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Dec 12, 2010

Interactive Surveillance: Live digital art installation by Annabel Manning and Celine Latulipe

Interactive Surveillance, a live installation by artist Annabel Manning and technologist Celine Latulipe, was held at the Dialect Gallery in the NoDa arts district of Charlotte, N.C. on Friday, December 10th, 2010. I attended this event with the intention of capturing some of the interaction between the participants and the artistic content during the experience, but I came away with so much more. The themes embedded in the installation struck a chord with me on several different levels.


Friday's version of Interactive Surveillance provided participants the opportunity to use wireless gyroscopic mice to manipulate simulated lenses on a large video display. The video displayed on the screen was a live feed from a camera located in the stairway leading to the second-floor gallery.  When both lenses converged on the screen, a picture was taken of the stairway scene, and then automatically sent to Flickr. Although it was possible for one person to take a picture of the scene holding a mouse in each hand, the experience was enhanced by collaborating with a partner.

In another area of the gallery, guests had the opportunity to use wireless mice to interact with previously recorded surveillance video on another large display.  The video depicted people crossing desert terrain at night from Mexico to the U.S. In this case, the digital lenses on the screen functioned as search lights, illuminating - and targeting- people who would prefer not to be seen or noticed in any way.  On a nearby wall was another smaller screen with the same video content displayed on the larger screen.  This interaction is demonstrated in the video below:



A smaller screen was set out on the refreshment table so participants could view the Flickr photostream of the "surveillance" pictures taken of the stairway.   On a nearby wall was a smaller digital picture frame that provided a looping video montage of Manning's photo/art of people crossing the border.

The themes explored in the original Interactive Surveillance include border surveillance, shadow, and identity, delivered in a way that creates an impact beyond the usual chatter of  pundits, politicians, and opinionators. The live installation provided another layer to the event by providing participants to be the target of the "stairway surveillance", as well as play the role of someone who conducts surveillance.    

Reflections:
In a way, the live component of the present installation speaks to the concerns of our present era, where the balance between freedom and security is shaky at best. It is understandable that video surveillance is used in our nation's efforts to protect our borders. But in our digital age, surveillance is pervasive. In most public spaces it is no longer possible to avoid the security camera's eye.  Our images are captured and stored without our explicit knowledge. We do not know the identities or the intentions of those who view us, or our information, remotely. 

We are numb to the ambient surveillance that surrounds us. We go about our daily activities without notice.  We are silently tracked as we move across websites,  dart in and out of supermarkets and shopping malls, and pay for our purchases with plastic.  Our SMART phones know where we are located and will give out our personal information if we are not vigilant, as our default settings are often "public".

It is easy to forget that the silent type of surveillance exists.  It is not so easy to ignore more invasive types of "surveillance".  We must agree to submit to a high degree of inspection in the form of metal detectors, baggage searches, and in recent weeks, uncomfortable physical pat-downs, for the privilege of traveling across state borders by plane, within our own country.  In some airports, we are subject to whole-body scans that provide strangers with views of our most private spaces. We go along with this effort and prove our innocence on-the-spot, for the greater good.   Conversely, we have multiple means of conducting our own forms of surveillance, through Internet searches, viewing pictures and videos posted to the web, and playing around with Google Streetview. 

As I wandered around the Dialect Gallery with my video camera, I realized that I was conducting my own form of surveillance, adding another layer to the mix.  Unfortunately, some of the time I had my camera pressed to "pause" when I thought I was filming, and vice versa, and as a consequence, I did not capture people using the wireless mice to interact with the content on the displays. I went ahead with my mission and created a short video reflection of my impressions of Interactive Surveillance.  If you look closely at the video between :40 and :47, you'll see some people from across the street from the gallery that I unintentionally captured, and now they are part of my surveillance.

Although the video below was hastily edited, it includes music and sounds from the iMovie library that approximated the "soundtrack" that formed in my mind as I experienced the exhibit.

To get a better understanding of Interactive Surveillance,  I recommend the following links:


Barbara Schrieber, Charlotte Viewpoint



Video Reflection of Interactive Surveillance (Lynn Marentette, 12/10/10)

Live Installation: Interactive Surveillance, by Annabel Manning and Celine Latulipe from Lynn Marentette on Vimeo.



Interactive Surveillance Website



Interactive Surveillance Flickr Photostream

LM3LAB's Useful Map of Interactive Gesture-Based Technologies: Tracking fingers, bodies, faces, images, movement, motion, gestures - and more

Nicolas Loeillot, of LM3LABS, has been ahead of the natural user interaction/ interface game for many years as his company has expanded. He's done quite a bit of deep thinking about the work of his company, and has used this wisdom to create a nice concept map that describes how LM3LABS' solutions fit into the world of gesture-based control and interaction:




In my opinion, this chart would make a great template for mapping out other natural interaction applications and products!


Here is the description of the concepts outlined in the chart:


"If all of them belong to the “gesture control” world, the best segmentation is made from 4 categories:
  • Finger tracking: precise finger tracking, it can be single touch or multi-touch (this latest not always being a plus). Finger tracking also encompasses hand tracking which comes, for LM3LABS products, as a gestures.
  • Body tracking: using one’s body as a pointing device. Body tracking can be associated to “passive” interactivity (users are engaged without their decision to be) or “active” interactivity like 3D Feel where “players” use their body to interact with content.
  • Face tracking: using user face as a pointing device. It can be mono user or multiple users. Face tracking is a “passive” interactivity tool for engaging user in an interactive relationship with digital content.
  • Image Tracking: Augmented Reality (AR) lets users use images (flyers, real products, t-shirts, faces,…) to interact with digital content. AR can be markerless or marker-based. Markerless technology has advantages but marker-based AR is easier for users to understand. (Please note here that Markerless AR is made in close collaboration with AR leader Total Immersion)."  -LM3LABS
   If you are interested in this subject and want to view some good examples of off-the-desktop interfaces and interactions, take a look at the LM3LABS blog, as well as Nicolas Loeillot's Vimeo channel.  Also take a look at the sample of posts I've written about LM3LABS over the last few years - the links are at the end of this post.

