Edge903 Project
View more presentations from xyz01.
Thursday, 29 October 2009
Saturday, 19 September 2009
3 Websites - esoteric words & phrases
1. Abstract thought
A function of the self experssing itself though the higher mental or causal body.
http://www.lumosity.com/
2. Aspiration
From the Latin "ad" - to and "spirare" - to breathe, to breathe towards. Aspiration must precede inspiration, a burning desire and a fiery determination.
http://www.myspace.com/aspirationdsm
3. Aura
A sutble or invisible essence or fluid which emanates from human and aniamal bodies and even thighs. It is psychic effluvium, partaking of both mind and boday. It is electo-vital and electro - mental. Etheric, astral, mental bodies.
http://www.blogcatalog.com/blogs/aura-perpetua.html
A function of the self experssing itself though the higher mental or causal body.
http://www.lumosity.com/
2. Aspiration
From the Latin "ad" - to and "spirare" - to breathe, to breathe towards. Aspiration must precede inspiration, a burning desire and a fiery determination.
http://www.myspace.com/aspirationdsm
3. Aura
A sutble or invisible essence or fluid which emanates from human and aniamal bodies and even thighs. It is psychic effluvium, partaking of both mind and boday. It is electo-vital and electro - mental. Etheric, astral, mental bodies.
http://www.blogcatalog.com/blogs/aura-perpetua.html
Human Computer Interaction
Table of content
1. Introduction
2. Definitions
3. HCI Goals
4. Interaction levels
5. Web page components
6. Bandwidth and access technology
7. HCI methodologies for E-learning
8. Conclusion
Reference
1. Introduction
2. Definitions
3. HCI Goals
4. Interaction levels
5. Web page components
6. Bandwidth and access technology
7. HCI methodologies for E-learning
8. Conclusion
Reference
1. Introduction
In the recent years, investments have significantly increased in the global e-learning’s market. According to a conservative estimate from e-Learning global strategic business report, e-learning worldwide will continue to grow and surpass $52.6 billion by next year (GIA 2006). As the most successful commercial medium of e-learning, the common understanding of e-learning also relates to Human Computer Interaction (HCI) (S. Codone, 2001, p4-15). HCI is the research of how to increase interacts with computer. By using the internet as a delivery medium to facilitate and enhance learning, HCI has been widely adopted by many higher education institutions.
As HCI is a major feature of e-Learning, most instructional institutions desire highly interactive e-Learning courses to both engage learners and motivate learner involvement. Highly interactive learning can cause more reaction and learner interaction, and eventually facilitate learning outcomes and increase knowledge retention (S. Codone, 2001, p4-15). Moreover, some of the key words of HCI are efficient, user-friendly and intuitive (D. Ceperley, S. Dandekar & J. Eddy). Efficient means the user can process the information with less time more outcome. User-friendly means users are attractive to the software while they are doing tasks. Intuitive means how easily users understand the instruction while using the programs.
There are three main types about HCI research such as User-machine, User-machine-User and User-machine-Trainer interaction. User-machine type is focus study the interaction only between the users and machines. For example, student is doing some online quiz. User-machine-User means that users can interaction each others by machines. For instance, students exchange the ideas about online quiz in chatting room. User-machine-Trainer is about interaction between the students and teachers. For example, teachers answer student’s question on online-board.
The purpose of this essay is to investigate the HCI on User-machine in different interaction levels and knowledge types.
As HCI is a major feature of e-Learning, most instructional institutions desire highly interactive e-Learning courses to both engage learners and motivate learner involvement. Highly interactive learning can cause more reaction and learner interaction, and eventually facilitate learning outcomes and increase knowledge retention (S. Codone, 2001, p4-15). Moreover, some of the key words of HCI are efficient, user-friendly and intuitive (D. Ceperley, S. Dandekar & J. Eddy). Efficient means the user can process the information with less time more outcome. User-friendly means users are attractive to the software while they are doing tasks. Intuitive means how easily users understand the instruction while using the programs.
There are three main types about HCI research such as User-machine, User-machine-User and User-machine-Trainer interaction. User-machine type is focus study the interaction only between the users and machines. For example, student is doing some online quiz. User-machine-User means that users can interaction each others by machines. For instance, students exchange the ideas about online quiz in chatting room. User-machine-Trainer is about interaction between the students and teachers. For example, teachers answer student’s question on online-board.
