https://wiki.umiacs.umd.edu/hcil/api.php?action=feedcontributions&user=Bdomingo&feedformat=atomhcil - User contributions [en]2024-03-29T13:46:40ZUser contributionsMediaWiki 1.39.6https://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2146Brown Bag Lunch Schedule2020-03-12T18:10:26Z<p>Bdomingo: </p>
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<div>The HCIL has an open, semi-organized weekly "Guest Speaker & Pizza Series" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2119 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
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If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
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To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
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== Spring 2020 Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
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|-<br />
| 02/06/2020<br />
| <br />
<b>Dr. Joel Chan, Dr. Amanda Lazar and Dr. Catherine Plaisant</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Panel discussion "What does a successful process for an HCI researcher look like?</b><br />
<br><br />
We'll be kicking off this semester with a panel discussion. Dr. Joel Chan, Dr. Amanda Lazar, and Dr. Catherine Plaisant will engage in a conversation with us about what successful processes for an HCI researcher look like in terms of personal development, week to week / day to day workflow, moving ideas forward, etc. <br />
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|-<br />
| 02/13/2020<br />
| <br />
<b>Christian Vogler,</b> Gallaudet University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The User Experience of Viewing Captioned Content</b><br />
<br><br />
Much has been made of the ability of automatic speech recognition (ASR) to supplement or replace human captioners both for video content and for live meetings. While the word error rate of ASR has been steadily improving, and on some types of content can even beat out human captioners, these improvements do not automatically in a good user experience for people who are deaf or hard of hearing. In this talk we will examine the reasons why this is so, and provide an overview of current efforts to develop human-centered caption quality metrics that are more closely aligned with meeting the needs of people who depend on captions to consume content.<br />
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|-<br />
| 02/20/2020<br />
| <br />
<b>Wei Ai</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Promoting Pro-social Behavior with End-to-End Data Science</b><br />
<br><br />
The recent development of data science methods, including large-scale machine learning and causal inference, has presented a game-changing opportunity for social good provision through the effort of the crowd. In this talk, I introduce an end-to-end data science pipeline to promote behavioral change for pro-social benefits. More specifically, this involves conducting causal data analysis on empirical data for actionable insights and robust prediction models, incorporating the insights and predictions in designing recommender systems for individual actions, and evaluating the effectiveness of the recommender systems in promoting behavioral changes with randomized field experiments. I will present two applications of the end-to-end pipeline, where we designed and deployed team recommender systems on an online microfinance platform (Kiva.org) and a ride-sharing platform (DiDi). We evaluated the recommender systems through large-scale field experiments, which show significant increases in user participation. The recommender system has been deployed in DiDi and has impacted millions of users in practice.<br />
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|-<br />
| 02/27/2019<br />
| <br />
<b>B Prabhakaran</b> University of Texas, Dallas<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Quantifying Human Performance and the Quality of Immersive Experiences</b><br />
<br><br />
Psychometric evaluations are generally used to understand the Quality of Experience (QoE) of immersive environments produced using augmented/mixed/virtual reality. Typically, these subjective evaluations are done from an end-user point-of-view, but these are limited by the subjective observations due to a number of factors. The objective approach consists of measuring the QoE by monitoring the network technical parameters or the network Quality of Service (QoS), such as throughput, delay, and packet loss. Most of the research on objective approaches for QoS-QoE mapping have focused on video streaming. Such objective QoS-QoE mapping strategies cannot be directly applied for immersive environments.<br />
Hence, in this talk, we address two related questions: (1) Can we identify metrics that can objectively quantify the performance of an immersive environment? (2) Can we use the above objective performance metrics to understand the possible user QoE without the need for subjective user study or with minimal user study? We start with different examples of immersive environments such as haptic-enabled applications, mirror therapy, and games. We discuss what metrics are influenced by different system parameters such as processing power, and network QoS. Then, we present some of our preliminary work on understanding users’ QoE through these metrics.<br />
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|-<br />
| 03/05/2020<br />
| <br />
<b>Dr. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>What does a successful process for an HCI researcher look like? Part 2</b><br />
<br><br />
TBA<br />
<div class="mw-collapsible-content"><br />
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|- style="background-color: lightgreen;" |<br />