I love LM3LABS' Interactive Balloon:

Interactive balloons from Nicolas Loeillot on Vimeo.


Interactive Balloons v lm3 labs v2 (SlideShare)



Background
I first discovered LM3LABS when I was taking a VR class and researching interactive, immersive large displays in 2005 or 2006.  Back then, there wasn't much information about this sort of technology.  A lot has changed since then!


I've learned quite a bit from watching LM3LABS (and others) grow, given my passion for postWIMP interactive technology and my commitment to blogging about this subject.   Nicolas has really worked hard in this arena.  As early as 2005, LM3LABS was working with Scala to provide "smart" interactive displays, and his company's applications have been supported by computer vision technologies for many years, allowing for gesture-based, or "touch-less" interaction, as demonstrated by the Catchyoo Interactive Table.  This application caught my eye back in early 2007, when I was working on projects for large interactive displays for my HCI and Ubicomp classes, and was thinking about creating a table-top application.


My hunch is that LM3LABS has set the foundation for further growth in the future, given the lessons they've learned by taking risks with postWIMP technologies over the past few years!


Previous Blog Posts Related to LM3LABS:
Interactive Retail Book (Celebrating history of Christian Dior from 1948-2010 (video)
Ubiq Motion Sensor Display at Future Ready Singapore (video)
Interactive Virtual DJ on a Transparent Pane, by LM3LABS and Brief Ad
LM3LABS' Catchyoo Interactive Koi Pond: Release of ubiq'window 2.6 Development Kit and Reader
A Few Things from LM3LABS
LM3LABS, Nicolas Leoillot, and Multi-touch
More from LM3LABS: Ubiq'window and Reactor.cmc's touch screen shopping catalog, Audi's touch-less showroom screen, and the DNP Museum Lab.


About LM3LABS
"Founded in 2003 by a team of passionate researchers, engineers, designers, and marketers from various international backgrounds, focused on fast transformation of innovation into unique products, LM3LABS is a recognized pioneer in computer vision-based interactivity solutions. Keeping a strong customer focus, LM3LABS' team of unique people pioneers new directions, explores new concepts, new technologies and new interactions.  Engaging, playful and magic, LM3LABS' products and solutions are always scalable and reliable"

info@lm3labs.com

Note to readers:
Over the past couple of years there has been an explosion of postWIMP technologies and applications, and with this pace, it has been difficult for me to keep abreast of it all. There is quite a bit I miss, given my full time job and daily life!

I welcome information about postWIMP interactive technologies and applications from my readers.  Due to time constraints, not interest, I am not always able to post about a topic as soon as I'd like.  That is OK, as my intention is not to be the first blogger to spread the latest tech news.  I like to dig in deep when I can and make connections between innovative, interesting technologies and the people and ideas behind them. 




Nov 11, 2010

Interactive Touch-Screen Technology, Participatory Design, and "Getting It", Revisited

I've been planning on updating one of my popular posts, "Interactive Touch-Screen Technology, Participatory Design, and Getting It" for a while. 


Here is a compromise - since much still rings true two years since I wrote it, the bulk of this post remains the same.   I've updated a few sections with additional video examples of interactive touch-screen applications, good and bad, along with a few links and resources, located at the bottom of the post. 


(The missing piece of information?  An update about apps for the iPad and similar touch-screen tablets.)

Sit back and enjoy!


http://www.ehomeupgrade.com/wordpress/wp-content/uploads/hp_touchsmart_pc.jpghttp://www.wired.com/images/article/full/2008/08/han_interview_630px.jpg
-Images: HP; Wired

There's been some discussion over the reasons why so many people don't understand touch screen, or "surface" computing, even though research in this area has been going on for years.

As the new owner of the HP TouchSmart, I know that I get it.

The research I've conducted in this area suggests that people will "get-it" only if there is a strong commitment to develop touch-screen "surface" applications through a user-centered, participatory design process. In my view, this should incorporate principles of ethnography, and ensure that usability studies are conducted outside of the lab.


This approach was taken with
Intel's Classmate PC. Intel has about 40 ethnographic researchers, and sent many of them to work with students and teachers in classrooms around the world. (A video regarding ethnographic research and the Intel Classmate project can be found near the end of this post.)

http://download.intel.com/pressroom/kits/events/idffall_2008/images/Picture007.jpghttp://www.classmatepc.com/images/advocateImage.jpg
-Images: ClassematePC


Where to start?
K-12 classrooms and media centers. Public libraries. Malls. Hospital lobbies and doctor's offices. Any waiting room. Staff lounges in medical centers, schools, and universities. Community festivities and events. Movie theater lobbies. Museums and other points of interests.


I believe we need to take a "touching is believing" approach.

Here are some thoughts:
When I try to explain my fascination with developing touch-screen interactive multimedia applications, (interactive whiteboards, multi-touch displays and tables, and the like), many of my friends and family members eyes glaze over. This is particularly true for people I know who are forty-ish or over.