The purpose of this essay is to investigate the HCI on User-machine in different interaction levels and knowledge types.
2. Definitions
Human computer interaction (HCI) is commonly understands as the interaction between people and computers (D. Ceperley, S. Dandekar & J. Eddy). According the Association for Computing Machinery (ACM) defines HCI as "a discipline concerned with the design, evaluation and implementation of interactive computing systems for human use and with the study of major phenomena surrounding them." (Sigchi) This definition has well explained the concept of HCI compare with the common definition.
Since HCI is mainly on interaction users and machines in conjunction. In other words, there are gathering information and knowledge on both user and computer side. On the user side, techniques are in human factors, social sciences and cognitive psychology etc. For instance, to understand how interface works, cognitive science need to be carefully studied. As Edwin (2000) effectively points out that, characterize of cognitive processes focus on propagation and transformation of representations. On computer side, techniques need in operating systems, ADSL, programming and learning management system. Bandwidth is the primary factor that affects the development of learning content. The amount of available bandwidth determines whether or not learning content can contain audio, video and animations. For downloading or streaming large media files such as audio and video, a faster connection is needed (E. Munzer, 2002).
HCI is also different from other related fields such as human factors, ergonomics and personal information management (Sigchi) (P. Zhang, F. F.-H. Nah & J. Preece, 2004 (Usability Professionals’ Association, 2005). Human factors are focus any kinds of machines or designed artifacts used for interaction. For HCI, it is more about human interactive with computers and related development which supports it. "Ergonomics (or human factors) is the scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimize human well-being and overall system performance (International Ergonomics Association, 2000). In other words, ergonomics is more about physical stress and industrial design such as mice and keyboards. Personal information management refers to people work together on computer bases or many not, in order to achieve roles and responsibilities (W Jones, 2006). On the other hand, HCI emphasis computer based and study activities.
In additional, HCI is collaborated between human and computer in both synchronous and asynchronous. Synchronous collaboration means user and computer are communicating at real time event. Asynchronous collaboration means there will be time delay between user and computer. For example, when user is watching the video or chatting with other users, it is synchronous collaboration. When teacher release online quiz and check the result on next day, it is asynchronous collaboration.
3. HCI Goals
A basic goal of HCI is to increase the interactions between human and computer by useful-interface, learning environment and user’s feedback. Specifically, HCI is concerned with (D. Ceperley, S. Dandekar & J. Eddy):
Moreover, HCI’s developers are interested in implement new methodologies, experimenting with new advance techniques in both hardware and software, testing new concept and models of interaction.
4. Interaction levels
Developing learning content at different HCI levels will lead to different development costs and efficacy. The learning content at higher interactivity levels will require more time and effort to produce. Thus, the instructional designer should determine the interactivity level before the learning content is developed as it will directly affect the cost of learning content development.
To create learning content for WBT, instructional HCI should be considered because they are more likely to attract learner interest and provide mental stimulation. Interactive learning content not only engages the learner in meaningful learning activity, but also improves learning outcomes by enhancing the learning experience. Highly interactive learning content allows learners to communicate with the content, and provide further information based on the learners’ feedback (B.J. Schone, 2008). This type of highly interactive learning content usually involves organized learning activities with combinations of text, graphics, audio, video, and animations. To evaluate interactive learning content, S. Codone (2001) provided descriptions of four interactivity levels in e-Learning, as outlined below:
B.J Schone also provides similar classification for interaction levels such as passive, limited interaction, complex interaction and real-time interaction (B.J. Schone, 2008).
The passive interaction is still representing the major interactivity level for e-learning. The advantage of this interactive level is that users have very fast access to learning content, and some learning resource can be easily upload to most of the portable devices. However, students may find out that reading large learning content that is very boring. Hence, the learner has low efficient and active for interactive level 1 website.
For limited interaction, there will be more options of display the learning material such as pop-ups, graphic representation, rollovers and simple animations. Students will be more attractive to websites which reach interaction level 2 standards. The disadvantage of interaction level 2 is that the internet connection is important for delivering the learning contents. For people who have slow internet connection, there will be long waiting time. As the technology grows, the interaction level 2 will be magisterial in next few years.
