25. Case Studies• Rosa Parks
• Arab Americans/ Iraqi People Visual Imagery
• Expending our Learning Spaces
• Why Vote
• Slavery across cultures throughout history
• Native Americans
• Scientist
• Map
• Solar System
• Who is Woodrow Wilson?
• Thanksgiving- God in Public School
• Elections
29. MULTICULTURAL EDUCATION:
LEVELS OF TRANSFORMATION
Transformation of self (What am I contributing
to the inequities, consciously or unconsciously?)
Transformation of schools and schooling
(Pedagogy, curriculum, classroom climate,
counseling practices, testing, etc.)
Transformation of society
31. “Other” voices
Excerpts from Slave Narratives
Native American Documents Project
Student Voices
Multicultural Graffiti
Voices of Women
Redefining “interactive”
Eye Witness: A North Korean Remembers
Sidney Finkel’s Page
DiversityWeb Discussion Forums
Collaboration among educators
DiversityWeb Leader’s Guide
PedagoNet
Collaborative Projects
Multicultural Song Index
Multicultural Passport
32. TEACHER’S ROLE
Education must begin with the solution
of the teacher-student contradiction, by
reconciling the poles of the
contradiction so that both are
simultaneously teachers and students.
Paulo Freire
34. TEACHER’S ROLE
• Education must begin with the
solution of the teacher-student
contradiction, by reconciling the
poles of the contradiction so that
both are simultaneously teachers
and students.
Paulo Freire
42. • The first Wiki, WikiWikiWeb, was
created by Ward Cunningham in 1995
• Named after Hawaiian bus service,
Wiki Wiki
• Allows users to easily create and
edit Web pages using any Web
browser
• Encourages democratic use of Web
Source: http://wiki.org/wiki.cgi?WhatIsWiki
WHAT IS A WIKI?
43. “Wikipedia is a
great place to
start, not end,
your research”
Dr. Alex Halavais
http://alex.halavais.net
51. http://mny.wikispaces.com/Web2.0
What is Voicethread-
http://voicethread.com/#u76341.b409.i848804
What does a networked teacher mean to you?
http://voicethread.com/#q.b67978.i350123
Please feel free to add your voice using the
Record Button
WEB 2.0
58. Videos to watch and (optional- extended activity) post reactions on
this blog page. http://yaz2008.blogspot.com/
Power of Digital Storytelling-
http://mnyildiz.googlepages.com/digitalstorytelling
There are some students projects on youtube-
http://mnyildiz.googlepages.com/
Teddy Stallard Story- http://www.makeadifferencemovie.com/
Blue Ribbon Story http://www.blueribbonmovie.com/
on you tube-
http://www.youtube.com/watch?v=sN_LPTNQEqM&eurl=http://www.bl
background video on you tube-
http://www.youtube.com/watch?v=ytmv9awy-H8&feature=related
text version- http://www.blueribbons.org/blue_ribbon_story.shtml
Google Earth- http://earth.google.com/
Second Life- online virtual world - http://secondlife.com/ / Teen Life
(open to 13-18 years old)- http://teen.secondlife.com/
http://www.slideshare.net/mnyildiz/nj-tesol2008/
http://voicethread.com/share/95370/
59.
60. LEARN ONE THING!Language Arts Literacy
STANDARD 3.5 (VIEWING AND MEDIA
LITERACY) ALL STUDENTS WILL ACCESS,
VIEW, EVALUATE, AND RESPOND TO PRINT,
NONPRINT, AND ELECTRONIC TEXTS AND
RESOURCES.
http://www.state.nj.us/njded/cccs/s3_lal.htm#35
61. REASONS USING NEW MEDIA
Provides:
Access-- Liberate teachers and students from
textbook format. Provide alternative
resources- Teachers and students will be able
to research through online resources.
Global Point of View-- Students and teachers
will participate online discussion groups,
weblogs, wikis, and listservs.
New tools for classrooms– Students and
teachers will be able to produce media
presentations, learning objects, interactive
teaching material.
62. COURSE HAS THREE MAIN PARTS
De-construct: (Read Media) Media Literacy
Activities (deconstructing webpages, news,
advertisement, and newspapers; POV (point of
view) exercise, etc.)
Research: (Use Media) Information Literacy
(Library Skills, researching internet
resources, etc.)