Even if you are younger, if you never saw the cool technology demonstrated in the movie Minority Report, or if you have limited experience with video games, or if you haven't came within touching distance of an interactive whiteboard, the concept might be difficult to understand.


The reality?
Even people who have the opportunity to use surface computing technology on large screens do not take full advantage of it. Multi-touch screens are often used as single-touch screens, and interactive whiteboards in classrooms are often serve as expensive projector screens for teacher-controlled PowerPoint presentations.


Most importantly, there are few software developers who understand the surface computing approach, even with the popularity of the iPhone and iPod Touch. Most focus on traditional business-oriented or marketing applications, and have difficulty envisioning scenarios for surface computing.  There is a need for a breath of fresh air!

Another factor is that not all people entrusted to market surface or touch screen computing fully understand it.
http://blogs.msdn.com/blogfiles/healthblog/WindowsLiveWriter/MicrosoftHUGWishyouwerehereDay2_82D3/IMG_0550_thumb.jpg
Despite a cool website showing off the goods, Microsoft's Surface multi-touch table has been slow to take off, limiting hope of bringing down the price tag to a price most families or schools could afford. (The picture above depicts an application for the Surface designed for health care professionals, not K-12 science education.)

Although you can't buy a Surface table for your family room, it is possible to buy a TouchSmart.  
HP's TouchSmart website is engaging and highlights some examples of touch-screen interaction, but most people don't seem to know about it. (Since this post was last written, there are many more touch and multi-touch options available to the public, such as the  Dell, the iPad, etc.)

Unfortunately, you wouldn't have a clue that the HP TouchSmart exists browsing the aisles at Circuit City or Best Buy!

When I was shopping for my new TouchSmart, I noticed that from a distance, the TouchSmart looked just like the other larger flat-screen monitors filling up the aisles. The salespeople at both stores were not well-informed about the system. The only reason I knew bout the new TouchSmart was related to my obsession with interactive multimedia touch-screen applications- designing them, developing them, studying them, reading about them, blogging about them.... ; }

More thoughts:

After studying HCI (Human-Computer Interaction), and relating this knowledge to what I know as a psychologist, my hunch is that the "Window Icon Mouse Pointing-device" (WIMP) and keyboard input mind-set is embedded in our brains, to a certain extent. Like driving a car, it is something automatic and expected. This is true for users AND developers. (Update - See The Post WIMP Explorers' Club: Update of the Updates for a review of a discussion among passionate post WIMP folks)

Think about it.

Suppose one day, you were told that you no longer were allowed to control your car by turning on the ignition, steering the wheel, or using your feet to accelerate, slow down, or stop the car! Instead, you needed to learn a new navigation, integration, and control system that involved waving your hands about and perhaps speaking a few commands.

For new drivers who'd never seen a car before, this new system would be user-friendly and intuitive. Perhaps it would be quite easy for 16-year-old kids to wrap their heads around this concept. For most of us, no. Imagine the disasters we would see on our streets and highways!

When we think about how newer technologies are introduced to people, we should keep this in mind.

In my mind, spreading the word about surface computing is not a "if you build it, they will come" phenomenon, like the iPhone. We can't ignore the broader picture.

From my middle-age woman's vantage point, I believe that it is important that the those involved with studying, developing, or marketing surface computing applications realize that many of us simply have no point of reference other than our experiences with ATMs, airline kiosks, supermarket self-serve lanes, and the like. (The video clip at the very end of this post provides a good example of touch-screen technology gone wrong.) -UPDATE: additional videos were added to this post.

Be aware that there are substantial numbers of people who might benefit from surface computing who prefer to avoid the ATMs, airline kiosks, and self-serve grocery shopping.

Realize that the collective experience with technology, in many cases, has not been too pretty. Many people have had such user-unfriendly experiences with productivity applications, forced upon them by their employers, that any interest or desire to explore emerging technologies has been zapped.

My own exposure to interactive "surface" related technology was somewhat accidental.
A few years ago, a huge box was deposited into the room I worked in a couple of days a week as a school psychologist at a middle school. After a week or so, I became curious, and found out that it was a SmartBoard. Until then (2002!), I did not know that interactive whiteboards existed.

The boxed remained unopened in the room for the entire school year, but no worry. I played with the only other SmartBoard in the school, and found a couple at the high school where I also worked. I hunted for all of the applications and interactive websites that I could find, and tried them out. That is when I was hooked. I could see all kinds of possibilities for interactive, engaging subject area learning activities. I could see the SmartBoards potential for music and art classes. With my own eyes, I saw how the SmartBoard engaged students with special needs in counseling activities. (By the way, if you are working with middle school students, PBS Kid's ItsMyLife website activities work great on an interactive whiteboard.)

A few years have passed, and reflecting on all of my fun experiences with interactive whiteboards, with and without students, I now understand that many teachers still have had limited exposure to this technology.

This school year, many teachers are finding themselves teaching in classrooms recently outfitted with interactive whiteboards, scrambling along with educational technology staff development specialists, to figure out how it works best with various groups of students, and what sort of changes need to be made regarding instructional practice.


For the very first time, interactive whiteboards were installed in two classrooms at one of the schools I work at. One of the teachers I know thanked me for telling her about interactive whiteboards and sharing my resources and links.

If I hadn't let her know about this technology, she wouldn't have volunteered to have one installed in her classroom. It has transformed the way she teaches special needs students.

In the few months that she's used the whiteboard, I can see how much it has transformed the way the students learn. They are attentive, more communicative, and engaged. The students don't spend the whole day with the whiteboard - the interactive learning activities are woven into lessons at various times of the day, representing true technology integration.

