Research as Hypermedia Narrative

  • View
    1.190

  • Download
    2

Embed Size (px)

DESCRIPTION

Nuts & Bolts of Research Methods: Doctoral Training Conference The Open University, March 22nd 2011 Simon Buckingham Shum Knowledge Media Institute Open University UK http://simon.buckinghamshum.net

Text of Research as Hypermedia Narrative

  • 1.Nuts & Bolts of Research Methods: Doctoral Training ConferenceThe Open University, March 22nd 2011Research asHypermedia NarrativeSimon Buckingham ShumKnowledge Media InstituteOpen University UKhttp://simon.buckinghamshum.nethttp://creativecommons.org/licenses/by-nc/2.0/uk1

2. 70-strong lab (Berrill top floor)near future (2-5 yrs) R&D for Open U and researchpartners next generation internet, and tools forlearning, sensemaking, collaboration and search 3. make the invisible visiblemake the opaque permeablemake the ephemeral persistent by using digital tools to craft narrative around ideas + documents + multimedia 3 4. We may some day click off arguments ona machine with the same assurance that wenow enter sales on a cash register.Vannevar Bush, 1945http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/3881 4 5. http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/3881 5 6. http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/38816Possibly based on the work of Emanuel Goldberg: http://en.wikipedia.org/wiki/Emanuel_Goldberg 7. Wholly new forms of encyclopedias willappear, ready made with a mesh ofassociative trails running through them,ready to be dropped into the memex andthere amplified.http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/3881 7 8. There is a new profession of trail blazers,those who find delight in the task ofestablishing useful trails through theenormous mass of the common record.The inheritance from the master becomes,not only his additions to the worlds record,but for his disciples the entire scaffoldingby which they were erected.http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/3881 8 9. A simple but powerful conceptHypertext: coherent trails and webs Ideas, Discussions, Theories,Evidence, Arguments, Concepts, Data, Documents, Group Processesall can rendered as networks ofnodes in meaningful relationships 9 10. Compendium software (open source) visual hypermedia for managing the connections between ideas flexibly http://compendium.open.ac.ukBuckingham Shum, S., Selvin, A., Sierhuis, M., Conklin, J., Haley, C. and Nuseibeh, B. (2006). Hypermedia Support forArgumentation-Based Rationale: 15 Years on from gIBIS and QOC. In: Rationale Management in Software Engineering 10(Eds.) A.H. Dutoit, R. McCall, I. Mistrik, and B. Paech. Springer-Verlag: Berlin. http://oro.open.ac.uk/3032 11. Compendium software (open source) visual hypermedia for managing the connections between ideas flexibly http://compendium.open.ac.ukBuckingham Shum, S., Selvin, A., Sierhuis, M., Conklin, J., Haley, C. and Nuseibeh, B. (2006). Hypermedia Support forArgumentation-Based Rationale: 15 Years on from gIBIS and QOC. In: Rationale Management in Software Engineering 11(Eds.) A.H. Dutoit, R. McCall, I. Mistrik, and B. Paech. Springer-Verlag: Berlin. http://oro.open.ac.uk/3032 12. e-Dance Project: Choreography practice as research, &the transformative role of digital mediae-Dance Project in collab. with:Helen Bailey (Univ. Bedfordshire)Sita Popat (Univ. Leeds)Martin Turner (Univ. Manchester)12 13. e-Dance Project: Choreography practice as research, &the transformative role of digital media13 14. This theatre, Nov. 2008 14 15. e-Dance Project: Choreography practice as research, &the transformative role of digital media15 16. Multimedia presentations for a multimedia disciplinehttp://projects.kmi.open.ac.uk/e-dance/2009/09/14/choreographic-video-annotationhttp://podcast.open.ac.uk/oulearn/computing-and-ict/podcast-e-dance (Start: 2.15)16 17. Browsing the replay of a meeting by time, speaker and typeof contribution (CoAKTinG/NASA field trials) Copyright, 2004, RIACS/ NASA Ames, Open University, Southampton University Not to be used without permission RIACS/NASA Ames Research Center Mobile Agents Project Maarten Sierhuis KMi Open University CoAKTinG Project Simon Buckingham-Shum & Al Selvin Southampton University CoAKTinG Project Kevin Page Danius Michaelides Dave De Roure Nigel Shadbolthttp://kmi.open.ac.uk/projects/coakting/nasa17 18. If youd been my PhD student online, then wed berecording supervisions in Compendium (thanks Jack Park!)e-PhD workshop: http://kmi.open.ac.uk/projects/e-phd/UKGRAD/OU-wkshp-Feb05.html 18 19. Visualizing therapeutic group dynamicsWhich behaviours do two patients share?Tags shared in common are orange, tags from one patient in greenhttp://people.kmi.open.ac.uk/sbs/2010/03/compendium-mapping-group-dynamics 19 20. Replaying an election debate with syncd maphttp://people.kmi.open.ac.uk/sbs/2010/04/debate-replay-with-map 20 21. Mapping your PhD as a hypermedia network ofideas + documents + multimedia (Al Selvin, KMi)21http://knowledgeart.blogspot.com/2011/02/using-compendium-for-research.html 22. Using Compendium to visualize and challenge