Construct: (Write Media) Media Production
(Create an oral history project, video
documentary, website, webquest, weblog, and
multimedia presentation)
63. WHAT IS A
“CLICKER”?
Personal Response System (PRS)
Audience Response System (ARS)
Classroom Performance System (PRS)
Small, handheld gadget that allows
audiences and students to participate in
presentations or lectures by submitting
responses to interactive questions &
viewing the responses as a graph
www.turningtechnologies.com
69. See the link
http://www.youtube.com/watch?v=HqK7fOA56bc&search=
watch and identify and respond
what they sell?
a) Pepsi b) God c) Beauty d) Youth e) all
who is their target audience?
a) you b) hispanic c) global d) young people
70. WHAT ARE THEY SELLING
Youth
Beauty
Pepsi
God
All
0% 0% 0%0%0%
1. Youth
2. Beauty
3. Pepsi
4. God
5. All
76. LOW SELF-ESTEEM
“92% of girls want to
change at least one aspect
of their appearance.Dove
believes all girls deserve
to see how beautiful they
really are and is
committed to raising self-
esteem in girls
everywhere. That's why
we created the Dove Self-
Esteem Fund.”
(www.campaignforrealbeauty.com)
77. HTTP://WWW.THRIVEONCREATIVE.COM/CLIENTS/SEEJANE.ORG/PDFS/WHERE.THE.GIRLS.AR
‘
The study
examined 101
animated and
live-action films
made from 1990
to 2004. It found
only 28 per cent
of speaking
characters were
female and, in
crowd scenes,
only 17 per cent
were female.
• Among the films studied were
Finding Nemo, The Lion King,
Monsters, Inc., Chicken Run, The
Princess Diaries, Babe, The Santa
Clause 2 and Toy Story.
78. THE STUDY,
WHERE THE
GIRLS AREN'T
Children's films
devalue women
by making most
characters
male, says
Geena Davis
http://enjoyment.independent.co.uk/film/news/article345283.ece
79. Half the Population, a Fifth of the News
By Sanjay Suri
Inter Press Service
Wednesday 15 February 2006
London - More and more women are now
reporting the news, but still only about a fifth of
the subjects are women, a new survey shows.
"What we see in news subjects is that whilst
women make up 52 percent of the world's
population, they make up only 21 percent of news
subjects," Anna Turley from the World Association
for Christian Communication (WACC) told IPS.
WACC is a non-governmental organisation that
promotes communication for social change.
http://www.truthout.org/issues_06/021506WA.shtml
80. As we enter the twenty first century, it is
essential that the schools be places that help
students better understand the complex,
symbol-rich culture in which they live in.
A new vision of literacy is essential if educators
are serious about the broad goals of
education: preparing students to function as
informed and effective citizens in a
democratic society; preparing students to
realize personal fulfillment; and preparing
students to function effectively in a rapidly
changing world that demands new, multiple
literacies.
Renee Hobbs, 1997
81. It is no longer enough to simply
read and write. Students must
also become literate in the
understanding of visual images.
Our children must learn how to
spot a stereotype, isolate a social
cliché and distinguish facts from
propaganda, analysis from banter,
important news from coverage.
Ernest Boyer
82. Media Education is both essential
to the exercising of our
democratic rights and a
necessary safeguard against the
worst excesses of media
manipulation for political
purposes.
Len
Masterman
83. The aim is to develop an awareness about print and the
newer technologies of communications so that we can
orchestrate them, …. And get the best out of each in the
educational process.
Without understanding of media languages and
grammars, we cannot hope to achieve a contemporary
awareness of the world in which we live.
Marshall McLuhan
84. A democratic civilization will save
itself only if it makes the
language of the image into a
stimulus for critical reflection,
not an invitation to hypnosis.
Umberto Eco
(l979)
85. TEACHER’S ROLE
Education must begin with the
solution of the teacher-student
contradiction, by reconciling the
poles of the contradiction so that
both are simultaneously teachers
and students.
Paulo Freire
86. STATISTICS
In political Washington, Statistics are weapons of
war. That’s why they get manipulated, massaged,
and twisted until any connection to reality is
strictly coincidental.