| 04/16/2020<br />
| colspan="2" | <b><i>CHI Practice Session</b>.<br />
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<br />
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|-<br />
| 04/23/2020<br />
| <br />
<b>Sarah McGrew</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Who is Behind This? Teaching Students to Evaluate Online Information</b><br />
<br><br />
Young people often turn to the Internet for information, where they face nearly constant questions about what to trust. Schools can help prepare students for this challenge by ensuring that all students have opportunities to learn to evaluate online information. However, few research-based resources exist to support teachers and students in this work. I will outline a curricular approach designed to teach strategies that professional fact checkers use to evaluate online sources. Using pretest and posttest data from an initial intervention study in high school history classes, I will explore students’ progress in learning to investigate digital sources and discuss possibilities and hurdles for teaching evaluation strategies in schools.<br />
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|-<br />
| 04/30/2020<br />
| <br />
<b>Taverekere Srikantaiah</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Mobile Technology (smartphone) Applications for Development</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
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|- style="background-color: lightgreen;" |<br />
| 05/07/2020<br />
| colspan="3" | <b><i>Board games</b>.<br />
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</div></div><br />
|}<br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
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|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
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|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion. ([https://www.youtube.com/watch?v=DdpW6sU2b9Y link to video])<br />
<div class="mw-collapsible-content"><br />
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|-<br />
| 09/19/2019<br />
| <br />
<b>Ben Shneiderman</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human-Centered Artificial Intelligence: Designing Next Generation User Experiences</b><br />
<br><br />
The next generation of user experiences will produce 1000-fold improvements in human capabilities. These new tools will amplify, augment, enhance, and empower people, just as the Web, email, search, navigation, digital photography, and many other applications have already done. These new human-centered tools will produce comprehensible, predictable, and controllable applications that promote self-efficacy and social participation at scale. The goal is to ensure human control, while increasing the level of automation. In short, the next generation of tools will make more people, more creative, more often.<br />
<br><br />
Improved designs will give billions of users comprehensible interfaces that hide the underlying complexity of advanced algorithms. Users will see familiar visual strategies based on direct manipulation to provide informative feedback about the machine’s state and what they can do. Every use will build confidence that users can reliably accomplish their goals and increase the trust that the machine is under their control.<br />
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|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> Microsoft Research<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
Across the globe, it is now commonplace for educators to engage in the making (design and development) of embedded systems in the classroom to motivate and excite their students. This new domain brings its own set of unique requirements. Historically, embedded systems development requires knowledge of low-level programming languages, local installation of compilation toolchains, device drivers, and applications. For students and educators, these requirements can introduce insurmountable barriers.<br><br />
We present the motivation, requirements, implementation, and evaluation of a new programming platform that enables novice users to create software for embedded systems. The platform has two major components: <br>1) Microsoft MakeCode (www.makecode.com), a web app that encapsulates an entire beginner IDE for microcontrollers; and <br>2) CODAL, an efficient component-oriented C++ runtime for microcontrollers.<br> We show how MakeCode and CODAL provide an accessible, cross-platform, installation-free programming experience for the BBC micro:bit and other embedded devices.<br />
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|-<br />
| 10/3/2019<br />
| <br />
<b>Naeemul Hassan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Towards Automated Fact Discovery and Ranking</b><br />
<br><br />
In this talk, I present the work of finding new, prominent situational facts, which are emerging statements about objects that stand out within certain contexts. Many such facts<br />
are newsworthy—e.g., an athlete’s outstanding performance in a game, or a viral video’s impressive popularity. Effective and efficient identification of these facts assists journalists in reporting,<br />
one of the main goals of computational journalism. A situational fact can be modeled as a “contextual” tuple that stands out against historical tuples in a context, specified by a conjunctive constraint involving dimension attributes when a set of measure attributes are compared. New tuples are constantly added to the table, reflecting events happening in the real world. Our goal is to discover constraint-measure pairs that qualify a new tuple as a contextual significant tuple, and discover them quickly before the event becomes yesterday’s news.<br />
