human sides before highlighting digital beings’ effective performances. In doing so, I strive for expressive yet thoughtful computational embodiments that empower humans to be expressive, reflective, explorative, and connected to each other. To bring these conceptual experimentations into tangible experiences in people’s lives, my research is based on designing interactive artifacts called “Expressive Entities”. To carry on this research outline above, I pursue an integrated approach from 1) conceptual and 2) methodological sides to steer 24 design explorations that underpin this thesis. First, I built conceptual experimentations on imagining what could present “Poetic Engagements with Technology”. Essentially, Poetic Engagements allow humankind to be protagonists who feel, sense, perceive, choose, and appropriate the engagements with technology, and avoid defining human beings from a generalized and filtered result through a technological lens. The outcome of this conceptual framework is composed of Four Poetic Interaction Possibilities: Expressive, Felt, Meditative, and Ludic Tech. Second, I open methodological development that bridges the conceptual exploration to design practice through “Experimental Making”. In particular, I propose art practice strategies and values in designing through three practice components, Defamiliarization, Creativity, and Imagination. This approach incorporates critical design perspective and imaginative ideas into material explorations and fluid assemblages for designing new aesthetic interactions. These two main research streams are correlated and complementary, introducing new concepts, embedding metaphors, and developing sensual aesthetics to expand thoughtful human-technology relations, bringing poetic experiences into life

Technology Mediated Dispute Resolution (TMDR): A New Paradigm for ADR

Published in cooperation with the American Bar Association Section of Dispute Resolutio

Technology Mediated Dispute Resolution (TMDR): A New Paradigm for ADR

Technology is changing the way that children are communicating (particularly elementary and pre-school aged children), and these changes have significant implications for alternative dispute resolution processes and practices. Although ADR practitioners and theorists are not ignoring technology, we have focused almost exclusively on the question of how we can use technology to enhance our existing practices. We are not paying sufficient attention to the fact that young children are communicating differently than we communicate. Insufficient energy is being dedicated to the question of how those differences in communication inevitably influence the way that those children resolve disputes. The article analyzes social science research that describes and documents how technology is changing the ways in which children are communicating. The successes of software and hardware developers are coming so quickly that it is difficult for those of us outside the technology fields to stay informed. Dispute resolvers are not asking how new technologies, technologies of which we may not even be aware (or at least not fully understand), are changing the way that our children are communicating. We also are not asking how those changes affect alternative dispute resolution. The article suggests ways in which ADR will change as a result of the ways children are communicating. It also discusses the future of current theories and approaches to ADR, such as mindfulness meditation (frequently discussed by Professor Leonard Riskin, among others)

Developing an Intervention Toolbox for the Common Health Problems in the Workplace

Development of the Health ↔ Work Toolbox is described. The toolbox aims to reduce the workplace impact of common health problems (musculoskeletal, mental health, and stress complaints) by focusing on tackling work-relevant symptoms. Based on biopsychosocial principles this toolbox supplements current approaches by occupying the zone between primary prevention and healthcare. It provides a set of evidence-informed principles and processes (knowledge + tools) for tackling work-relevant common health problems. The toolbox comprises a proactive element aimed at empowering line managers to create good jobs, and a ‘just in time’ responsive element for supporting individuals struggling with a work-relevant health problem. The key intention is helping people with common health problems to maintain work participation. The extensive conceptual and practical development process, including a comprehensive evidence review, produced a functional prototype toolbox that is evidence based and flexible in its use. End-user feedback was mostly positive. Moving the prototype to a fully-fledged internet resource requires specialist design expertise. The Health ↔ Work Toolbox appears to have potential to contribute to the goal of augmenting existing primary prevention strategies and healthcare delivery by providing a more comprehensive workplace approach to constraining sickness absence

Technology Mediated Dispute Resolution (TMDR): A New Paradigm for ADR

Published in cooperation with the American Bar Association Section of Dispute Resolutio

Supporting International Students in the Classroom

The University’s strategy aims to increase the numbers of International Students studying here, and this brings particular challenges for the teaching staff. Do you sometimes wonder if your international students are able to fully engage with their studies? Have you been in a situation where the international students in your class seem very quiet and reluctant to engage in group discussion? Have you found a higher proportion of international students seemed to struggle with their assignments? This guide highlights some of the issues facing international students studying in the UK and it provides tips for teaching staff to use in order to maximise the internal students engagement in their studies. In addition the guide provides references to further reading and resources both within the University and externally. You can find this guide on your blackboard site: TTLLP-GPG: Good practice guide for supporting international students. The production of the guide was funded by the Transition to Living & Learning Project

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)