Peter Carlson
87. CNN.com posted misleading graph showing poll
results on Schiavo case
http://mediamatters.org/items/200503220005
96. V FOR VICTORY
Winston Churchill
gives the victory sign
at a political rally,
Liverpool, 1951
97. The "V" for victory that Winston Churchill used (with the
palm facing outward, same as the American sign for
"peace"), when the palm is reversed, it means something
else...
If a person used two fingers to order two beers in a
British pub.. it has insulting connotations…
98. # 2
the two fingers in a 1st grade math class may
refer to the number "two"
100. THIS SIGN MIGHT MEAN
"OK" in the United States
"money" in Japan
"sex" in Mexico
"homosexual" in Ethiopia
an obscenity in Brazil
“Zero” in Southern France
101. VOCABULARY AVERAGE OF A 14-
YEAR-OLD DROPPED FROM
25,000 WORDS IN 1950S TO ONLY
10,000 WORDS IN 1999.
“Numbers.” Time Magazine 155, no 6 (Feb 14, 2000);
25
Vocabulary Average for 14-Year-Old
25,000
10,000
0
5,000
10,000
15,000
20,000
25,000
30,000
Year
NumberofVocabulary
Vocabulary
Rate
Vocabulary
Rate
25,000 10,000
1950 1999
102. WHAT THIS RESULTS TELL US?
BLAME somebody or something
No parent involvement?
Too much TV/ New media
No enough reading
Or question the data?
Who did the research?
Who sponsored it?
Who were the participants?
103.
104.
105. We may simply say language evolves?
Today, we cannot read and understand old
English ?
We may also argue that our students are not
learning another language…
114. MEDIA LITERACY QUIZ FROM
http://www.griid.org/pdfs/medialit-exercise-01.pdf
http://www.griid.org/pdfs/medialit-exercise-04.pdf
115.
116.
117.
118. The trouble…is that we have taken our
democracy for granted; we have
thought and acted as if our forefathers
had founded it once and for all. We
have forgotten that it has to be
enacted anew in every generation.
John Dewey
122. Oh I come from a land, from a faraway place
Where the caravan camels roam
Where it's flat and immense
And the heat is intense
It's barbaric, but hey, it's home
{ Original first verse (1992-93):
Oh I come from a land, from a faraway place
Where the caravan camels roam
Where they cut off your ear
If they don't like your face It's barbaric, but hey,
it's home }
123. Watch Full Circle
http://homepage.mac.com/hbarrett/eportfolio
s/iMovieTheater63.html
View the clips provided on the links and write
what do they sell? who is the target
audience?
Truth About
http://youtube.com/watch?v=ShDoxve85jI
I am Canadian:
http://youtube.com/watch?v=E4Nw3qlXOJo
124. "I learned how to deconstruct commercials, how to use
the camera equipment, and how to create a public service
announcement. Most importantly, I experienced that
every message can be interpreted differently. Depending
on the era, personal experience, each sign makes
different meaning to different people.
Prior to taking this course, I simply watched a
commercial at face value. I never really looked at the
details or asked myself what target audience the
advertising company was aiming for. Since class, I have
been a commercial-analyzing junkie. I look at the color
scheme, the logo, the endorser (if there is one), choice of
music, and the intended target audience.”
125. “I am happy to have met
you, because you have
given me much more to
think about than just the
content of this class.
… More than learning video
production, this course
gave me the chance to
reflect on my own viewing
habits and I learned
something about myself.”
131. THE PRESENTATION WAS BENEFICIAL TO MY
UNDERSTANDING OF THE MILLENNIALS AND
THEIR NEEDS.
True
False
A
bstain
0% 0%0%
1. True
2. False
3. Abstain
132. I HAVE ENJOYED THIS
PRESENTATION.
Yes
N
o
A
bstain
0% 0%0%
1. Yes
2. No
3. Abstain
133.
134.
135. The trouble…is that we have taken our
democracy for granted; we have
thought and acted as if our forefathers
had founded it once and for all. We
have forgotten that it has to be
enacted anew in every generation.
John Dewey
136. Watch Full Circle
http://homepage.mac.com/hbarrett/eportfolio
s/iMovieTheater63.html
View the clips provided on the links and write
what do they sell? who is the target
audience?