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|-<br />
| 10/10/2019<br />
| <br />
<b>John Dickerson</b> University of Maryland<br />
| <div class="mw-collapsible mw-expand"><br />
<b> Diversity in Matching Markets</b><br />
<br><br />
In bipartite matching problems, vertices on one side of a bipartite graph are paired with those on the other. In its offline variant, both sides of the graph are known a priori; in its online variant, one side of the graph is available offline, while vertices on the other arrive online and are irrevocably and immediately matched (or ignored) by an algorithm. Examples of such problems include matching workers to firms, advertisers to keywords, organs to patients, and riders to rideshare drivers. Much of the literature focuses on maximizing the total relevance---modeled via total weight---of the matching. However, in many real-world problems, it is also important to consider the contribution of diversity: hiring a diverse pool of candidates, displaying a relevant but diverse set of ads, and so on.<br />
<br />
In this talk, we model the promotion of diversity in matching markets via maximization of a submodular function over the set of matched edges. We present new results in a generalization of traditional offline matching, b-matching, where vertices have both lower and upper bounds on the number of adjacent matched edges. We also present new theoretical results in online submodular bipartite matching. Finally, we conclude with ongoing work that approaches the problem of hiring a diverse cohort of workers through the lens of combinatorial pure exploration (CPE) in the multiarmed bandit setting, and discuss an ongoing experiment in this space at a large research university.<br />
<br />
This talk will cover joint work with Saba Ahmadi, Faez Ahmed, Samsara Counts, Jeff Foster, Mark Fuge, Samir Khuller, Zhi Lang, Nicholas Mattei, Karthik A. Sankararaman, Candice Schumann, Aravind Srinivasan, and Pan Xu.<br />
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|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
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|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> What is Valuing vs “Jerk” Behavior? How behavior impacts a positive working experience</b><br />
<br><br />
Women in tech leave the field at twice the quit rate as men. Women often state, and research confirms, that women don’t feel valued. They point to the culture of the organization and how they are treated as a contributing factor. They say that men are “bro’s” or “jerks.” In 2018, we launched the Valuing &amp; Jerk Project as one WITops initiative (https://www.witops.org). This talk<br />
will present our findings and perspective. <br />
Behavior creates or undermines connection and value. The Valuing and Jerk Project focuses on understanding which behaviors are experienced as valuing in everyday work and which result in<br />
naming the other as a “jerk”. Using Contextual Inquiry, we have uncovered core valuing behaviors, what devaluing means, and where behavior crosses the line to become “jerk” behavior. Armed with this understanding our next step is to generate and test interventions and solutions. The talk will introduce the Valuing and Jerk Project.<br />
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|-<br />
| 10/31/2019<br />
| <br />
<b>Rachael Bradley Montgomery</b><br> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing to Support People with Cognitive and Learning Disabilities</b><br />
<br><br />
Have you ever wondered how to create websites, applications, and content that support individuals with cognitive and learning disabilities; individuals who are aging; or individuals who are tired, overworked, and distracted? The W3C <br />
Cognitive and Learning Disabilities Accessibility (COGA) Task Force has been working on a design guide that goes beyond WCAG 2.2 to support individuals with cognitive and learning disabilities. The resulting design patterns and guidance bridges accessibility and usability and support a much wider audience than just those with disabilities. Rachael will present her perspectives as an invited expert on this work. Please come learn about the design patterns and how to provide input on this evolving document. <br />
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|-<br />
| 11/7/2019<br />
| <br />
<b>Dr. Gregg Vanderheiden</b><br>TRACE center <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Underestimating the challenge of cognitive disabilities (and digital literacy). Directions to explore in short, medium and long term.<br />
</b><br />
<br><br />
Recent work has caused us to question our understanding of the challenge of digital access by people with cognitive disabilities. Our underestimation may, in part, help explain our difficulties as a field to date. In part, it has exposed what may be a much wider problem than we understood, and one that goes beyond those we have thought of as having cognitive disabilities. It intersects with digital literacy but also has implications for those with other disabilities as well. The concept of Technology Quotient (TQ) will be discussed and approaches for addressing access by people with cognitive disabilities and low digital literacy today, tomorrow and in the future will be explored in this talk. <br />
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|-<br />
| 11/14/2019<br />
| <br />
<b>Adam Aviv</b> George Washington <br />
University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human Factors in Mobile Authentication</b><br />
<br><br />
Mobile authentication is a crucial component of authentication more broadly,<br />
especially as mobile devices become evermore connected to the broader computer<br />
security ecosystem. The overarching goal of my research is to improve the<br />
