Branding Nordic Seaweed: An Applied Multimodal Perspective

Developments in digital infrastructure in the past decade have allowed new marketing channels and opportunities for small medium enterprises (SME). This study was designed to illustrate how a multimodal analysis approach can be used to study how Nordic seaweed SMEs use a web-based presence to brand and position their products and services. The study provides an investigation and description of how Nordic seaweed SMEs reach their consumers through multimodal channels of communication, taking an active role in educating their consumers about regenerative seaweed harvesting and concepts of ‘slow living’. The findings indicate that SME owners communicate at several target consumer levels, including taking on a public educator role, to help consumers make sustainable food choices towards a more environmentally sustainable diet for the future.publishedVersio

Predicting human behavior in smart environments: theory and application to gaze prediction

Predicting human behavior is desirable in many application scenarios in smart environments. The existing models for eye movements do not take contextual factors into account. This addressed in this thesis using a systematic machine-learning approach, where user profiles for eye movements behaviors are learned from data. In addition, a theoretical innovation is presented, which goes beyond pure data analysis. The thesis proposed the modeling of eye movements as a Markov Decision Processes. It uses Inverse Reinforcement Learning paradigm to infer the user eye movements behaviors

Spatial displays for visual awareness of remote locations

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.Cataloged from PDF version of thesis.Includes bibliographical references (p. [113]-116).uCom enables remote users to be visually aware of each other using "spatial displays" - live views of a remote space assembled according to an estimate of the remote space's layout. The main elements of the system design are a 3D representation of each space and a multi-display physical setup. The 3D image-based representation of a space is composed of an aggregate of live video feeds acquired from multiple viewpoints and rendered in a graphical visualization resembling a 3D collage. Its navigation controls allow users to transition among the remote views, while maintaining a sense of how the images relate in 3D space. Additionally, the system uses a configurable set of displays to portray always-on visual connections with a remote site integrated into the local physical environment. The evaluation investigates to what extent the system improves users' understanding of the layout of a remote space.by Ana Luisa de Araujo Santos.S.M

Design of a Scenario-Based Immersive Experience Room

open1noopenKlopfenstein, Cuno LorenzKlopfenstein, CUNO LOREN

AirConstellations: In-Air Device Formations for Cross-Device Interaction via Multiple Spatially-Aware Armatures

AirConstellations supports a unique semi-fixed style of cross-device interactions via multiple self-spatially-aware armatures to which users can easily attach (or detach) tablets and other devices. In particular, AirConstellations affords highly flexible and dynamic device formations where the users can bring multiple devices together in-air - with 2-5 armatures poseable in 7DoF within the same workspace - to suit the demands of their current task, social situation, app scenario, or mobility needs. This affords an interaction metaphor where relative orientation, proximity, attaching (or detaching) devices, and continuous movement into and out of ad-hoc ensembles can drive context-sensitive interactions. Yet all devices remain self-stable in useful configurations even when released in mid-air. We explore flexible physical arrangement, feedforward of transition options, and layering of devices in-air across a variety of multi-device app scenarios. These include video conferencing with flexible arrangement of the person-space of multiple remote participants around a shared task-space, layered and tiled device formations with overview+detail and shared-to-personal transitions, and flexible composition of UI panels and tool palettes across devices for productivity applications. A preliminary interview study highlights user reactions to AirConstellations, such as for minimally disruptive device formations, easier physical transitions, and balancing "seeing and being seen"in remote work

Do You Know What I Know?:Situational Awareness of Co-located Teams in Multidisplay Environments

Modern collaborative environments often provide an overwhelming amount of visual information on multiple displays. In complex project settings, the amount of visual information on multiple displays, and the multitude of personal and shared interaction devices in these environments can reduce the awareness of team members on ongoing activities, the understanding of shared visualisations, and the awareness of who is in control of shared artifacts. Research reported in this thesis addresses the situational awareness (SA) support of co-located teams working on team projects in multidisplay environments. Situational awareness becomes even more critical when the content of multiple displays changes rapidly, and when these provide large amounts of information. This work aims at getting insights into design and evaluation of shared display visualisations that afford situational awareness and group decision making. This thesis reports the results of three empirical user studies in three different domains: life science experimentation, decision making in brainstorming teams, and agile software development. The first and the second user studies evaluate the impact of the Highlighting-on-Demand and the Chain-of-Thoughts SA on the group decision-making and awareness. The third user study presents the design and evaluation of a shared awareness display for software teams. Providing supportive visualisations on a shared large display, we aimed at reducing the distraction from the primary task, enhancing the group decision-making process and the perceived task performance