Now let's see what happens when all-in-one touch-screen PC's are unleashed in our schools!

UPDATE:  Take a look at a post I wrote for Innovative Interactivity just after SMART Technologies acquired NextWindow - the post describe in detail how interactive whiteboards are transforming learning and teaching in a program for students with special needs.
SMARTTechnologies Acquires NextWindow: A "smart window" to the world


There are some interesting changes going on at the intersection of HCI and educational technology research.  I participated in a workshop at CHI 2010 last April and was impressed by what is going on in this area, around the globe:   Next Generation of HCI and Education

Value of ethnographic research:
Ethnographic Research Informed Intel's Classmate PC
"Intel looked closely at how students collaborate and move around in classroom environments. The new tablet feature was implemented so that the device would be more conducive to what Intel calls “micromobility”. Intel wants students to be able to carry around Classmate PCs in much the same way that they currently carry around paper and pencil." -via Putting People First and Ars Technica

The video below is from Intel's YouTube Channel. Information about Intel's approach to ethnographic research in classrooms during the development of the Classroom PC is highlighted. This approach uses participatory design and allows the set of applications developed for the Classmate PC to reflect the needs of local students and teachers. Schools from many different countries were included in this study.




FYI: TOUCH SCREEN DISPLAYS:  NEED FOR IMPROVEMENT!

Touch Screen Coke Machine at the Mall: 90 Seconds to get a Coke


User-Unfriendly Interactive Display in the Rain (Ballantyne Village Shopping Center)

User-Unfriendly Information Kiosk Interactive Map
I encountered this puzzling and frustrating interactive directory/map at the Cleveland Clinic.  When I went to visit a relative at the hospital a year or so later, the map was no longer there.


BETTER EXAMPLES OF INTERACTIVE SCREENS:
Here are some interesting pictures from lm3labs, which are in my interactive usability hall of fame:

http://catchyoo.typepad.com/photos/uncategorized/2008/06/30/4654.jpghttp://farm3.static.flickr.com/2172/2233673451_6a48db8bff.jpg?v=0


Samsung's new Omnia SDG i900 was re-created in a much larger size, using lm3lab's Ubiq'window touchless technology.For more about lm3labs, including several videoclips, take a look at one of my previous posts: Lm3Labs, Nicolas Leoillot, and Multimedia Interaction

Midwife Toad App on a Microsoft Surface, Discovery Place Science Center


TellTable:  Digital Storytelling on the Surface:  Microsoft Research, UK


DECEMBER 31, 2009 -Interactive Soda Machine for Fun

The interactive screen on the Coke machine attracted the attention of this young child. He loved spinning the image of the bottle. So did the dad! He said, "I'd like something like this for my home!". I told him about the HP TouchSmart - both the dad and the mom did not know that there were affordable all-in-one touch screens available, but they knew about SMARTboards, because their children's classrooms had them.  Note:  No one from this family actually purchased a soft drink.  I was hoping to time how long it would take them to do so!



Some resources:
lm3labs (catchyoo, ubiq'window)
NUITeqNUI Group (See member's links)
Sparkon (See members links and multi-touch projects)

(More information and resources can be found by doing a "multitouch" or related search on this blog or The World Is My Interactive Interface.)

If you have plenty of time, take a look at my Post WIMP Explorers' Club YouTube playlist.
"Natural user interfaces, gesture interaction, multi-touch, natural interaction, post WIMP examples and more..."

FYI: I visited the Ballantyne Village shopping center a couple of months ago to follow up on the interactive displays, including the one I tried to use while it was raining.   The shopping center changed ownership, and the displays were replaced by the old-fashioned kind, pictured below:



Aug 10, 2010

Wendy Keay-Bright's ReacTickles revised for use on the multi-touch SMARTTable!

Wendy Keay-Bright works at the Cardiff School of Art and Design in the UK, and is part of the Sensory Design Research Group.   She has focused much of her research on interactive technologies and participatory design, working children with autism, educators, and others to create applications such as ReacTickles and ReactColors, originally designed for use on interactive whiteboards.  These applications have been found to be especially effective with young people who have autism spectrum disorders. ReacTickles has been updated for use on the SMARTTable, a multi-touch, multi-user interactive table that supports collaboration, depicted in the video clips below:




(Posted on agent4changenet's YouTube channel.)

RELATED
Tabletop ReacTickles looks like a SMART move
MerlinJohnOnline 4/25/10


Note: Wendy Keay-Bright is involved with the ESRC Technology Enhanced Learning ECHOES project, which stands for "Improving Children's Social Interaction through Exploratory Learning in a Multimodal Environment."

Jul 12, 2010

What is new at SMART Technologies? 3D-Ready SMART Board 600i, Mixed Reality Document Camera, Scholastic's Story Stage App for the SMARTTable, an IPO, and more!

A lot is happening at one SMART Technologies, one of my favorite "interactive" companies.  Not long ago, SMART Technologies, a company most known for interactive whiteboards found in classrooms and businesses, acquired one of my favorite interactive touch-screen display companies, NextWindow. (SMART Technologies' acquisition of NextWindow: A "smart window" to the world)

SMART Technologies is moving ahead into the world of augmented reality (AR) with a new document camera.  The company's latest interactive whiteboard, the fourth generation 600i,  is ready for stereoscopic 3D content, which is on the way via the Discovery Channel and other media companies.  The SMARTTable looks like it will be provided with more content, at least in the UK, where Scholastic has partnered with SMART Technologies to provide multi-touch and multi-student interaction via the collaborative Story Stage application.

