InfoVis experience enhancement through mediated interaction

Information visualization is an experience in which both the aesthetic representations and interaction are part. Such an experience can be augmented through close consideration of its major components. Interaction is crucial to the experience, yet it has seldom been adequately explored in the field. We claim that direct mediated interaction can augment such an experience. This paper discusses the reasons behind such a claim and proposes a mediated interactive manipulation scheme based on the notion of directness. It also describes the ways in which such a claim will be validated. The Literature Knowledge Domain (LKD) is used as the concrete domain around which the discussions will be held

Developing creative learning through possibility thinking with children aged 3-7

Abstract not available

Remote control of an impact demonstration vehicle

Uplink and downlink telemetry systems were installed in a Boeing 720 aircraft that was remotely flown from Rogers Dry Lake at Edwards Air Force Base and impacted into a designated crash site on the lake bed. The controlled impact demonstration (CID) program was a joint venture by the National Aeronautics and Space Administration (NASA) and the Federal Aviation Administration (FAA) to test passenger survivability using antimisting kerosene (AMK) to inhibit postcrash fires, improve passenger seats and restraints, and improve fire-retardent materials. The uplink telemetry system was used to remotely control the aircraft and activate onboard systems from takeoff until after impact. Aircraft systems for remote control, aircraft structural response, passenger seat and restraint systems, and anthropomorphic dummy responses were recorded and displayed by the downlink stems. The instrumentation uplink and downlink systems are described

Learners reconceptualising education: Widening participation through creative engagement?

This paper argues that engaging imaginatively with ways in which statutory and further education is provided and expanding the repertoire of possible transitions into higher education, is necessary for providers both in higher education and in the contexts and phases which precede study at this level. Fostering dispositions for creativity in dynamic engagement with educational technology together with the consideration of pedagogy, learning objects, inclusion, policy and the management of change, requires innovative provision to span the spaces between school, home, work and higher education learning. Reporting on The Aspire Pilot, a NESTA-funded initiative at The Open University, the paper offers the beginning of a theoretical frame for considering learning, learners and learning systems in the information age prioritizing learner agency. It will report emergent empirical findings from this inter-disciplinary project, with a significant e-dimension, which seeks to foster the creativity of 13-19 year olds in considering future learning systems, developing provocations for others to explore creative but grounded possibilities. It explores implications arising from this project for approaches that may facilitate widening participation in higher education

New Media, Old Criticism: Bloggers\u27 Press Criticism and the Journalistic Field

Bourdieu\u27s field theory suggests that the rise of the Internet and blogs could generate a shift in the journalistic field – the realm where actors struggle for autonomy – as new agents gain access. This textual analysis of 282 items of media criticism appearing on highly-trafficked blogs reveals an emphasis on traditional journalistic norms, suggesting a stable field. Occasional criticisms of the practicability of traditional norms and calls for greater transparency, however, may suggest an emerging paradigm shift