Truth About
http://youtube.com/watch?v=ShDoxve85jI
I am Canadian:
http://youtube.com/watch?v=E4Nw3qlXOJo
140. NINE DOTS AND FOUR LINES
THE PROBLEM: WITHOUT TAKING YOUR PEN OFF THE PAPER,
DRAW FOUR STRAIGHT LINES SUCH THAT ALL NINE DOTS ARE
INTERSECTED.
141. Remember to THINK outside of the BOX
To solve this problem, think outside of the dots.
142.
143.
144. MIDDLE SCHOOL STUDENTS READING VARIOUS GEOGRAPHY TEXT
BOOKS DURING CASS IN 1927, AT THE UNIVERSITY OF CHICAGO
LABORATORY SCHOOL. EMPHASIS ON MEMORIZATION. DIFFICULT
TO LAYER DATA
148. IN NEW YORK CITY:
GIS is used to enable policy
makers to more easily detect
patterns pertaining to:
Census demographics
Public health concerns
Crime
Tax rates
Transportation routes
Pollution levels
Real estate development
Weather patterns
Gas/electric power
consumption
The impact of various types of
natural and human made
disasters
149.
150. 2004 PRESIDENTIAL ELECTION
Example of a
cartogram map in
which the size of
the states have
been rescaled
according to their
population. That is,
states are drawn
with a size
proportional not to
their sheer
topographic acreage
151. HOW IS GIS BEING USED IN
CLASSROOMS?
Learning about GIS:
Focus on learning the software
Teacher is “sage at the stage”
Focus on procedural tasks
vs
Learning with GIS:
Focus on learning subject matter
Project based learning
Problem solving
Community based interaction
Authentic assessment
152. JOHN DEWEY:
“I believe that….much of present education fails
because it neglects the fundamental principle of
the school as a form of community life.” (Dewey,
1929)
153. NEW WAYS TO THINK ABOUT
DATA COLLECTION:
Who collected the data?
What was collected and what was neglected?
Where was the data collected?
When was the data collected?
Why was it collected?
How was the data collected?
154. TODAY’S
OBJECTIVES/ASSUMPTIONS
Journalists:
Take in Data Analyze Data Communicate
Findings
GIS is a tool for
Analyzing data pertaining to most any phenomena
Communicating the results of that analysis
154
155. TODAY’S
OBJECTIVES/ASSUMPTIONSDigital Revolution triggers major power
shift from authorities/institutions to
citizens
Shift means journalists and social scientists
have to be better at using the data and tools
to…
Make sense out of various phenomena
Tell the stories reflecting our analysis and
interpretation in a manner better than
citizens can do on their own.
155
156. KEY POINTS
GIS is a rich, challenging tool that must
be employed throughout the media
organization and in a cooperative way.
- Demands/promotes shared learning and
insights.
A terrific “I didn’t know that!” device for
managers, journos and readers
156
157. PROTO-GIS: NAPOLEON'S MARCH TO MOSCOW
157
Drawn by Charles Joseph Minard in 1861; reputed to
be the best statistical graphic ever drawn.
158. PROTO-GIS: BOOTH’S LONDON 1898
Charles Booth’s
Map of London
(c. 1886-1903)
http://booth.lse.ac.uk/
158
161. MAPPING WAR AND WAR COVERAGE
Iraq War Resources
(From GIS Development online magazine)
http://www.gisdevelopment.net/iraq.htm
CNN Maps
http://www.cnn.com/SPECIALS/1998/iraq/iraq.maps/
Early form (c. 1998) Marginally helpful: no scale, no
date, no sources
Today improved:
http://www.cnn.com/SPECIALS/2003/iraq/maps/
BBC - http://www.esgeo.com/baghdad/baghdad.html
161
162. TRENDS: ANIMATED MAPPING
Maps and images that can be controlled,
on the WWW, by the user.
Emphasis is on controlled layering
e.g. EPA Interactive Web Mapping
Note, the graphics are tied, in a
fundamental way, to the database. Any
map is only as good as the database used
to create it. (Problems with “sex offender” dB)
Manhattan Timeformations:
http://www.skyscraper.org/timeformations/animation.
html
162
165. TRENDS: CONCEPT MAPPING Intellectual – or conceptual space -- geography
How are ideas related?
How are people or places with or tied to
ideas/concepts related?
Where is cyberspace? How to map it?