After that, complex interaction involves more complex simulation and back-end process such as flash, 3D images and sequencing graphics. Hence, student gains benefit on more learning efficiency and outcome on web pages have interaction level 3 standards. The disadvantage of this level is complex programs have low reliability and availability. For example, complex simulations requires students enter actual information otherwise there will be errors and fault. Even for trainers, they must have the knowledge in order to operate complex simulation and programs. The internet connection can also be the problem during the leaning content’s delivering. Based on the technology growth, interaction level 3 can achieve in next decade.
The last, real-time interaction is the ultimate solution for HCI. It is also one of the long term goals of HCI. People will be engaged life-like set of complex training time. It also creates a collaborative learning environment between trainer and learner. However, the disadvantage will be worse than the complex interaction level under the circumstance.
Since HCI is mainly on interaction users and machines in conjunction. In other words, there are gathering information and knowledge on both user and computer side. On the user side, techniques are in human factors, social sciences and cognitive psychology etc. For instance, to understand how interface works, cognitive science need to be carefully studied. As Edwin (2000) effectively points out that, characterize of cognitive processes focus on propagation and transformation of representations. On computer side, techniques need in operating systems, ADSL, programming and learning management system. Bandwidth is the primary factor that affects the development of learning content. The amount of available bandwidth determines whether or not learning content can contain audio, video and animations. For downloading or streaming large media files such as audio and video, a faster connection is needed (E. Munzer, 2002).
HCI is also different from other related fields such as human factors, ergonomics and personal information management (Sigchi) (P. Zhang, F. F.-H. Nah & J. Preece, 2004 (Usability Professionals’ Association, 2005). Human factors are focus any kinds of machines or designed artifacts used for interaction. For HCI, it is more about human interactive with computers and related development which supports it. "Ergonomics (or human factors) is the scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimize human well-being and overall system performance (International Ergonomics Association, 2000). In other words, ergonomics is more about physical stress and industrial design such as mice and keyboards. Personal information management refers to people work together on computer bases or many not, in order to achieve roles and responsibilities (W Jones, 2006). On the other hand, HCI emphasis computer based and study activities.
In additional, HCI is collaborated between human and computer in both synchronous and asynchronous. Synchronous collaboration means user and computer are communicating at real time event. Asynchronous collaboration means there will be time delay between user and computer. For example, when user is watching the video or chatting with other users, it is synchronous collaboration. When teacher release online quiz and check the result on next day, it is asynchronous collaboration.
3. HCI Goals
A basic goal of HCI is to increase the interactions between human and computer by useful-interface, learning environment and user’s feedback. Specifically, HCI is concerned with (D. Ceperley, S. Dandekar & J. Eddy):
- Proper functionality: to make sure that software function as it is expected. For instance, online quiz needs to identify the capital and non-capital words when users enter the answer.
- Consistency: task or questions need to be sort in sequence order, e.g. users can easily understands that the parts for short questions needs to typing answer in a answer box, the parts for multiple choose only need to clicks a button.
- Standardization: program the learning steps by logical sequence. For example, teaching students about C program language, then explain the C++ program language.
- Reliability: software need to be function without flaw. For instance, online learning environment must be function well during the learning period.
- Security and Data Integrity: software classifies users by level of authorities and also protects important learning contents. E.g. students can only access the learning resource, but teachers can be able to upload or change learning content or instruction.
- Integration: combine multi-software during learning content deliver in order to achieve good efficiency.
- Portability: portable devices are also part of online learning environment. For example, lap top and smart phone can access learning content by wireless communication technique.
- Availability: software need be easy to understand and use for all users. For instance, some of the expensive and powerful software are only for professionals. Beginners are only likely using simple programs.
Moreover, HCI’s developers are interested in implement new methodologies, experimenting with new advance techniques in both hardware and software, testing new concept and models of interaction.
4. Interaction levels
Developing learning content at different HCI levels will lead to different development costs and efficacy. The learning content at higher interactivity levels will require more time and effort to produce. Thus, the instructional designer should determine the interactivity level before the learning content is developed as it will directly affect the cost of learning content development.
