Towards a Theory of Analytical Behaviour: A Model of Decision-Making in Visual Analytics

This paper introduces a descriptive model of the human-computer processes that lead to decision-making in visual analytics. A survey of nine models from the visual analytics and HCI literature are presented to account for different perspectives such as sense-making, reasoning, and low-level human-computer interactions. The survey examines the people and computers (entities) presented in the models, the divisions of labour between entities (both physical and role-based), the behaviour of both people and machines as constrained by their roles and agency, and finally the elements and processes which define the flow of data both within and between entities. The survey informs the identification of four observations that characterise analytical behaviour - defined as decision-making facilitated by visual analytics: bilateral discourse, divisions of labour, mixed-synchronicity information flows, and bounded behaviour. Based on these principles, a descriptive model is presented as a contribution towards a theory of analytical behaviour. The future intention is to apply prospect theory, a economic model of decision-making under uncertainty, to the study of analytical behaviour. It is our assertion that to apply prospect theory first requires a descriptive model of the processes that facilitate decision-making in visual analytics. We conclude it necessary to measure the perception of risk in future work in order to apply prospect theory to the study of analytical behaviour using our proposed model

Promoting diversity via linguistic and visual resources: an analysis of the Malaysian tourism website

The advancement of information and communication technology has greatly supported the promotion of tourism destinations. Arguably, the most popular and effective method of promotion is through websites or blogs. Hence, along with the growth of tourism is the development of tourism websites as the main resource for assessing information about the potential destinations. By focusing on the official tourism website of Malaysia, this paper attempts to investigate how the website portrays the diversity of culture, destinations and architecture of the country. Adopting a multimodal discourse approach, analysis was carried out on both language and visual elements. It is revealed that both these resources are strategically utilised to portray the diversity of Malaysia in an attempt to attract potential tourists

Exploiting visual salience for the generation of referring expressions

In this paper we present a novel approach to generating referring expressions (GRE) that is tailored to a model of the visual context the user is attending to. The approach integrates a new computational model of visual salience in simulated 3-D environments with Dale and Reiter’s (1995) Incremental Algorithm. The advantage of our GRE framework are: (1) the context set used by the GRE algorithm is dynamically computed by the visual saliency algorithm as a user navigates through a simulation; (2) the integration of visual salience into the generation process means that in some instances underspecified but sufficiently detailed descriptions of the target object are generated that are shorter than those generated by GRE algorithms which focus purely on adjectival and type attributes; (3) the integration of visual saliency into the generation process means that our GRE algorithm will in some instances succeed in generating a description of the target object in situations where GRE algorithms which focus purely on adjectival and type attributes fail

Improvable objects and attached dialogue: new literacy practices employed by learners to build knowledge together in asynchronous settings

Asynchronous online dialogue offers advantages to learners, but has appeared to involve only limited use of new literacy practices. To investigate this, a multimodal approach was applied to asynchronous dialogue. The study analysed the online discussions of small groups of university students as they developed collaboratively authored documents. Sociocultural discourse analysis of the dialogue was combined with visual analysis of its structural elements. The groups were found to employ new literacies that supported the joint construction of knowledge. The documents on which they worked together functioned as ‘improvable objects’ and the development of these was associated with engagement in ‘attached dialogue’. By investigating a wider range of conference dialogue than has previously been explored, it was found that engaging in attached dialogue associated with collaborative authorship of improvable objects prompts groups of online learners to share knowledge, challenge ideas, justify opinions, evaluate evidence and consider options

Pedagogies of Design and Multiliterate Learner Identities

In an era of multiliteracies, teaching and learning have become knowledge performances at multiple levels. Instead of a singular, linear focus upon print technologies, the techno-oriented philosophy of teaching aims at providing a rhizomatic network of texts where there is a close link between, and often an overlap of, different designs—linguistic, visual, spatial, and gestural—to construct the multiliterate learner. In this paper, I discuss the role of multimodal literacies in a primary classroom, affirming the role of multiliteracies and decentring the pre-dominance of linguistic at the cost of other designs. While the print media are acknowledged as significant to literacy, the multimodality of print is enhanced through visual and spatial design (Kenner, 2004). Through graphic examples of ICT applications of designs in a primary classroom, I demonstrate that students are operating through multitextual and digitextual (Everett, 2003) practices. What follows is the complex positioning and re-situating of teacher and learner identities engaged in learning through the knowledge processes of experiencing, identifying, applying and critiquing concepts (Kalantzis & Cope, 2004). In particular, I argue that within the diversity of present day classrooms, the digital oriented, multiliterate learner is implicated in constant identity construction by drawing upon macro and micro social practices. I conclude by reiterating the significance of new technologies and new literacy practices as essential to the construction of new learner identities

New literacies and future educational culture

The paper draws attention to three developments that are crucial to online education. First, the new literacy required by group discussion in writing, i.e. by computer‐mediated communication ('e‐talk') is discussed Educators are urged to delimit and structure their courses so that online conversations in writing are successfully framed for effective discourse. Second, new literacy arising from the merging of multimedia with text is considered It is maintained that this will enhance communication, not debase it. Third, the way that increasing ease of information retrieval is eroding boundaries between traditional disciplines is discussed It is argued that this may create new difficulties in education. The paper recommends various ways of overcoming the problems that arise from the three developments