Atlas of Cyberspace
Web Mapping
http://www.cybergeography.org/atlas/web_sites.html
Mapping how people use a web site
http://mappa.mundi.net/maps/maps_022/
Show me the Power Players in a society?
http://theyrule.orgo.org/
165
170. HOW REPORTERS USE GIS
Weather
Hurricane Andrew
Census analysis/story telling
USAToday
http://www.usatoday.com/news/census/index.htm
Crime mapping
Crime Mapping Research Center
http://www.ojp.usdoj.gov/nij/maps/
Crime mapping tutorial
http://www.icpsr.umich.edu/NACJD/cmtutorial.html
Story telling, economics, education, urban
development, taxation, voting patterns, environment,
traffic
170
171. THE PRESENTATION TODAY WAS BENEFICIAL
TO MY UNDERSTANDING OF HOW TO USE
CLICKERS IN TEACHING.
True
False
A
bstain
0% 0%0%
1. True
2. False
3. Abstain
172. I HAVE ENJOYED THIS PRESENTATION.
1. Yes
2. No
3. Abstain
173. HOW DO YOU RATE THISHOW DO YOU RATE THIS
PRESENTATION?PRESENTATION?
1. A
2. B
3. C
174. CONCEPT MAPS
Concept mapping is a technique for visualizing the relationships
among different concepts. A concept map is a diagram showing
the relationships among concepts.
Use Graphic Organizers/ Concepts Maps For:
• Brainstorming
• Organizing
• Prewriting
• Concept Mapping
• Planning
• Outlining
• Diagramming
• Webbing
• Project Development
• Administrative Tasks
• Charting
175.
176.
177.
178. ANOTHER EXAMPLE- ONLINE CM
Source:
http://trumpet.sdsu.edu/m345/Knowledge_Webs/2Arab_MusicY/Arab_music.h
tm#text
Editor's Notes
Source: http://xkcd.com/256
Focus on the benefits of common standards
Railroad tracks
More people will use it
Otherwise our work is irrelevant, devoid of meaning and utility for citizens. When that happens not only are we out of work, but a different kind of democracy may be afoot. Hyper-individuation and quasi-anarchy may be a possible result.
Minard Source: http://www.napoleonic-literature.com/1812/1812-t.htm
Napoleonic Literature Losses Suffered by the Grande Armée during the Russian Campaign Following is a reproduction of a map drawn by Charles Joseph Minard in 1861, and is reputed to be the best statistical graphic ever drawn — by anyone. Crossing the Niemen on 24 June 1812 with an army of 442,000 men, Napoleon entered Moscow on 14 September with a mere 100,000. On the way, 72,000 men were diverted to other locations. Of these 30,000 managed to rejoin the main column shortly before the crossing of the Berezina River during the retreat, and another 6,000 shortly before it reached the comparative safety of the Niemen River. This means that the main army; that is, the portion that continued on to Moscow numbered approximately 370,000. Casualties were extremely high for a campaign in which almost no combat took place — 270,000! This is a staggering 73% casualties, and that's only on the way to the objective. Napoleon's problems started immediately after crossing the Niemen. The weather was uncooperative; the summer started two weeks late, which affected the ripening of the crops, and this in turn robbed Napoleon of the grain he had planned on for feeding his horses. The cold, heavy rain made quagmires of the roads and fields. The result of all this was that, from the very outset, thousands of men and horses died daily. But that was just the beginning. The harsh Russian summer now struck with a vengeance. Coupled with this was the lack of food and water, sickness, privations of every description, and losses to the enemy through capture of stragglers, foraging parties and other unlucky souls, as well as combat. Although there was relatively little combat, it was brutal and resulted in tremendous casualties on both sides. Finally, on 14 December 1812, the last of the Grande Armée limped across the Niemen. Marshal Ney was the last to cross the Niemen and was himself the army's rear guard. Barely 10,000 members of the Grande Armée survived. In all, the Grande Armée suffered a staggering 97.7% casualties! The map plots six variables: the size of the army, its location on a 2-dimensional surface, direction of the army's movement, and temperature on various dates during the retreat from Moscow. Temperatures are given in degrees Réaumur (R), which the Russians used until just prior to World War I. You can obtain a rough idea of the temperatures in centigrade (C) and fahrenheit (F) by the following comparison: 80oR = 100oC = 212oF.