To create learning content for WBT, instructional HCI should be considered because they are more likely to attract learner interest and provide mental stimulation. Interactive learning content not only engages the learner in meaningful learning activity, but also improves learning outcomes by enhancing the learning experience. Highly interactive learning content allows learners to communicate with the content, and provide further information based on the learners’ feedback (B.J. Schone, 2008). This type of highly interactive learning content usually involves organized learning activities with combinations of text, graphics, audio, video, and animations. To evaluate interactive learning content, S. Codone (2001) provided descriptions of four interactivity levels in e-Learning, as outlined below:
- Interactivity Level 1 (Low Interactivity): Learning content at this level is normally used for introducing an idea or concept in a linear format which can be considered as a ‘page turner’. As a result, learning content in level 1 is encapsulated in read-only file formats such as PDF or Microsoft PowerPoint; learners have little or no control over the learning sequences or time events within the content. Minimal interactivity is required from content composed of pure text, simple graphics, clip art and simple forward/backward navigation (S. Codone, 2001).
- Interactivity Level 2 (Moderate Interactivity): Learning content at this level is normally used for demonstrating non-complex operations such as simple procedures and steps or complex knowledge presentations. Graphics and simple animations such as GIF or Flash with accompanying audio narration are widely used to present emulations or simulations. Content navigation often includes menus, forward/backward navigation, index map pages, and branching and glossaries, which offers more control over the content compared to level 1 (S. Codone, 2001).
- Interactivity Level 3 (Intermediate Interaction): Learning content at this level is normally used for explaining more complex information such as the operation of a system or equipment, model procedures or complex images. Learners are allowed to take an increased level of control over the content. Learning content with multiple screens or windows often embed video, graphics or a combination of media files designed to provide tutorials to the user in this level (S. Codone, 2001).
- Interactivity Level 4 (Advanced Interaction/Simulation): Learning content at this level is normally used for detailed presentations and highly complex information. Learners are allowed to take almost full control over the learning content. Extremely complex animations and videos with full interaction are adopted in the learning content for demonstrating complicated operations and maintenance procedures, and all of the elements of levels 1-3 may also be adopted in this level (S. Codone, 2001).
B.J Schone also provides similar classification for interaction levels such as passive, limited interaction, complex interaction and real-time interaction (B.J. Schone, 2008).
The passive interaction is still representing the major interactivity level for e-learning. The advantage of this interactive level is that users have very fast access to learning content, and some learning resource can be easily upload to most of the portable devices. However, students may find out that reading large learning content that is very boring. Hence, the learner has low efficient and active for interactive level 1 website.
For limited interaction, there will be more options of display the learning material such as pop-ups, graphic representation, rollovers and simple animations. Students will be more attractive to websites which reach interaction level 2 standards. The disadvantage of interaction level 2 is that the internet connection is important for delivering the learning contents. For people who have slow internet connection, there will be long waiting time. As the technology grows, the interaction level 2 will be magisterial in next few years.
After that, complex interaction involves more complex simulation and back-end process such as flash, 3D images and sequencing graphics. Hence, student gains benefit on more learning efficiency and outcome on web pages have interaction level 3 standards. The disadvantage of this level is complex programs have low reliability and availability. For example, complex simulations requires students enter actual information otherwise there will be errors and fault. Even for trainers, they must have the knowledge in order to operate complex simulation and programs. The internet connection can also be the problem during the leaning content’s delivering. Based on the technology growth, interaction level 3 can achieve in next decade.
The last, real-time interaction is the ultimate solution for HCI. It is also one of the long term goals of HCI. People will be engaged life-like set of complex training time. It also creates a collaborative learning environment between trainer and learner. However, the disadvantage will be worse than the complex interaction level under the circumstance.
5. Web page components
In order to investigate the relationship between the interaction level and WBT page components, S. codone provide a case study on low-level 2 interactions (S. Codone, 2001). For this particular interaction level, most of the web pages contain text, graphics, animations, narrations and interface components (S. Codone, 2001). The details are list below:
Based on the factors list above, the interaction level 2 standard’s web page requires from 80 to 440 kb. Moreover, higher interaction level requires larger page size, but the learning efficiency and outcome is not proportion to the size of the web pages. In additional, animation could be the best application for web page implement. The advantages are small in size, easy to create and delivery in common web browser.
