Computer-Mediated Communication: who is mediating what? John Bateman University of Bremen.
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Transcript of Computer-Mediated Communication: who is mediating what? John Bateman University of Bremen.
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Computer-Mediated Communication: who is
mediating what?
John Bateman
University of Bremen
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Three areas of inquiry for this talk
• the role and nature of the communication itself
• the role and function of the ‘user-receiver’
• the position and role of the computer
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CMC
Person
Computer
Person
orTool
Person Computer
HCI
Computer asMachine
adapted from: Höller, Heinzpeter: "Kommunikationssysteme - Normung und soziale Akzeptanz", Braunschweig 1993, S. 107 ff.
Medium“from tool to medium”
StartingPoints
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Some Motivations
• ‘anytime’/ ‘anyplace’ interaction
• re-use of materials for wider audience
• re-purposing of materials
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Person
PersonPerson
Person
Person
Computer
PersonInformation Re-Use
Information Re-purposing
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I: The role and nature of the
communication itself
• explore ways of characterizing activity that occurs in computer mediated communication systems
• analyses in CMC have tended to concentrate on the group activities from a social perspective
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Time
Same Different
Same
Synchronous/ProximateTechnology-enhancedclassrooms
Shared physical workspace:
e.g.Video taped lectures in asingle location or anetworked computer lab.
Place
Different
Synchronous/Disperse
Networked classrooms
Asynchronous/Disperse
Virtual Classrooms in ALNenvironments
Web Telecourse
Johansen 1992
Classification of situations according to time and place
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Approaches from Linguistics:e.g., register theory
• The language that occurs in a situation is critically responsive to that situation
– features of the situation systematically call for particular kinds of features in the language
– features of the language are one of the main means by which speakers judge their communicative situations
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ContextLanguage:
semantics,grammar,phonology,...
Spokenjoint, interactive achievement
specific audiences
Writtenpermanent record
more anonymous audiences
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Contrasting forms
“In your reply to David’s message at 21-Jan-2000 09:21:12 you said “that sucks”, but this is not what you said at 21-Jan-2000 09:20:30 to Pete.”
“Hey, you just told Pete it was OK.”
Attention and possible disagreement
marker
Temporalproximity
markerAddressees
Participant+Contrast
Point of disagreement
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Contrasting forms
“In your reply to David’s message at 21-Jan-2000 09:21:12 you said “that sucks”, but this is not what you said at 21-Jan-2000 09:20:30 to Pete.”
“Hey, you just told Pete it was OK.”
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Consequences...
• interaction is a very exact thing!
• the degree of success or otherwise of a CMC-system that attempts to support relatively free interaction will be directly related to the extent to which it has managed to simulate the ‘immediacy’ and the ‘placement’ of expression normal with speech
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II: The role and function of the
‘user-receiver’
Computer PersonPersonPerson
learning,distance learningEducator Student
communicationInteractants Interactants
business Company Client
CSCW Workers Workers
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II: The role and function of the ‘user-receiver’
Computer PersonPersonPerson
learning,distance learningEducator Student
communicationInteractants InteractantsbusinessCompany Client
CSCW Workers Workers
SIMULATION
Student Student
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Person
Person
PersonPerson
Person
Computer
CustomizationInformation tailoring
Person
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Respecting the needs of the receiver is relatively new!
• how appropriate documents are for their readers is one focus of development within Graphic DesignDocument DesignInformation Design this century
• still underestimated to what extent the reader needs to be considered
• (note: parallel but largely independent of UI-work)
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The functional turn
• With schools of graphic design such as the Bauhaus and the Swiss School, the role of communicative purpose and function was brought into typography and document design
• this has also developed, as with CMC, alongside emerging technologies...
gannets
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Plumage white,save the wing quills,which are dark brown, not black as usually stated.The fledgling blackish-slate, spotted white.Immature till the third or fourth year,and recognized by the dark brown,chiefly on the back, wings, and tail,which colour diminishes season by seasontill at maturity reduced to the brown of the wing quills.
ADULT: White, black wing-tips,yellow nape.
JUVENILE: Grey,gradually becoming white over 5 years.
The plumage is white with a tinge of buff on the head and neckand dark brown, almost black, wing-tips.Immatures are first dusky all over,later piebald or white sprinkled with dark spots.
1924
1972
1996
Redistribution ofInformation acrossmodalities andacross time
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Integrating Words and Pictures
Studies show that designers must help readers:
• search for the information they want in prose and graphics
• make sense of it once they find it
• construct a coherent interpretation of the prose and graphics
• generate connections between the words and the pictures
• put the information to personal use.
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‘Rhetoric’ for organising information
• something that is perceived as necessary for good document design: and particulary web design and online interaction...
• but how to systematise and teach it?
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The GEM project:‘Genre and Multimodality’
(http://www.gem.stir.ac.uk)
Stages in Analysis
• Content analysis: what ‘facts’ are being communicated?
• Rhetorical analysis: what is the RST structure?
• Layout analysis: – what layout elements are there`?– what is their hierarchical structure?
• Does the layout support the rhetoric?