current state of mobile authentication by taking a holistic approach to<br />
measuring mobile authentication and its impacts that intersect directly with the<br />
user experience. In this talk, I will present a narrative of contributions to<br />
mobile authentication over the last 10 years, focusing on how human factors<br />
impact the security, from attacks, choices, and perceptions. I will particularly<br />
focus on one form of mobile authentication, Android's graphical pattern unlock,<br />
which may be the most heavily used graphical authentication system, ever. Based<br />
on my experience, I will also present some new directions and methods that can<br />
improve the security of mobile authentication and some new results on PINs and<br />
LG's graphical Knock Code Authentication. <br />
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|-<br />
| 11/21/2019<br />
| <br />
<b>Whitney Quesenbery</b> Co-Director, Center for Civic Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Storytelling makes research data come to life </b> <br />
<br><br />
We all love our user research data…but why is it such a struggle to use the insights we uncover to create direction for a project? Storytelling is the missing link, getting past charts and graphs to dig into what the data means for meeting human needs and making something usable and useful. Whitney will show how stories put research insights into context, communicate the entire user journey, show problems through the eyes of your users, and help you ask better questions (and run better usability tests) to gain deeper insights. Whitney is the co-founder of the Center for Civic Design, approaching democracy as a design problem, so there will be examples from the challenges of designing elections as well as stories from her work in theatre. <br />
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|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
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|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
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== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
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|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
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|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
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|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
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|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
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<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
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<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
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<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
<br />
<br />
|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2145Brown Bag Lunch Schedule2020-03-12T17:32:04Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker & Pizza Series" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2119 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Spring 2020 Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 02/06/2020<br />
| <br />
<b>Dr. Joel Chan, Dr. Amanda Lazar and Dr. Catherine Plaisant</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Panel discussion "What does a successful process for an HCI researcher look like?</b><br />
<br><br />
We'll be kicking off this semester with a panel discussion. Dr. Joel Chan, Dr. Amanda Lazar, and Dr. Catherine Plaisant will engage in a conversation with us about what successful processes for an HCI researcher look like in terms of personal development, week to week / day to day workflow, moving ideas forward, etc. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/13/2020<br />
| <br />
<b>Christian Vogler,</b> Gallaudet University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The User Experience of Viewing Captioned Content</b><br />
<br><br />
Much has been made of the ability of automatic speech recognition (ASR) to supplement or replace human captioners both for video content and for live meetings. While the word error rate of ASR has been steadily improving, and on some types of content can even beat out human captioners, these improvements do not automatically in a good user experience for people who are deaf or hard of hearing. In this talk we will examine the reasons why this is so, and provide an overview of current efforts to develop human-centered caption quality metrics that are more closely aligned with meeting the needs of people who depend on captions to consume content.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/20/2020<br />
| <br />
<b>Wei Ai</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Promoting Pro-social Behavior with End-to-End Data Science</b><br />
<br><br />
The recent development of data science methods, including large-scale machine learning and causal inference, has presented a game-changing opportunity for social good provision through the effort of the crowd. In this talk, I introduce an end-to-end data science pipeline to promote behavioral change for pro-social benefits. More specifically, this involves conducting causal data analysis on empirical data for actionable insights and robust prediction models, incorporating the insights and predictions in designing recommender systems for individual actions, and evaluating the effectiveness of the recommender systems in promoting behavioral changes with randomized field experiments. I will present two applications of the end-to-end pipeline, where we designed and deployed team recommender systems on an online microfinance platform (Kiva.org) and a ride-sharing platform (DiDi). We evaluated the recommender systems through large-scale field experiments, which show significant increases in user participation. The recommender system has been deployed in DiDi and has impacted millions of users in practice.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/27/2019<br />