racist argumentation on the NetBuckingham Shum, S. (2007). Undermining Mimetic Contagion on the Net: Argumentation Tools as Critical Voices.COV&R 2007: Colloquium on Violence & Religion, Amsterdam Vrije Universiteit July, 4-8 2007http://www.bezinningscentrum.nl/teksten/girard/c/c2007_Buckingham-Shum_Simon_abstract.htmhttp://www.slideshare.net/sbs/undermining-mimetic-contagion-on-the-net-argumentation-tools-as-critical-voicesInteractive Web Maps: http://bit.ly/aP4M0P (View in Safari) 23. Example: a scientific argument on NationalFront website We argue, for example, thatWest Indian and otherNegroes will never fit in, as multiracialistsclaim, to become equal and integratedmembers of a predominantly White society.This is because they are inherently unfitted to do sointellectually, and are thus condemned to exist in White society as apermanent underclass, confined to the lower social strata and,not unnaturally, bitterly resentful of the alien society in which they are thustrapped. This resentment will inevitably explode intoviolence, rioting and crime.23 24. Example: a scientific argument on NationalFront website What are the facts? Over almost seventy years, in study after study, conducted byscientists and educationalists in numerous countries, studies conducted by such bastions ofracial rationalism as the Inner London Education Authority, the US Army, and Harvard and on every measure of intellectualOxford Universities,ability and educational attainment Blacksperform significantly worse, on average, thanWhites. In the case of average IQ, forexample, the average Negro figure is only85% of the White average. In fact the higher the proportion ofWhite genes the higher the intelligence: a pure-bred Negro freshout of Africa scores nearer 70%. Readers can consult Race by Dr. John R. Baker, former Reader in Cytology at Oxford University, published by the Oxford University Press, or The Testing of Negro Intelligence, an exhaustive review of hundreds of studies demonstrating racial differences in intellectual ability by Dr. Audrey M. Shuey, and of course there is The Bell Curve by Herrnstein and Murray. 24 25. 25http://bit.ly/aP4M0P (View in Safari) 26. Refuting the NF negro intelligence argumentusing argument mapping http://bit.ly/aP4M0P (View in Safari) Red link=challenges Green link=supports Hyperlink to evidence ona website26 27. http://bit.ly/aP4M0P (View in Safari) 28. Refuting the NF negro intelligence argumentusing argument mappinghttp://bit.ly/aP4M0P (View in Safari) 29. Importing theoreticallygrounded, practicalArgumentation Schemes as visual templates(Imported as XML files from prior work atUniversity of Dundee, demonstrating the power of collaborative, interdisciplinary, computational argumentation research)29 30. Refuting the NF negro intelligence argumentusing argument mapping http://bit.ly/aP4M0P (View in Safari) 30 31. Refuting the NF negro intelligence argumentusing argument mapping http://bit.ly/aP4M0P (View in Safari) The structure of an Argument fromBias can be exposed..31 32. Refuting the NF negro intelligence argumentusing argument mapping http://bit.ly/aP4M0P (View in Safari) The structure of an Argument fromBias can be exposed..32 33. Refuting the NF negro intelligence argumentusing argument mapping http://bit.ly/aP4M0P (View in Safari) The structure of an Argument fromBias can be exposed.. The structure of an Argument from Analogy can be exposed..33 34. Template for an Argument from AnalogyInstantiating theArgument from Analogy template34http://bit.ly/aP4M0P (View in Safari) 35. Template for an Argument from AnalogyInstantiating theArgument from Analogy template35http://bit.ly/aP4M0P (View in Safari) 36. Template for an Argument from AnalogyInstantiating theArgument from Analogy template36http://bit.ly/aP4M0P (View in Safari) 37. Template for an Argument from AnalogyInstantiating theArgument from Analogy template37http://bit.ly/aP4M0P (View in Safari) 38. (in the talk I didnt get time to show the web-based Cohereknowledge mapping tool following slides)38 39. a prototype infrastructure forcollective intelligence/social learninghttp://cohere.open.ac.ukConvergence ofweb annotationsocial bookmarkingconcept mappingstructured debate39 40. Structured deliberation and debate in whichQuestions, Evidence and Connections arefirst class entities (linkable, addressable, embeddable, contestable) 40 41. Structured deliberation and debate in whichQuestions, Evidence and Connections arefirst class entities (linkable, addressable, embeddable, contestable) 41 42. web annotation of OER (Firefox extension) 43. Analyst-defined visual connection language 43 44. ConceptSocialNetwork NetworkSocialDiscourse Network 45. Structured deliberation and debate in whichQuestions, Evidence and Connections arefirst class entities (linkable, addressable, embeddable, contestable) 45 46. discourse-centric analytics Does the learner compare his/her own ideas to that of peers, and if so, in what ways?De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L.(2011). Discourse-CentricLearning Analytics. Proc. 1st Int. Conf. Learning Analytics