6. Bandwidth and access technology
For e-learning case, bandwidth means that speed of the learner’s connection to the Internet. The amount of available bandwidth determines whether or not learning content can contain audio, video and animations. In another word, education department have provide high interaction level’s web page, users need quality bandwidth be able to accesses those web page. Table 1 illustrated time requires downloading web pages by several Internet connections’ bandwidth in ideal condition. For peak-time, there will be certainly increasing time for downloading those webpage.
- Interface: User’s computer need to send file request to server and server send permissions back to user side such as cache and cookie. User usually only need to download once, then it will store into computer for short period such as one day. The typical cache size is about 10 to 20 kb (S. Codone, 2001).
- Text: Webpage normal is formed by text, but the side is limit from 1 to 10 kb (S. Codone, 2001).
- Graphics: the graphics is one of the main characteristic of level 2 interactions. The more complex graphics need bigger file size such as from 3kb to 160 kb (S. Codone, 2001).
- Animations: Since the level 2 interactions only contain simple flash animation, the animation size is limited from 10kb to 100kb or higher (S. Codone, 2001). In additional, level 3 interactions need much more animations and its size can go up to 400 kb or higher, and it also requires plug-ins such as Java Script.
- Narration: Some of the tasks and assessment requires audio system during their performance. For normal quality of .wav format, 15 words in 4 seconds is about 55 kb, 30-45 words in 17 seconds need 150 kb (S. Codone, 2001).
Based on the factors list above, the interaction level 2 standard’s web page requires from 80 to 440 kb. Moreover, higher interaction level requires larger page size, but the learning efficiency and outcome is not proportion to the size of the web pages. In additional, animation could be the best application for web page implement. The advantages are small in size, easy to create and delivery in common web browser.
6. Bandwidth and access technology
For e-learning case, bandwidth means that speed of the learner’s connection to the Internet. The amount of available bandwidth determines whether or not learning content can contain audio, video and animations. In another word, education department have provide high interaction level’s web page, users need quality bandwidth be able to accesses those web page. Table 1 illustrated time requires downloading web pages by several Internet connections’ bandwidth in ideal condition. For peak-time, there will be certainly increasing time for downloading those webpage.
Table 1: Page size VS bandwidth
Based on table 1, in order to downloading interaction level 2 webpage, (440 kb) it needs about one minute on dial up’s bandwidth. For ADSL 1 and Wireless case, the time requires to downloading the same web page will take less time but it is much more expensive to install them.
7. HCI methodologies for E-learning
HCI seek interaction method to achieve effective learning outcome. Trainers also choose right interaction method for different purpose such particular course requirement. Some of the popular HCI methods are list below:
8. Conclusion
In WBT, high quality HCI level can facilitate positive learning outcomes by attracting and maintaining the learners’ attention. To design and develop an HCI’s e-Learning course, significant investments in interaction and graphic design are needed. Content developers may create new audio, video and animation files to achieve the high interactivity level, thus the development costs depend on the interactivity level of the designed learning content. In fact, available bandwidth can be considered as a guideline when determining the interactivity level of the learning content. Moreover, HCI also uses many methodologies for E-learning such as Myth or Fact, Interactive Timelines, Story-Based Questions, Simple Game-based Interactions and Virtual Products / Virtual Labs.
Furthermore, HCI is also implementing in industry and business such as Input and Output. Input refers the command enters to machines and equipments. Output refers the responding by machines such as error, warning and instruction. By creating effective HCI environment, it wills attractive more users to interactive with machines in the further.
7. HCI methodologies for E-learning
HCI seek interaction method to achieve effective learning outcome. Trainers also choose right interaction method for different purpose such particular course requirement. Some of the popular HCI methods are list below:
- Myth or Fact: Trainer provides a series of evidence, and then students need to regroup them in logical order (B.J. Schone, 2008). This helps students to dispel common misconceptions. For instance, teacher provides some physical phenomenon with scientific explanation. Students need to identify the statement are right (Myth) and which wrong (Fact). Level of Interaction is 2.
- Interactive Timelines: Timeline means the grows or history of important events, it could be very short up to minute or very time up to years (B.J. Schone, 2008). This is very logical and scientific way to present some complex event rather than simple words. For example, chemistry teacher can collect the information with each chemic reaction’s period. Then teacher can put that information in a timeline sequence and post to online environment for student to view or download. Level of Interactive is also 2.