| <br />
<b>B Prabhakaran</b> University of Texas, Dallas<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Quantifying Human Performance and the Quality of Immersive Experiences</b><br />
<br><br />
Psychometric evaluations are generally used to understand the Quality of Experience (QoE) of immersive environments produced using augmented/mixed/virtual reality. Typically, these subjective evaluations are done from an end-user point-of-view, but these are limited by the subjective observations due to a number of factors. The objective approach consists of measuring the QoE by monitoring the network technical parameters or the network Quality of Service (QoS), such as throughput, delay, and packet loss. Most of the research on objective approaches for QoS-QoE mapping have focused on video streaming. Such objective QoS-QoE mapping strategies cannot be directly applied for immersive environments.<br />
Hence, in this talk, we address two related questions: (1) Can we identify metrics that can objectively quantify the performance of an immersive environment? (2) Can we use the above objective performance metrics to understand the possible user QoE without the need for subjective user study or with minimal user study? We start with different examples of immersive environments such as haptic-enabled applications, mirror therapy, and games. We discuss what metrics are influenced by different system parameters such as processing power, and network QoS. Then, we present some of our preliminary work on understanding users’ QoE through these metrics.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/05/2020<br />
| <br />
<b>Dr. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>What does a successful process for an HCI researcher look like? Part 2</b><br />
<br><br />
TBA<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 04/09/2020<br />
| <br />
<b>Nicholas Diakopoulos</b> Northwestern University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Automating the News: How Algorithms are Rewriting the Media</b><br />
<br><br />
Nicholas will talk about how machine learning and data mining have transformed investigative journalism. Newsbots converse with social media audiences, distributing stories and receiving feedback. Online media has become a platform for A/B testing of content, helping journalists to better understand what moves audiences. Algorithms can even draft certain kinds of stories. These techniques enable media organizations to take advantage of experiments and economies of scale, enhancing the sustainability of the fourth estate. But they also place pressure on editorial decision-making, because they allow journalists to produce more stories, sometimes better ones, but rarely both. Though the effects of automation are deep, Nicholas will talk about how journalists are at little risk of being displaced. With algorithms at their fingertips, they may work differently and tell different stories than they otherwise would, but their values remain the driving force behind the news. The human–algorithm hybrid thus emerges as the latest embodiment of an age-old tension between commercial imperatives and journalistic principles.<br />
<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/16/2020<br />
| colspan="2" | <b><i>CHI Practice Session</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/23/2020<br />
| <br />
<b>Sarah McGrew</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Who is Behind This? Teaching Students to Evaluate Online Information</b><br />
<br><br />
Young people often turn to the Internet for information, where they face nearly constant questions about what to trust. Schools can help prepare students for this challenge by ensuring that all students have opportunities to learn to evaluate online information. However, few research-based resources exist to support teachers and students in this work. I will outline a curricular approach designed to teach strategies that professional fact checkers use to evaluate online sources. Using pretest and posttest data from an initial intervention study in high school history classes, I will explore students’ progress in learning to investigate digital sources and discuss possibilities and hurdles for teaching evaluation strategies in schools.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/30/2020<br />
| <br />
<b>Taverekere Srikantaiah</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Mobile Technology (smartphone) Applications for Development</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 05/07/2020<br />
| colspan="3" | <b><i>Board games</b>.<br />
<!-- row end --> <br />
</div></div><br />
|}<br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion. ([https://www.youtube.com/watch?v=DdpW6sU2b9Y link to video])<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>Ben Shneiderman</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human-Centered Artificial Intelligence: Designing Next Generation User Experiences</b><br />
<br><br />
The next generation of user experiences will produce 1000-fold improvements in human capabilities. These new tools will amplify, augment, enhance, and empower people, just as the Web, email, search, navigation, digital photography, and many other applications have already done. These new human-centered tools will produce comprehensible, predictable, and controllable applications that promote self-efficacy and social participation at scale. The goal is to ensure human control, while increasing the level of automation. In short, the next generation of tools will make more people, more creative, more often.<br />
