Keynote Program
Making Diagrams and Photographs in Science: A Shared Visual Thinking
F. Frankel
If a diagram includes a "simplified and structured visual
representation of concepts, ideas, constructions, or relations",
(see Wikipedia), then I suggest that the process of creating both
diagrams and photographs, especially in science, is similar. Seeing
those similarities might help both the photographer and illustrator
to discover new approaches to their work. I will show my own
science images and describe the thinking behind the process of their
creation.
Learning by Producing Diagrams
D. Schwartz
When done well, diagrams can support comprehension, inference, and
learning. How about the case when learners create their own diagrams
instead of just view them? Though novices typically enjoy and have some
natural facility at creating spatial representations, they can easily
create flawed representations. They need feedback to help them make
their diagrammatic understanding more like that of experts. In this
talk, I present three models of feedback. A global model where students
simply see a correct diagram after they create their own; a social model
where students receive feedback from one another while creating their
diagrams; and, an automated model where the feedback is tightly coupled
to the learner's own diagram. I will describe the learning benefits of
having students generate their own diagrams, and how different types of
feedback help maximize those benefits.
The Importance of Both Diagrammatic Conventions
and Domain-Specific Knowledge for Diagram Literacy in
Science: The Hierarchy as an Illustrative Case
L. Novick
Diagrams are critically important in science in part because they
depict the way things are (or are hypothesized to be) and in part
because they are valuable tools for learning and reasoning about (as
well as communicating) structures, processes, and relationships.
Thus, it is important to understand what constitutes diagram literacy
in science. Regardless of the type of diagram (e.g., line drawings,
charts and graphs, abstract networks and hierarchies), it appears
that developing diagrammatic competence goes hand-in-hand with
acquiring conceptual knowledge in the domain of application. Put
another way, general diagrammatic knowledge is not sufficient for
literacy. Domain-specific knowledge in the area of application is
required as well. In this talk, I will focus on diagram literacy
with respect to the hierarchy, a type of abstract representation that
is particularly common in biology. This diagram, like other
schematic diagrams, relies on convention for correct interpretation.
I will discuss the structure of and some of the conventions for the
hierarchy. Then I will present some data concerning both (a)
students' knowledge of these conventions and (b) the additional
importance of domain knowledge for diagrammatic competence.
Tutorial Program
Eye Fixations and Diagrams
M. Hegarty
In this tutorial, the attendees will gain an understanding of the main methods
of measuring eye fixations on diagrams and how these data are coded and
analyzed to make inferences about internal cognitive processes. This will
enable attendees to better interpret and critically evaluate the results of
studies that use this measure. It will also give them an introduction to the
advantages of using eye fixation data and the effort involved in setting up an
eye-tracking laboratory and analyzing eye fixation data. The tutorial will also
identify problems in the analysis and interpretation of eye fixations that
might lead to the development of new software tools for visualizing and
analyzing this type of data.
Cross-Cultural User-Interface Design
A. Marcus
Tutorial participants will learn new terms and concepts to understand culture
and its relation to design. We shall look in particular at culture models,
using as an example Geert Hofstede’s dimensions of culture (power distance,
individualism/collectivism, masculinity/femininity, uncertainty avoidance, and
long-term orientation), other culture models, and how these dimensions relate
to the design of user-interface components (metaphors, mental models,
navigation, interaction, and appearance) and information visualization (charts,
maps, diagrams) for multiple platforms, applications, and user groups. In
addition we shall introduce additional dimensions that must be considered in
relation to culture (persuasion, trust, intelligence, cognition). We shall also
expose limitations of these models. We shall examine the practice and tradeoffs
of several multi-national companies’ Web efforts and propose a new
best-of-breed culture dimensions set. We shall also introduce ethnographic
techniques for studying cultures. Illustrated lectures introduce the issues of
globalization, localization, and culture, then define each of the dimensions of
culture and show examples from the Web. Group exercises with paper and pen
provide direct experience in understanding the hidden content of cultural
messages, in analyzing the impact of culture dimensions on the components of
user interfaces, and in synthesizing an initial UI design targeted for a
particular culture. Participants work in teams of 5-8 people during most of the
exercises. The exercises and lectures will be mixed throughout the day, but
exercises will primarily occur in the afternoon session after terminology,
concepts, and techniques have been introduced.
