Visual knowledge negotiation

We ask how users interact with ’knowledge’ in the context of artificial intelligence systems. Four examples of visual interfaces demonstrate the need for such systems to allow room for negotiation between domain experts, automated statistical models, and the people who are involved in collecting and providing data.Africa’s Voices Foundation Boeing BT EPSRC The Health Foundatio

The Art of Audiencing: Visual Journaling as a Media Education Practice

Using qualitative methods with an action research design, the author investigates uses of visual journaling as a media production opportunity in an undergraduate media literacy class. Through visual journaling as an arts-based inquiry process, students engaged in production, creating and sharing graphical representations of their emerging media literacy knowledge and perspectives. Findings illuminate visual journaling as a way of audiencing that cultivates agentive knowledge building, active negotiation of learning, and student-centered expression in the context of media literacy education. Visual journaling as a method of production results in a manageable and creative maker experience that augments learning, inviting students to synthesize physical materials and nonlinear digital content as a contemporary literacy act. Visual journaling has implications not only as a literacy exercise, but also as an anti-oppressive and democratic teaching and learning practice

Practices of Knowledge Appropriation and Articulated Ambiguity Around Visual Scenarios of Sea-Level Rise Futures

The present study aims at evaluating how YouTube users understand, negotiate and appropriate science-related knowledge on YouTube. It is informed by the qualitative analysis of post-video discussions around visual scenarios of sea-level rise (SLR) triggered by climate change. On the one hand, the SLR maps have an exemplary status as contemporary visualizations of climate change risks, beyond traditional image categories such as scientific or popular imagery. YouTube, on the other hand, is a convenient media environment to investigate the situated appropriation of such visual knowledge, considering its increasing relevance as a navigational platform to provide, search, consume and debate science-related information. The paper draws on media practice theory and operationalizes digital methods and qualitative coding informed by Grounded Theory. It characterizes a number of communicative practices of articulated knowledge appropriation regarding climate knowledge. This includes “locating impacts,” “demanding representation,” “envisioning further,” “debating future action,” “relativizing the information,” “challenging the reality of anthropogenic climate change,” “embedding popular narratives,” “attributing to politics,” and “insulting others.” The article then discusses broader questions posed by the comments and related to the appropriation and discursive negotiation of knowledge within online video-sharing platforms. Ambiguity is identified as a major feature within the practice of science-related information retrieval and knowledge appropriation on YouTube. This consideration then serves as an opportunity to reconsider the relationship between information credibility and knowledge appropriation in the age of the digital. Findings suggest that ambiguity of information can have a positive impact on problem definition, future imagination and the discursive negotiation of climate change

Fostering Open Sensemaking Communities by Combining Knowledge Maps and Videoconferencing

In this paper, our aim is to investigate the role of Compendium maps for both learners and educators to share and debate interpretations in FlashMeetingTM (FM) videoconferences in the context of OpenLearn, an online environment for open learning. This work is based on a qualitative study of knowledge maps and web videoconferencing interactions, and quantitative data presented in diagnostic reports about both tools. Our theoretical approach is based on the sensemaking concept and an existing framework for three learning scenarios. Our findings describe four applications of knowledge maps in videoconferencing: (i) Mind Maps for a FM virtual lecture (transmission scenario); (ii) Learning Path Map which integrates a FM conference (studio scenario); (iii) Concept Maps during a peer-to-peer event (negotiation scenario) and (iv) Web Maps for a FM replay (assessment scenario)

Acting out our dam future: science-based role-play simulations as mechanisms for learning and natural resource planning