For those with money to invest, SMART Technologies has filed for a proposed initial IPO (Initial Public Offering).


-The SMART Table at Wolfe School 

New SMART Document Camera 330 is mixed reality ready:  Document camera enables exploration of 2D, 3D, animated and audio-enriched content
"Mixed Reality Technology -Manipulate and explore 2D, 3D, text, animation and audio-enriched content on the SMART Board interactive whiteboard by placing a physical object bearing a digital marker under the SMART Document Camera lens"


SMART introduces next-generation SMART Board™ 600i: New projector lowers total cost of ownership and is 3D-ready
"Available in both standard and widescreen formats, the latest generation of the 600i system features an improved and easy-to-use extended control panel (ECP) and a fully integrated short-throw projector that is 3D-ready and has a longer lamp life. The newly designed ECP is mounted to the interactive whiteboard bezel, not to the wall, making it aesthetically pleasing and easier to install."


SMART and Scholastic to develop multi-touch educational content:  Story Stage application for SMART Table to encourage student creativity and collaboration
"Story Stage is an easy-to-use resource designed to facilitate collaborative literacy work. The interactive activities use digital puppets to encourage pairs or groups of children to work together to create their own imaginative retellings of familiar stories."


SMART Classroom Suite 2010 enhances interactive learning: New version offers improved wireless performance and greater support for formative assessment
"The software combines classroom management, assessment, lesson creation and assignment management tools in one offering."


RELATED
SMART Technologies Files for Proposed Initial Public Offering: Stock to be listed on NASDAQ and TSX
Scholastic Story Stage
SOMEWHAT RELATED
Updates: Cognitive "bursts", technology-supported interactive whiteboards, digital storytelling, social skills, and reflections about a new SMARTtable. (long post)
SMART Technologies' acquisition of NextWindow: A "smart window" to the world
InfoComm AV Whitepaper:
Reaching Learners: Immersive Education through Interactive Multimedia (pdf)
By Lynn V. Marentette, Sp.A., NCSP and Anthony Uhrick, VP Sales & Marketing, NextWindow "The value of an immersive approach to education, using multimedia technologies, over traditional classroom environments."












Also posted on the TechPsych blog.

Jun 26, 2010

A few links: GizmoWatch's 10 Interactive User Interfaces for the Future, CNN's Eatocracy, EVA 2010 and More!

Here's a quick link to a recent Gizmowatch post, Ten Interactive User Interfaces for the Future.  Bharat, the authro, reviews a variety of interfaces, input methods, and interaction techniques, such as Skinput, a water-based touch screen, a muscle-computer interface, air gestures, brain-computer systems, and even a mud-tub interface.


I was fortunate to see some of these interaction techniques and interfaces when I attended CHI 2010 this past April, and plan to share some of my photos and video clips from the conference on this blog soon.


Totally Unrelated


Online connection for foodies
Eatocracy is a new website within the CNN pages that provides news- and more- about all things related to food. The categories on the site include "main", "news", "bite", "sip", "make", "think", and "buzz".  The best part, in my opinion, is the heirloom recipe collection index, where people can upload and share family recipies and the stories behind them.


Here is the description of Eatocracy from the website:

Eatocracy  "is your online home for smart, passionate conversation and information about food news, politics, culture. We'll highlight regional and family recipes, dive into restaurants and food shopping, chat with celebrity and local chefs, and show you what's for dinner around the world tonight. Grab a place at the table and read with your mouth full."

Enjoy!

(The above is a repost from The World is My Interactive Interface)

Coming Soon
--More about 3D TV and Interactive TV
--Highlights from CHI 2010 (better late than never!)
--My experiments- SMARTTable, a game, interactive timeline prototype pictures...
--A post about Lieven van Velthoven's interesting Post-WIMP explorations - here are some links that he recently sent me:
As I took a peek at Lieven's video links, I noticed an interesting video mash-up Lieven created from the open-source code from the RadioHead's House of Cards music video and his One Million Particles app. I'll post them soon.

I'll try to get video, pictures, and commentary about EVA 2010.  EVA stands for Electronic Visualization and the Arts. "Electronic Information, the Visual Arts, and Beyond.

FYI
I'm in the process of sorting through and re-organizing my blogs, which have been around for over four years!  During this time, my blogs have attracted a growing number of readers. Because of this, I'd like to make things a bit user-centered.  So expect to see little changes here and there.  I promise I'll give my readers warnings in advance if I make any serious changes! 

If you are new to this blog, you should know that my blogs started out as on-line filing cabinets, open to the world.  Although there is a bit of overlap of material and some cross-posting between the blogs, they are arranged to serve as a paper-less way of keeping track of things that I've learned through my coursework, conference attendance, readings, and research. Since emerging technologies are high on my list of interests, I also use my blogs to share interesting things that cross my path.    
  
I changed the name of my World Is My Interface blog to The World Is My Interactive Interface.   "Off-the-desktop natural user interfaces, interaction, and user experience" are the main topics of the blog.  It sometimes includes information about ubiquitous computing and DOOH, otherwise known as Digital Out Of Home.

I plan to tinker with my TechPsych blog later on. It focuses on topics that are useful to psychologists, educators, special education teachers, speech and language therapists, health and wellness professionals, and parents.

Feel free to leave comments, as I welcome your input.

Mar 30, 2010

A Long Mix of Topics: Updates - Cognitive "bursts", technology-supported interventions, interactive whiteboards, digital storytelling, social skills, and reflections about a new SMARTtable.