- Story-Based Questions: teachers try to create back ground for complex questions or procedures by using text, video and images (B.J. Schone, 2008). Hence, complex questions can be attractive and easily to understand. For instance, teacher present a finance crisis as story with images and text to explain the when, why and how about this instance. The interactive level is depends on the complex of images and video, normally it is 3.
- Simple Game-based Interactions: For high school student, teacher can choose easy computer games to deliver concept and knowledge (B.J. Schone, 2008). For high education purpose, this could also apply to many subjects such as chemistry and computer science. In additional, many teaching based computer games are free and easy to customaries. The interaction level also depends on the complex of the computer game, often it is 3.
- Virtual Products / Virtual Labs: As the word, creating virtual experimenting environment give many advantages for students (B.J. Schone, 2008). Firstly, it will avoid many danger situation such as chemical experiment involves contaminates or explosives. Secondly, it will reduce the cause of experimenting cost. Virtual prototype of products is used on many business applications. The interaction level can be complex from 3 to 4.
8. Conclusion
In WBT, high quality HCI level can facilitate positive learning outcomes by attracting and maintaining the learners’ attention. To design and develop an HCI’s e-Learning course, significant investments in interaction and graphic design are needed. Content developers may create new audio, video and animation files to achieve the high interactivity level, thus the development costs depend on the interactivity level of the designed learning content. In fact, available bandwidth can be considered as a guideline when determining the interactivity level of the learning content. Moreover, HCI also uses many methodologies for E-learning such as Myth or Fact, Interactive Timelines, Story-Based Questions, Simple Game-based Interactions and Virtual Products / Virtual Labs.
Furthermore, HCI is also implementing in industry and business such as Input and Output. Input refers the command enters to machines and equipments. Output refers the responding by machines such as error, warning and instruction. By creating effective HCI environment, it wills attractive more users to interactive with machines in the further.
Reference
[1] Global Industry Analysts, Inc., "E-Learning - Global Strategic Business Report", U.S., June 2006, pp. III-1.
[2] S. Codone, 2001, Nov., An E-Learning Primer, Raytheon Interactive Pensacola, Florida, pp. 4-15. Access date 7/9/09, URL:
http://faculty.mercer.edu/codone_s/elearningprimer.PDF
[3] Daniel Ceperley, Sangita Dandekar & Joshua Eddy, ”HCI- Making the computer work for the human” Access date 8/9/09, URL: http://repo-nt.tcc.virginia.edu/classes/200r/projects/fall_1999/hci/overview.html
[4] Sigchi, “ACM SIGCHI Curricula for Human for Human-Computer Interaction” Access date 10/9/09, URL:http://www.sigchi.org/#2_1
[5] E. Munzer, 2002, Nov., Managing the E in E-learning, E-Learning 1.0. Access date 11/9/09, URL: Available: http://www.astd.org/LC/2002/1102_munzer.htm
[6] Ping Zhang, Fiona Fui-Hoon Nah & Jenny Preece, 2004 “HCI studies in Management Information System”, Access date 12/9/09, URL
http://ait.unl.edu/fnah/BIT_Editorial.pdf
[7] Usability Professionals’ Association, 2005, Access date 13/9/09, URL:
http://www.usabilitybok.org/related/hci-orgs
[8] W Jones, 2006, “Annual review of information and technology”, vol. 41, p 453, Access date 15/9/09, URL:
http://books.google.com/books?
[9] B.J. Schone, 2008, Sept, Engaging Interactions For eLearning, ebook, eLearningWeekly, U.S. Access date 16/9/09, URL:
http://www.elearningpulse.com/eBook/EngagingInteractionsForELearning.pdf
[10] M. C. Rodriguez, A. Ooms & M. Montanez, 2008, "Students' Perceptions of Online-learning Quality given Confort, Motivation, Satisfaction, and Experience", Vol. 7,No. 2, p 105-125. Access date 17/9/09, URL:
http://www.ncolr.org/jiol/issues/PDF/7.2.2.pdf
Sunday, 13 September 2009
The iPhone is a GSM, Internet-connected, multimedia smartphoe designed and marketed by Apple Inc.