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Relation between content, rhetorical organisation and layout
• examine the page layout
• examine the rhetorical structure of the information as presented
• look for interrelationships
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Example relation: motivation
Replace spark plugsone at a time
so you don´t get thewires mixed up.
(Honda Civic car manual)
NUCLEUS SATELLITE
Rhetorical Structure Theory: RST
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motivation
Replace spark plugsone at a time
so you don´t get thewires mixed up.
NUCLEUS
SATELLITE
presents an action in which thereader is the actor and which is `unrealized´ with respect to the context
comprehending the satelliteincreases the reader´s desireto perform the action presentedin the nucleus
EFFECT: the reader´s desire to perform the actionpresented in the nucleus is increased.
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A simple case
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Layout Structure: blocks
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Rhetorical Structure of the Page
The artic explorerwears lots of warmclothes to protecthim from the cold
elaboration
windproof top
balaclava
woolen underclothing
trousers
bootsmittens
‘material’
joint
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Layout Structure of the Page
G
the page
A B C D E F
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Content Analysis
quality of vision how the eye workswhere it is quality of hearingfunction of ear spots appearance of ear spotsappearance of coat function of appearance of coatfunction of canine teeth function of molarsfunction of claws behaviour of claws when walking
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RST analysis
Tiger: picbody parts
Tiger: mouth(pic)
canines molars
elaboration
elaboration
back of ears(pic)
white spotsfunction
backgroundhearing
coat
purpose
functionof stripes eyes
means
coating
claws(pic)
claws retract why
purpose
attributes
weightheight
dietlength
maturityseason
lifespanyoung
gestationbodytail
relationships comparisons
elaboration
background background
joint
joint
joint
joint
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Page Layout Elements
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Layout Structure
A
A1 A2 A3 A6 A7 A8A4 A5 A9
a a a a a ab b b b b b
DrawingIntermediateCaptionTextblock
eyes ears coat mouth teeth claws
Types of element:
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Bad Documents and Bad Products
• When people experience difficulty in understanding either texts or technology, they tend to blame themselves more often than they should.
• This has potentially serious long-term consequences:– leading them to believe that they are incapable of dealing
with complex technology– leading students (of any age) to believe that they are too
incompetent to understand the subjects they study in school or the topics and technologies they must learn on the job.
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The ‘illusion of knowing’
Poorly designed textbooks can create more than one kind of problem for readers. ... at times we may overestimate how well we understand. ... College students... who read texts in which experimenters had “planted” contradictions failed to notice the contradictions. Suprisingly, after having read contradictory material, students rated themselves as feeling ‘very certain’ they understood the text. In fact, students had overlooked the contradictions and had answered many of the comprehension questions incorrectly.
cf. Schriver (1997:226)Glenberg, Wilkinson and Epstein (1982)Memory and Cognition 10(6):597-602.
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Person
III:The position and role of the
computer
Computer Person
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Person
Exchange of Data mediated by Computer
Computer PersonData Data
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Exchange of Data mediated by Computer
Data DataComputer
Person
Person
Person
Per
son
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Example: the Dartbio information system:Artist Biographical Data
Authors
A
A
A
A
A
A
A
A
A
Automatic and Semi-automatic
information extraction
Data
StructuredKnowledge
Base
User
User InterfaceInformation
Retrieval
Visualisationand Natural Language Generation
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Example: the ILEX system:Interactive Web-based Museum Explorer
(University of Edinburgh)
MuseumCurators
Form-basedinformation
inputinterface
Data
StructuredKnowledge
Base
Visualisationand Natural Language Generation
User
Web-brow
ser
InformationRequestHandler
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University of EdinburghILEX System startup page
Automatic webpage generation from an annotated data base
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New roles and functions for the information ‘preparer’?
Computer Person
PersonPerson
learning,distance learningEducator Student
communicationInteractants InteractantsbusinessCompany Client
CSCW Workers Workers
DataStructuredKnowledge
Base
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Symbolic Authoringe.g., Drafter project http://www.itri.brighton.ac.uk/projects/drafter
Agile project http://www.itri.brighton/projects/agile
• Symbolic authoring allows a ‘writer’ to produce texts via a specification of the texts’ intended meaning rather than directly as text
• A text generation component then converts these specifications into natural texts
• Advantages: – the text generation component can produce a
variety of texts from the same information– e.g., variations in style and selected language– non-variation can be enforced, e.g., terminology
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Multilingual Document Production
• Producing documents from a single knowledge base source for different language communities
• Can either be:– translation based: text-in, text-out– generation based: authored content-in, text-out
• Can also be spoken (Verbmobil Project: http://verbmobil.dfki.de)
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New Technologies and CMC
• New technologies (such as Natural Language Processing) are changing the role that the computer can take on when mediating information
• There are already significant applications where information presentation is largely taken over...
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USA Today: development of the “Weather Page”
1981 1990 1994
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“Conclusions...”• There are many places where linguistics and
computational linguistics will come together in CMC
• Understandings of both the ‘rhetoric’ (more written organisation) and ‘interaction’ (more spoken) are crucial
• One of the most important pieces of ‘information design’ to be done is visualising the interaction process in a way that builds on how spoken language already works