UPDATED


In this post, I share some of my reflections about the new multi-touch SMARTTable that arrived last week at one of the programs I serve as a school psychologist.  I decided to update two posts I wrote in 2008, because they provide links and resources that will be useful to my colleagues as we explore this exciting technological tool.
We have a SMARTTable!  







The SMARTTable arrived last Thursday!  
I'll be meeting with some of my colleagues to review our growing library of digital content and figure out what sort of content and activities we can quickly import into the toolkit that came with the SMARTTable.  We also will  refine our ideas about a new application that we hope to enter in a contest sponsored by SMART Technologies.  (I have a few experiments I created using C#, WPF, and Visual Studio 2008 that I'd like to flesh out for the SMARTTable.  I'm counting on one of the teacher assistants, a retired computer programmer who is familiar with C++, to help, and hopefully, a few high school computer students.)


Note: The SMARTTable developer's SKD works on 32-bit Windows computers, according to a representative from SMARTTechnologies.  My computer is 64 bit.  I am investigating ways to work around this problem without having to spend additional money.  
Update:  Should be fine using Windows 7!

In the meantime, I'm thinking of ways the SMARTTable can be used for the students I work with to share their developing "sense of self" with others, focusing on the following questions:

Who am I? (Strengths, skills, preferences, barriers, etc.)
How do I feel? How do I share my feelings with others?
What are the coping strategies I can use when I feel upset?
What is my relationship to the physical world? (Objects, Places)
What is my relationship to the social world?     (Family, Community)
How can I share my sense of self with others?
How do I respond to what others share with me?

I have worked with students of all ages and abilities, usually in pairs or small  groups, on non-digital tables my entire career.  This is the case for many support professionals in the schools, such as school psychologists, school counselors, speech and language therapists, and literacy specialists.  In my case, I have over 20 years of activities related to just about any problem that has come my way.  Coming up with content isn't the problem - the challenge is figuring out how things can be transformed for use on the multi-touch tabletop.


I think the best approach is to focus on the activities I use  when I start a new group. Many of the teamwork and icebreaker activities  I use that help the students learn how  to participate in a group would translate nicely to a multi-touch table. These activities would be useful to counselors and speech and language therapists. They might also be useful to teachers when form new cooperative or collaborative learning groups in the classroom.  

I'm looking forward to learning how all of this can inter-operate:
Create

From what I understand, the computer running the SMARTTable was not intended for accessing internet applications, and does not have anti-virus software.  I mistakenly thought that since the table was Wi-Fi enabled, I could readily access all of the single-touch web applications I use with students.  Maybe things will change.  I imagine that educational websites optimized for multi-touch would be something worth considering for the future, especially if more school schools adopt tabletop technologies.   (It would be nice to have AAC devices, video cameras, laptops, handhelds, and the Internet included in this picture.)

(Below is information from a previous post)


Introduction
Over the past several years, I have worked closely with young people who have severe autism, and during this time, I have taken a variety of computer science, software information systems, and educational technology courses. Over time, I've integrated the use of technology, including digital photography and videography into my work. In some ways, it is still a much-unchartered territory.  Through this work, I've come up with some insights that I'd like to share.

Cognitive Bursts
I've noticed that many young people who are "on-the-spectrum" experience what I call "cognitive bursts", often around puberty, but also during the late teen and early 20's


To an untrained eye, these bursts might go unnoticed, or even minimized.  These bursts can't easily be captured through traditional psychological or educational assessments, since these tests were designed for more typically developing students. For example, a young person with ASD might not be able to make a choice in response to a test item by pointing. Another student might not be able to respond to a test item because they do not speak.  An individually-administered cognitive assessment might not generate "IQ" scores that fully reflect significant cognitive gains, especially when the student has delays in language development and working/short term memory deficits.

As a professional, I know that it is not appropriate to provide parents with false hope. I know that the tools we have for assessing cognitive growth among students with autism spectrum disorders are not adequate. For example, two students can have the same "IQ" at age 3, 5, 8- or any age, but function much differently at age 18 or 25.  This is especially true for young people who have attention problems, working memory deficits, and/or delays in language development relative to their non-verbal abilities.


My point is that we must take early cognitive assessment  scores with a grain of salt, and   ensure that there are multiple opportunities for meaningful assessment and significant intervention during other points of a young person's development.

In my opinion, the more severe the situation, the more intensive the intervention!

Special education for students with more severe disabilities has always focused on early identification and early intervention, and for much of my career, "early intervention" was my mantra.   Over the past few years, I have come to the realization that the focus on early intervention is only a small part of the bigger picture.   While some young people make tremendous gains through early intervention, some do not, and this does NOT suggest that they won't have the potential to make significant gains later in their childhood, teens, or early adulthood.   


By focusing primarily on early intervention, we might be missing the boat. We must do more across the young person's development through young adulthood (and of course, beyond.) Each child is different, and each brain's course of development is different. One child may be ripe for growth at 30 months of age, or at age 3 or 4. Another might start talking and initiating interactions at age 14, or begin to make sense of print at age 16! I know one severely autistic youth who was reading at an 8th grade level at age 22, something that probably would not have been predicted by those who worked with him during his early years.

From what I've observed in special education, cognitive bursts are often noticed by a team of perceptive teachers, therapists, and support workers, at which point meet to discuss ways to harness this opportunity to facilitate academic, communication, and at times, social interaction skills development. While this may not be the case for each student and in each school, it really does happen! 


When a student experiences a "burst", no matter how insignificant it might look on the surface, we are given a golden opportunity to fashion an integrated approach to moving the young person forward, and at the same time, help the student develop a more solid sense of self. For students with severe autism, this might be a key to opening up their world.

