Doctorate from the MIT Media Lab Professor Emerita Focus: Digital Video Media Ethnography Educational Communication and TechnologySchool: Steinhardt NYU Contact: ricki@nyu.edu
... description of the event (Geertz, 1973). Others map video representations to "lo... more ... description of the event (Geertz, 1973). Others map video representations to "locate particular analyses in times and spaces" (Green, Skukauskaite, Dixon, & Cordova, this volume). Others design rich, multilayered sto-ries that ...
Videodisc technology will have a dramatic effect on the future of ethnographic educational resear... more Videodisc technology will have a dramatic effect on the future of ethnographic educational research by giving the users of the videodisc workstation access to the actual 'raw' data and encouraging them to manipulate the material in a variety of ways. Users will have the ability to examine the original documentation, make their own observations, compare their observations with other researchers/users, and compile the 'data' with new levels of interpretation. Unlike more traditional research methodologies, in hypermedia ethnography there is no systematic way for different viewers to reach the same conclusions about the same content. However, building a system where each content grain or unit is a thick enough description of what is being examined could enable the user to come very close to understanding the underlying intention of the action, event or process presented on videodisc.
In this chapter the authors present the Points of Viewing Theory (POV-T), a theory that explains ... more In this chapter the authors present the Points of Viewing Theory (POV-T), a theory that explains the nature of engaged learning in social media environments. POV-T provides a framework for uncovering underlying patterns that lead to deep knowledge. Perspectivity technologies provide a platform for multiloguing, a place for learners to share the viewpoints of others, negotiate meaning, and create learning cultures. Readers are invited on a journey through the early origins of instructionist learning with technologies toward constructionist and social approaches. Following a description of the kinds of learning with digital media environments and of several pioneering digital media environments, questions are asked regarding how learning is changing with “smart” partners and how people will learn with them and each other, as they change. Keywords: affective computing; digitial media design; empathy; game mechanics; robots
Proceedings of the Thirty-First Hawaii International Conference on System Sciences, 1998
... Networked digital video portraits enable users to interact with other users' sto... more ... Networked digital video portraits enable users to interact with other users' stories. ... Davenport, D. (1996). Smarter tools for storytelling: Are they just around the corner? ... British ColumbiaAssessment of Science Technical Report III (Victoria: Ministry of Education). Geertz, C. (1973). ...
... description of the event (Geertz, 1973). Others map video representations to "lo... more ... description of the event (Geertz, 1973). Others map video representations to "locate particular analyses in times and spaces" (Green, Skukauskaite, Dixon, & Cordova, this volume). Others design rich, multilayered sto-ries that ...
Videodisc technology will have a dramatic effect on the future of ethnographic educational resear... more Videodisc technology will have a dramatic effect on the future of ethnographic educational research by giving the users of the videodisc workstation access to the actual 'raw' data and encouraging them to manipulate the material in a variety of ways. Users will have the ability to examine the original documentation, make their own observations, compare their observations with other researchers/users, and compile the 'data' with new levels of interpretation. Unlike more traditional research methodologies, in hypermedia ethnography there is no systematic way for different viewers to reach the same conclusions about the same content. However, building a system where each content grain or unit is a thick enough description of what is being examined could enable the user to come very close to understanding the underlying intention of the action, event or process presented on videodisc.
In this chapter the authors present the Points of Viewing Theory (POV-T), a theory that explains ... more In this chapter the authors present the Points of Viewing Theory (POV-T), a theory that explains the nature of engaged learning in social media environments. POV-T provides a framework for uncovering underlying patterns that lead to deep knowledge. Perspectivity technologies provide a platform for multiloguing, a place for learners to share the viewpoints of others, negotiate meaning, and create learning cultures. Readers are invited on a journey through the early origins of instructionist learning with technologies toward constructionist and social approaches. Following a description of the kinds of learning with digital media environments and of several pioneering digital media environments, questions are asked regarding how learning is changing with “smart” partners and how people will learn with them and each other, as they change. Keywords: affective computing; digitial media design; empathy; game mechanics; robots
Proceedings of the Thirty-First Hawaii International Conference on System Sciences, 1998
... Networked digital video portraits enable users to interact with other users' sto... more ... Networked digital video portraits enable users to interact with other users' stories. ... Davenport, D. (1996). Smarter tools for storytelling: Are they just around the corner? ... British ColumbiaAssessment of Science Technical Report III (Victoria: Ministry of Education). Geertz, C. (1973). ...
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