The first-generation phone hardware was EDGE; the second generation added UMTS with 3.6 Mbps HSDPA; the third generation increase it to 7.2 Mbps. This also indicate the iPhone has extraordinary upload and dowload speed. In other words, iPhone is passible for video conference.
The most popular design is the 9 cm touchscreen (320*480 px at 6.3 px/mm) with scrath-resistant glass. People can use their figure for dial out the number or play games on iPhone.
The interface is based around the home screen as shows on the picture. Most of the application normally run one at a time, although some functinality is still available when palying game or making a call.
http://en.wikipedia.org/wiki/Iphone
Saturday, 12 September 2009
Reading Response
The article explains the importance of sociable technology and author’s suggestion of the design issues.
1. Brief introduction
In modern world, there are two controversial issues about using advance technologies. One issue states that using those technologies makes everyday life much easier and they must be widely used. Another issue, in contrast to the first one, believes that those technologies have many disadvantages and therefore it should not be used at all. Apparently, both issues are very critical on our technology development. Author has point out the possibility of sociable design to compensate both matters.
2. Description of contents
Author is presenting a real life example in order to prove the important of sociable design. In short words, there is a woman insert the parking ticket into the ticket machine, but the ticket machine wouldn’t return her ticket. Apparently, it is a normal phenomenon which it could happen to anyone.
Author also point out that, most designers are always assume machines working in perfect condition. They even contempt users in term of “fool proofing” and “idiot proofing” [1]. In additional, author also admits sometime, users may mishandle the ticket such as rumpled and touched.
Based on those factors, author suggests that machines need to be able to socializing with people. In another words, we should create machines are not just function well, but also can interactive with users. Hence, people can understand why the function fail and corporate with machines to finish the standard processes.
To investigate much deeper from this phenomena, author once again use a real life example about him try to back up his file. He finds out that the backup system is too complex and has to leave it to experts [1]. Hence, he realizes that human coexist with technology should be both way. Designers have to make sure machines interactive with users, but people also need to learn to understand the basic information in order to achieve communication with machines [1].
After that, author list some principals about sociable design. The key idea is “Interaction that is understandable, effective, and socialized in the sense that it recognizes the needs and desires of the people who interact with machines” [1]. In another words, if there is fail in processes, machines have to provide understandable information and communicate with users. Author took the testing products as example, the testing staff always put rule and conditions when they test machines; however rule and conditions are not even close to the real world situation.
Author also explains the “low level activity” and “high level activity” [1]. Low level activity is refers that machines only performance isolate tasks. And high level activity is refers the consequence of server task. For example, we are having enjoyable conversation with friends online. Hence, one of the important goals for social design is helping the machines understand some of the simple high level context. Moreover, designers have to identify which is the best on social purpose for the high level activates such as machines perform the sequence of tasks or multi-tasks at same time.
Another important principle for social design is interactive should not just limit between the machine and people, it also should interactive between machine and other machine [1]. A real life example also given by author, his computer updates and restart without saving his current working documents. It is true computers need to upgrade the anti-virus program, base on the circumstances, a notification or warning should be displayed. If there is no responding, computer need to save his working progress then restart.
Then, author the appearance is also part of the social technologies [1]. There are two examples with photo proof; first one is about conference room’s electric line distribution. Designers only think about effective of line distribution but he ignore the ugliness mess could also affect the conference. Second example is about tradition roof and modern roof. Tradition roof looks ugly, but modern roof looks batter and even saves energy. Hence, author success proof that appearance is not just for good looking but also provide economic purpose.
At last, author indicates that support for groups is another hallmark of sociable technologies [1]. The given example is a group of people have conversations in a function room with food and drink support. After that, they use the same room for formal meeting. Moreover, author point out social activity should also include the communication productions such as blog, e-mail.
3. Conclusion
Author points out the four themes of sociable technology such as communication, presentation, support for groups, and troubleshooting. All themes are well proved with real life example and photographic. The intended audiences are engineer and designers. Author focuses discussion on user’s perspective and lack of investigations on designer side.
Reference
1. Don Norman, 2008, “Sociable Design”, http://www.jnd.org/dn.pubs.html
Saturday, 22 August 2009
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