The conversions from degrees Réaumur to degrees Celcius were provided to me by Pedro Barquin on 3 May 2000. I then converted the Celcius temperatures to Fahrenheit using the JavaScript Temperature Converter. This will assist you to realize the extremely cold temperatures that the French and Russian armies had to endure during the retreat.
The temperatures Minard shows on his map, in degrees Réaumur and their Centigrade (Celcius) and Fahrenheit equivalents are as follows. The temperatures are listed in the sequence in which they were encountered from the beginning to the end of the retreat; that is, from right to left on the map:
DatePlaceRéaumurCelciusFahrenheit18 Oct
Malojaroslavetz
0
0
32
9 Nov
Dorogobongr
-9
-11.25
11.75
14 Nov
Smolensk
-21
-26.25
-15.25
20 Nov
Botr
-11
-13.75
7.25
23 Nov
Berezina River
-20
-25
-13
1 Dec
Minsk
-24
-30
-22
6 Dec
Molodeczno
-30
-37.5
-35.5
7 Dec
Vilna
-26
-32.5
-25.6
Charles Booth's Inquiry into the Life and Labour of the People in London, undertaken between 1886 and 1903 was one of several surveys of working class life carried out in the 19th century. It is the only survey for which the original notes and data have survived and therefore provides a unique insight into the development of the philosophy and methodology of social investigation in the United Kingdom.
Robert Park: From 1887 to 1898 Park worked for daily newspapers in Minnesota, Detroit, Denver, New York, and Chicago. He was soon given special assignments to cover the urban scene, often in depth through a series of articles. He wrote on city machines and the corruption they brought in their wake. He described the squalid conditions of the city's immigrant areas and the criminal world that was ensconced there.http://www.bolender.com/Dr.%20Ron/SOC4044%20Sociological%20Theory/Class%20Sessions/Sociological%20Theory/Park,%20Robert%20Ezra/park,_robert_ezra.htm
Manhattan Timeformations: a computer model which simultaneously presents a layered, cartographic history of the lower half of Manhattan Island, and an exploded time line chronicling the real estate development of high-rise office buildings, which constitute the skylines of Midtown and Downtown Manhattan. Be sure to click “Next” to see all the forms.
Same data base but now the map has been rotated 180-degrees, just as though a helicopter were flying over the city and its passengers were trying out various spatical hunches.
Human brain can often see connections that the computers might not be programmed to recognize. But vice-versa is also true.
3D display of crimes against taxi drivers
Note: Layers
Vertical “pins” used to display specific incidents in all variable layers
Pin connected to multi-variable – and often non-geographic -- database
Techniques and tools to visualize dynamic processes like Web usage are poorly developed. In this issue of Map of the Month we look at the work of one of the leading researchers trying to overcome this weakness, through the use of the concept of organic information design. His name is Ben Fry and he works in the MIT Media Lab, where he is busy creating innovative adaptive visualizations of how people use websites. http://mappa.mundi.net/maps/maps_022/
The digital magazine of InfoVis.net.
[Number 113]
Visualising Social Interaction
by Juan C. Dürsteler
Social interaction provides us with visual patterns that help us to situate ourselves in our environment. In Internet, however, this doesn’t happen so easily. Some visualisations are appearing to remedy the problem.
See the illustrated version of this issue at http://www.infovis.net/E-zine/2003/num_113.htm
Social interaction produces many visual patterns we are so used to that we don’t notice them. But they provide us with indispensable information in order for us to navigate our social environment.
Some of these patterns deal with the flux of human activity, like the colourful scene of the bathers in a swimming pool or the appearance of the mushroom-shaped silhouettes of the umbrellas in a rainy afternoon. They allow us to situate and to coordinate our behaviour with that of the environment. Haven’t you ever felt strange dressed in a dinner jacket on a nudist beach, or wearing a swimming suit at a Christmas party?
Other visual patterns are related to affiliation, like the one made up of the business suits getting off a commuter train early in the morning. We create these and many other patterns just by standing where we stand and being what we are. This is what some call “social weather” http://www.kottke.org/02/09/020930social_weath.html, something that you can feel immediately in a soccer match where it can sometimes be really stormy depending on the results of the local team...