Technology can help.
Because each young person develops differently, it is important that interventions designed to facilitate this sort of growth be available at all points of development, not limited to the intensive support that is recommended for the youngest of this group. 
My mantra now is intervention, intervention, intervention, and INTENSIVE technology-supported intervention during periods of cognitive growth, across the developmental stages, as appropriate.

Here is what I've been doing:
I'm spending a higher percentage of my time observing students in a variety of settings, using video and digital photography to capture my observations. I am using digital content during my assessment process, and I'm using digital content for creating intervention activities that assist in measuring a student's progress over time.  


I am not alone in gathering digital content - at one of my schools, the speech and language therapist, the community-based vocational education teacher, and other teachers have still and video cameras on hand.  Every classroom in this particular school now has an interactive whiteboard (IWB), which has proven to be an effective means of sharing our digital content. The IWB is often used to provide the students with an opportunity to share their own digital content with others. By incorporating this digital content into curricular activities, were finding  that teens with autism can develop a sense of self, which in turn provides an internal  "anchor" that can scaffold their learning of social-interpersonal skills.  

What seems to be working?
I use quite a bit of digital content in my work. Some of it is generated by my colleagues, some of it I do myself, and some of the content is provided by parents.  I often take pictures and video of a student's familiar activities and settings, from the first-person point of view. To do this, I follow the student around in school, home, and/or community setting, and then shoot the various scenes as if I was in the young person's shoes.  In this way, the camera is a window to the student's world, as they see it. I supplement the video with digital photography of the same content, which then can be incorporated into an interactive PowerPoint or slide-show.   I share this content with my colleagues so they can incorporate it in their work.   

This content is used for digital social stories, preparing for community outings and job-trials, student-led IEPs, student-led presentations, and video modeling. 
I also spend some time taking video-clips and pictures of familiar
 items and objects the student encounters throughout the day, such as teaching materials that the teachers put up on the walls, computer screen shots, video clips of favorite songs and scenes from the television that the student watches, screen shots of educational software that the student uses, and so forth.

I use Kidspiration,  
Inspiration, Umajin, and Powerpoint for much of this work. These applications are user-friendly and provide multi-modal output.  In some applications, there is a text-to-speech component that is great for pairing words with visual representations.


How does this work? 
I usually sit beside a student in a comfortable, familiar spot, with my laptop placed where it can be accessed by both the student and myself. We look at the content together. For students who are used to using a switch, I have one available.

I've found that strategies that incorporate digital media provide a means for students to generated more language and communication. This is often initiated by the students!

With students who have autism spectrum disorders, establishing a connection, through digital photography and videography, focusing on familiar things is especially important. Taking the time to capture the student's world, from their perspective, is mandatory, in my opinion. By doing this, we are providing specific information that might help to answer unspoken questions that the young person has, but lacks the skills to formulate or articulate - for example, "Who am I, and what is my relationship to this physical world?"

By taking this approach, the adults - teachers, parents, assistants - who are involved with the student, can work to build a solid scaffold for further learning and interaction. Bit-by-bit, digital content - pictures, video clips, can be built into the process to facilitate social awareness and social-emotional interaction skills. By learning about familiar people, how they "tick", and how one should go about interacting with these people, the student might gain a sense of self within a social context.  We can help them answer the question we all have, at one time or another:
"Who am I, and what is my relationship to this social world?" 


Comments:

At the beginning of the 2008-09 school year, I started bringing in my HP TouchSmart PC to use with students multiple needs and those who have autism.   I've used software that takes advantage of the HP TouchSmart's duo-touch capabilities, and found that paired activities using this feature increase joint-attention behaviors, something that is important in the development of social interaction skills among young people with autism. We've used the video camera and Skype to "call" various classrooms, with the image displayed on the classroom's interactive whiteboard.  Now that every classroom has an IWB, there are possibilities for all sorts of communication activities between classrooms at the school level, and with others outside of the school. 

My mantra now is intervention, intervention, intervention, and INTENSIVE technology-supported intervention during periods of cognitive growth, across the developmental stages, as appropriate.



An Interactive Whiteboard in Each Classroom!
SMARTboards were installed in classrooms at Wolfe School during the current school year (2009-10), and have been well-utilized. Most of the teachers caught on very quickly after a short workshop and a little bit of experimentation.   I've noticed that my colleagues are motivated to explore interactive educational resources on the web and play around with the SMARTBoard resources as well.  The reason is that on the large screen, much of the content grabs the students' attention.  This provides the  teachers  a window of time to engage the students in learning and communication activities.   


All of this has taken place in a very short period of time. 

Ubiquitous IWBs have changed the way I conduct assessments of students with multiple or more severe disabilities. I've started using the SMARTboard for informal assessment, especially for students who have limited language abilities and do not point with precision.  For example,  the National Gallery of Art has a website just for young people, the "Kids Zone", and on this site are many activities that are great for IWB interaction.   
interactive landscapes
PLACES is a panoramic landscape activity that introduces children to the fundamentals of landscape and genre painting while offering a glimpse of life in rural America from the late 18th through the mid-19th century. Music and surprising animations enliven the scene, as children experiment with perspective, composition, color, and scale."   


The student can put all sorts of items on the screen, move them anywhere, and resize things.  It is a quick and fun way to see if they have mastered the concepts of size, number, direction, and so forth.  It also is a way to assess basic receptive vocabulary.