Science often does not make its way into decisions, leading to a problematic gap between scientific and societal progress. To tackle this issue, our research tests a novel science-based negotiation simulation that integrates a role-play simulation (RPS) with a system dynamics model (SDM). In RPSs, stakeholders engage in a mock decision-making process (reflecting real-life institutional arrangements and scientific knowledge) for a set period. System dynamics models (SDMs) are visual tools used to simulate the interactions and feedback within a complex system. We test the integration of the two approaches with stakeholders in New England via a series of two consecutive workshops across two states. The workshops engage stakeholders from diverse groups to foster dialogue, learning, and creativity. Participants discuss a hypothetical (yet realistic) decision scenario to consider scientific information and explore dam management options that meet one another\u27s interests. In the first workshop, participants contributed to the design of the fictionalized dam decision scenario and the SDM. In the second workshop, participants assumed another representative\u27s role and discussed dam management options for the fictionalized scenario. This presentation will briefly report on the practical design of this science-based role-play, and particularly emphasize preliminary results of workshop outcomes, which were evaluated using debriefing sessions, surveys, concept mapping exercises, and interviews. Results will determine the extent to which this new knowledge production process leads to learning, use of science, and more collaborative decision-making about dams in New England and beyond

Video analysis : A qualitative tool for investigating students' learning in a constructivist-oriented multimedia in a science classroom

A new software package VideoSearch, a Macintosh multimedia research tool for analysing digital video was used to analyse classroom observations. VideoSearch can digitise video from a video cassette recorder or video camera and store it on a computer as a QuickTime movie. Texts can be attached to each instance within an episode and this text can be searched. Episodes in this movie can then be coded for analysis by means of user defined categories. Analyses of three types of episodes from video segments are presented and discussed in order to investigate students' learning. Episodes from video segments include students working in pairs conducting investigations based on an inquiry- based multimedia program, students presenting their experiences of their process of investigation and the researcher probing the students' reflections on their learning during an interview. An advantage of working with the digital video analysis is greater access to fuller context for qualitative data analyses. This allows for a better understanding of the social processes of students' learning. However, the time required and the level of intensive analysis may make it a difficult process to undertake

Role-Play Simulations and System Dynamics for Sustainability Solutions around Dams in New England

Research has shown that much of the science produced does not make its way to the decision-making table. This leads to a gap between scientific and societal progress, which is problematic. This study tests a novel science-based negotiation simulation that integrates role-play simulations (RPSs) with a system dynamic model (SDM). In RPSs, stakeholders engage in a mock decision-making process (reflecting real-life institutional arrangements and scientific knowledge) for a set period. By playing an assigned role (different from the participant’s real-life role), participants have a safe space to learn about each other’s perspectives, develop shared understanding about a complex issue, and collaborate on solving that issue. System Dynamic Models (SDMs) are visual tools used to simulate the interactions and feedback with a complex system. We test the integration of the two approaches toward problem-solving with real stakeholders in New Hampshire and Rhode Island via a series of two consecutive workshops in each state. The workshops are intended to engage representatives from diverse groups who are interested in dam related issues to foster dialogue, learning, and creativity. Participants will discuss a hypothetical (yet realistic) dam-decision scenario to consider scientific information and explore dam management options that meet one another\u27s interests. In the first workshop participants will contribute to the design of the fictionalized dam decision scenario and the SDM, for which we have presented drafts based on a literature review, stakeholder interviews, and expert knowledge. In the second workshop, participants will assume another representative\u27s role and discuss dam management options for the fictionalized scenario. We will report results related to the effectiveness to which this new knowledge production process leads to more innovative and collaborative decision-making around New England dams

A postgraduate design learning experience: understanding the effects of community, cultural and contextual environment

This paper describes on going research that investigates how learning (students and tutors) takes place in a multi-disciplinary, multi-cultural postgraduate design programme in the UK. The research maps and makes explicit the effects of community, cultural and contextual environment on learning. Initial findings have identified that learning is taking place within communities of practice and further research is used to explore reasons for its emergence. The authors evaluate and discuss the effects of learning in a post disciplinary and multi-cultural environment, and its value to current design postgraduate pedagogy. A social model of learning and communities of practice is evident in the design programme studied and preliminary findings indicates that this model is particularly relevant model to adopt in the current post-disciplinary era