The AMI Meeting Corpus is a multi-modal data set consisting of 100 hours of meeting recordings. It is being created in the context of a project that is developing meeting browsing technology and will eventually be released publicly. Some of the meetings it contains are naturally occurring, and some are elicited, particularly using a scenario in which the participants play different roles in a design team, taking a design project from kick-off to completion over the course of a day. The corpus is being recorded using a wide range of devices including close-talking and far-field microphones, individual and room-view video cameras, projection, a whiteboard, and individual pens, all of which produce output signals that are synchronized with each other. It is also being hand-annotated for many different phenomena, including orthographic transcription, discourse properties such as named entities and dialogue acts, summaries, emotions, and some head and hand gestures. We describe the data set, including the rationale behind using elicited material, and explain how the material is being recorded, transcribed and annotated.
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We take up Bødker's [9] challenge to 'identify' a fourth wave HCI, building on the work of Blevis et al. [8] and others to shore up a new vision that places 'politics and values and ethics' at the forefront without abandoning the strengths of previous waves. We insist that a fourth wave must push harder, beyond measured criticism for actual (e.g. institutional) change. We present two studies performed at CHI'19, where we used our MANIFESTO! game to: 1) take the temperature of colleagues on adopting an activist stance, 2) test manifesto writing as a key activity in pushing HCI forward into the fourth wave, and 3) test our game for subsequent iterations, and as a probe for inspiring new digital tools. With the enthusiastic response received to gameplay, facilitated in part through a novel method using tableau vivant, we argue for taking political activism from the margins into mainstream HCI.
Direct contact with nature is paramount in deepening children’s and teenagers’ interest in biodiversity. Learning materials chosen to convey information and engage participants during outings in nature-rich environments are varied and can support rich learning experiences. For this purpose, learning materials can be acquired "off-the-shelf" or developed for site-specific locations or projects. However, there is little guidance on potential techniques for those wishing to generate contextually relevant materials. With the view of responding to this challenge, we propose the cultural probes technique. We demonstrate that the technique, commonly used in qualitative research to generate novel insights in conversation with participants, can instigate innovative and thoughtful approaches to materials designed for children and teenagers to explore nature. We present a toolkit that draws on the literature on cultural probes, inquiry-based learning, and the value of sensory, emotional, and aesthetic experiences in environmental education for structuring interactions with participants. To test our approach, we applied a descriptive research design and mixed-methods approach for collecting questions from youths between the ages of 10 and 18, inspired by a nature walk and a set of exploratory tasks executed through the toolkit. Specifically, we tested our toolkit along a trail in the Nature Park of Terceira, situated in the Azores, a Portuguese volcanic archipelago in the North Atlantic. Here, we present and reflect on the data collected during one visit organized over two days with two groups of participants and one post-trail activity directed at both groups. Results demonstrate that the open-ended and playful nature of cultural probes offers a novel way to engage youths with nature-rich environments through questioning. This contribution further highlights the potential of cultural probes for instigating encounters that tap into the value of sensory, emotional, and aesthetic experience in nature, with positive outcomes for participants.
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