I am here - are you there? Sense of presence and implications for virtual world design

We use the language of presence and place when we interact online: in our instant text messaging windows we often post: Are you there? Research indicates the importance of the sense of presence for computer-supported collaborative virtual learning. To realize the potential of virtual worlds such as Second Life, which may have advantages over conventional text-based environments, we need an understanding of design and the emergence of the sense of presence. A construct was created for the sense of presence, as a collaborative, action-based process (Spagnolli, Varotto, & Mantovani, 2003) with four dimensions (sense of place, social presence, individual agency, and mediated collaborative actions). Nine design principles were mapped against the four dimensions. The guiding question for the study\u27s exploration of the sense of presence was: In the virtual world Second Life, what is the effect on the sense of presence in collaborative learning spaces designed according to the sense of presence construct proposed, using two of the nine design principles, wayfinding and annotation? Another question of interest was: What are the relationships, if any, among the four dimensions of presence? The research utilized both quantitative and qualitative measures. Twenty learners recruited from the Graduate School of Education and Psychology at Pepperdine University carried out three assigned collaborative activities in Second Life under design conditions foregrounding each of the two design conditions, and a combination of the two. Analyses from surveys, Second Life interactions, interviews and a focus group were conducted to investigate how various designed learning environments based in the virtual world contributed to the sense of presence, and to learners\u27 ability to carry out collaborative learning. The major research findings were: (a) the construct appears robust, and future research in its application to other virtual worlds may be fruitful; (b) the experience of wayfinding (finding a path through a virtual space) resulted overall in an observed pattern of a slightly stronger sense of place; (c) the experience of annotation (building) resulted overall in an observed pattern of a slightly stronger sense of agency; and (d) there is a positive association between sense of place and sense of agency

Flop to Flip: Integrating Technology and Team-based Learning to Improve Student Engagement

Purpose: The first attempt to develop and instruct a new course in evidence-based practice in a physical therapy curriculum proved problematic. The purpose of this paper is to describe the method of revising this traditionally taught course using a combination of flipping the classroom, team-based learning, and technology. Methods: Working with an Instructional Design Specialist, a weekly online preparatory module was created for each content topic using a variety of multimedia learning provisions including micro learning videos (PowerPoint with voiceover), transcript of the PowerPoint, a list of vocabulary words, reading, Quizlet, Flipgrids and Concept Checks. Each week’s module was introduced with a listing of objectives, goals, time to complete tasks and a description of the in-class activities. Class began with a weekly 10-question vocabulary quiz to hold students accountable for their preparation. A short summary lecture followed. Students were then given an in-class assignment to complete either in pairs or small groups. Discussion of the assignment completed the session. Most of the assignments were submitted electronically prior to discussion for grading purposes. Several also utilized a team-based learning format. Pairs of students complete an assignment; students then convene with their group and discuss and complete the same assignment. This process facilitates a more active learning environment. Result: Students were consistently prepared for class as evidenced by their quiz performance. Informal assessment of the online preparatory modules was performed using a “One-Minute Paper” assessment. Students reported that the PowerPoint with voiceover, Quizlet, Concept Checks, and the weekly list of vocabulary terms were most helpful, whereas Flipgrids and reading were not helpful. In-class activities were interactive and facilitated deeper conversations about the content. Conclusion and Recommendations: The outcomes provided reflect student perception solely, which may have been biased by the instructor’s presence in the course. Formal assessment of changes was not possible using student performance as a measure because the course had dramatically changed from year one to year two. A more formal, scientific assessment is recommended to determine if and how course changes affected student performance