But in cyberspace the social interaction is becoming more and more important and we don’t have the indicators that the visualisation of our immediate environment provides. For example, when we are at the office a simple look around at our environment allows us to know who is present and who isn’t, the ones that are interacting and the ones that are buried in solitary work.
Not so in Internet where it’s not easy to know what the social network we are interacting with is like, who is doing what and where the social magma we are incorporated in goes.
Some initiatives are working on this in order to remedy the situation. We already spoke about chat visualisation in issue 46 (http://www.infovis.net/E-zine/num_46.htm) or about digital cities in issue 102 (http://www.infovis.net/E-zine/2002/num_102.htm), But there’s still more:
A good starting point is Judith Donat’s PhD thesis , http://smg.media.mit.edu/people/Judith/Thesis/. Donath works for MIT Media Lab and is one of the most active researchers in this field. For her, one of cyberspace’s most important problems is the absence of a body that in the social reality provides us with the possibility of
* Expression: Verbal but mainly non verbal. How we move, how we dress.
* Presence. Where we are, with whom, in which social circle we are moving.
* Control. Social control of individuals has been centred on the body but it is lacking in cyberspace...
* Recognition. Typically associated to the face, it allows us to assert the others identity.
So that many of the visualisations are centred on the representation of
* presence, how many there are
* identity, who they are
* interaction in abstract, who relates to whom
* conversation as exchange of messages
The most evident schemes draw the social networks as graphs, i.e. nodes representing the actors and lines or arrows that represent the link between them. One of the most well known is the typical organization chart of a company. A more advanced example http://www.mpi-fg-koeln.mpg.de/%7Elk/netvis/SocMorph.html shows the so called Hxaro practice of exchanging gifts among the members of the ¡Kung culture in Botswana and Namibia.
Chat Circles http://chatcircles.media.mit.edu/ by Fernanda Viegas, is a chat where your presence is revealed by a coloured circle, you have a history of the conversation in the form of a line with transversal bars proportional in length to the duration of every message. Your presence leaves a trace that vanishes slowly taking about 10 hours in the process.
We have also seen in issues 65, 66 and 67 the visualisation of the visits to a web site, but Nelson Minar offers us a different perspective in http://xenia.media.mit.edu/~nelson/research/crowdvis/. Every visitor is a coloured point close to the web page he/she is visiting.
Visual Who, http://persona.www.media.mit.edu/Judith/VisualWho/, from Judith Donath, places the people in a space related to certain mailing lists. The colour of the names and their situation in space reveal the affinity with each of the lists. As new participants add new themes the morphology of the representation changes.
IBM’s “Social Computing” group is also specially active. Babble http://www.research.ibm.com/SocialComputing/SCGpapers.htm is a chat visualiser that represent every conversation as a circle where you find smaller inscribed circles that represent the individuals. The more in the periphery the less active in the conversation, the closer they are, the more involved in mutual conversation.
As we can see there are multiple ongoing initiatives. Nevertheless and despite the activity deployed by Donath’s group, IBM and other groups and the richness of some representations, I’ve got the impression that we still have a long road ahead before we can interact on the Net with a visual support so rich and versatile so as to allow the deployment of the abundant resources of social interaction we are used to in the real world.
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This article has seen the light thanks to a conversation with Ben Hyde http://hydesign.blogspot.com who was also kind enough to provide a handful of links, some of which you can find attached.
Sociable Media Group MIT
http://smg.media.mit.edu/
Contact map
http://hci.stanford.edu/cs377/nardi-schiano/netWORK%26ContactMap.pdf
Bonnie Nardi
http://www.darrouzet-nardi.net/bonnie/
Virtual Playground: Architectures for a Shared Virtual World http://www.hitl.washington.edu/publications/r-98-12/
Orgnet's - Inflow software see: http://radio.weblogs.com/0114726/2003/01/02.html#a176
Jonathan Schull's Macroscope Manifesto
http://radio.weblogs.com/0104369/stories/2002/04/09/macroscope022702.htm
IdeasBazaar
http://www.ideasbazaar.co.uk/Linkship.pps
http://www.ideasbazaar.co.uk/blog/archives/cat_networks.html#000048
Spring
http://www.usercreations.com/spring/
visual p-wiki's
http://c2.com/cgi/tour
http://phpwiki.sourceforge.net/phpwiki/VisualWiki