The interactive Jungle application on the SMARTBoard was also useful in eliciting joint attention:
Jungle interactive game

"Create an imaginary landscape online with the NGAkids JUNGLE interactive. Mix and match the colorful characters, control the environment by changing weather and lighting conditions, or construct flowers, trees, and plants using special tools. An "AUTO" button generates random compositions, so you can sample program options and experiment with special effects as a starting point for your own designs."

If you plan to use these activities for informal assessment, make sure you have a checklist of what you plan to assess, and also make sure you've spent some time exploring the applications in depth, using the IWB.  The best thing is to practice before you try this with a student. Better yet, see if you can get the student's teacher to practice with you.


JOINT ATTENTION
If you have an IWB in your classroom and you work with students who have autism spectrum disorders, it is good to think of ways you can harness this technology to encourage joint attention among your students.  Here is some information about joint attention, from one of my previous posts:

Joint Attention:Definition of Joint Attention from UConn:
"Joint Attention is the process of sharing one’s experience of observing an object or event, by following gaze or pointing gestures. It is critical for social development, language acquisition, cognitive development…"

http://eigsti.psy.uconn.edu/jt_attn.JPG
Establishing joint attention is an important step in the development of social interaction skills among young people who have autism spectrum disorders.

Joint Attention Study Has Implication for Understanding Autism Science Daily, 9/29/07
Asperger-Advice: Joint Attention
Autism Games: Joint Attention and Reciprocity
Why is joint attention a pivotal skill in autism?
Tony Charman
Philos Trans R Soc Lond B Biol Sci. 2003 February 28; 358(1430): 315–324.


UPDATED POST FROM 9/2008

Resources for the (therapeutic) use of digital and multimedia storytelling and social stories for children and teens...

One of the most popular posts on this blog is  Interactive Multimedia for Social Skills, Understanding Feelings, Relaxation, and Coping Strategies.  If you are interested in this topic, check out the extensive resources, which I'm in the process of updating. Below are some resources and links for those of you who are interested in digital multimedia story telling or digital social stories with young people. Although some of the resources are specific to children or teens with autism spectrum disorders, I've also included information that is appropriate for use in regular classroom settings. 


Digital Storytelling and 21st Century Skills (pdf)
This nine-page primer is useful for anyone interested in learning how to create digital stories or develop digital storytelling activities with young people. The information was provided by David Jakes, an instructional technology coordinator for Community High School District 99 in Downers Grove, IL, provides a good case for digital storytelling and an outline of the process of implementing related activities at the high school level. David Jakes has a website, Jakesonline.org, that contains additional resources about digital storytelling, including strategies for instruction. The website also provide information about collaborative tools and a collection of extensive web resources.
Center for Digital Storytelling
USING MULTIMEDIA SOCIAL STORIES TO INCREASE APPROPRIATE SOCIAL ENGAGEMENT IN YOUNG CHILDREN WITH AUTISM pdf
Selda Ozdemir, Turkish Online Journal of Educational Technology, July 2008, V7(3)
Encouraging Positive Behavior with Social Stories: An Intervention for Children with Autism Spectrum Disorders pdf   Shannon Crozier, Nancy M.Sileo Teaching Exceptional Children, July/August 2005 pp. 26-31 This article provides information that supports a systematic method of implenting social stories that is integrated into a student's Functional Behavioral Assessment and IEP.


Process: 
• Team identifies the need for behavior intervention.
• Functional assessment is completed.
• Social stories included in behavior plan.
• Social story is written.
• Social story is introduced and progress is monitored with data.
• Success is evaluated with data.
An evaluation of the integrated use of a multimedia storytelling system within a psychotherapy intervention for adolescents. (pdf)
"This paper explores the use of multimedia stories in psychotherapy and mental health service delivery with teenagers. It describes a study currently being conducted with adolescents attending the Child and Adolescent Mental Health Service at the Mater Hospital Dublin, Ireland measuring the effectiveness of a therapeutic group work intervention for adolescents experiencing depression, anxiety and other mental health issues. The intervention is essentially a Cognitive Behavioural Therapy (CBT) programme that uses an animated story building system in combination with a series of short movie vignettes to help clients develop their own coping skills, express their experiences creatively and increase their ability to communicate their emotions effectively."


Current Autism Research on Social Stories (Vol 2, Issue 8; August 2007) Positively Autism
Multitimedia Instruction of Social Skills  (CITEd Research Center- Center for Implementing Technology in Education: Multimedia Technologies) This link provides extensive information about on-line resources for programs that simulate social interaction. It also includes information about the use of social stories with students, and resources for putting together multimedia social stories. Included are some summaries of research about multimedia social stories and the use of multimedia for instructional activities. Be sure to explore the rest of the CITEd site when you have the time.


Scott Bellini is a psychologist who focuses on video modeling. He is the director of Access Autism:
Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 36, 80-90. 
Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 261-284.
RELATED
Post: Special issue on Multimedia, Media Convergence, and Digital Storytelling
Digital Stories Targeting Social Skills for Children with Disabilities. Cori More (PRO-ED Journal, 2008)
Digtal/Multimedia Storytelling
 from A Storied Career: Kathy Hansen's Blog to explore traditional and postmodern forms/uses of storytelling
Digital Storytelling - Katie Christo's Wiki - how-to, resources, tutorials, rubrics, lesson plans, digital storytelling across the curriculum, etc.
The Story-Centered Curriculum
 - eLearn Magazine
Mind Reading: An Interactive Guide to Reading Emotions

Mind Habits: The Stress Relief Game
SMARTTable Special Report
VITA: Visual Thinking in Autism, Georgia Tech