<br><br />
Improved designs will give billions of users comprehensible interfaces that hide the underlying complexity of advanced algorithms. Users will see familiar visual strategies based on direct manipulation to provide informative feedback about the machine’s state and what they can do. Every use will build confidence that users can reliably accomplish their goals and increase the trust that the machine is under their control.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> Microsoft Research<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
Across the globe, it is now commonplace for educators to engage in the making (design and development) of embedded systems in the classroom to motivate and excite their students. This new domain brings its own set of unique requirements. Historically, embedded systems development requires knowledge of low-level programming languages, local installation of compilation toolchains, device drivers, and applications. For students and educators, these requirements can introduce insurmountable barriers.<br><br />
We present the motivation, requirements, implementation, and evaluation of a new programming platform that enables novice users to create software for embedded systems. The platform has two major components: <br>1) Microsoft MakeCode (www.makecode.com), a web app that encapsulates an entire beginner IDE for microcontrollers; and <br>2) CODAL, an efficient component-oriented C++ runtime for microcontrollers.<br> We show how MakeCode and CODAL provide an accessible, cross-platform, installation-free programming experience for the BBC micro:bit and other embedded devices.<br />
<div class="mw-collapsible-content"><br />
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|-<br />
| 10/3/2019<br />
| <br />
<b>Naeemul Hassan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Towards Automated Fact Discovery and Ranking</b><br />
<br><br />
In this talk, I present the work of finding new, prominent situational facts, which are emerging statements about objects that stand out within certain contexts. Many such facts<br />
are newsworthy—e.g., an athlete’s outstanding performance in a game, or a viral video’s impressive popularity. Effective and efficient identification of these facts assists journalists in reporting,<br />
one of the main goals of computational journalism. A situational fact can be modeled as a “contextual” tuple that stands out against historical tuples in a context, specified by a conjunctive constraint involving dimension attributes when a set of measure attributes are compared. New tuples are constantly added to the table, reflecting events happening in the real world. Our goal is to discover constraint-measure pairs that qualify a new tuple as a contextual significant tuple, and discover them quickly before the event becomes yesterday’s news.<br />
<div class="mw-collapsible-content"><br />
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|-<br />
| 10/10/2019<br />
| <br />
<b>John Dickerson</b> University of Maryland<br />
| <div class="mw-collapsible mw-expand"><br />
<b> Diversity in Matching Markets</b><br />
<br><br />
In bipartite matching problems, vertices on one side of a bipartite graph are paired with those on the other. In its offline variant, both sides of the graph are known a priori; in its online variant, one side of the graph is available offline, while vertices on the other arrive online and are irrevocably and immediately matched (or ignored) by an algorithm. Examples of such problems include matching workers to firms, advertisers to keywords, organs to patients, and riders to rideshare drivers. Much of the literature focuses on maximizing the total relevance---modeled via total weight---of the matching. However, in many real-world problems, it is also important to consider the contribution of diversity: hiring a diverse pool of candidates, displaying a relevant but diverse set of ads, and so on.<br />
<br />
In this talk, we model the promotion of diversity in matching markets via maximization of a submodular function over the set of matched edges. We present new results in a generalization of traditional offline matching, b-matching, where vertices have both lower and upper bounds on the number of adjacent matched edges. We also present new theoretical results in online submodular bipartite matching. Finally, we conclude with ongoing work that approaches the problem of hiring a diverse cohort of workers through the lens of combinatorial pure exploration (CPE) in the multiarmed bandit setting, and discuss an ongoing experiment in this space at a large research university.<br />
<br />
This talk will cover joint work with Saba Ahmadi, Faez Ahmed, Samsara Counts, Jeff Foster, Mark Fuge, Samir Khuller, Zhi Lang, Nicholas Mattei, Karthik A. Sankararaman, Candice Schumann, Aravind Srinivasan, and Pan Xu.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> What is Valuing vs “Jerk” Behavior? How behavior impacts a positive working experience</b><br />
<br><br />
Women in tech leave the field at twice the quit rate as men. Women often state, and research confirms, that women don’t feel valued. They point to the culture of the organization and how they are treated as a contributing factor. They say that men are “bro’s” or “jerks.” In 2018, we launched the Valuing &amp; Jerk Project as one WITops initiative (https://www.witops.org). This talk<br />
will present our findings and perspective. <br />
Behavior creates or undermines connection and value. The Valuing and Jerk Project focuses on understanding which behaviors are experienced as valuing in everyday work and which result in<br />
naming the other as a “jerk”. Using Contextual Inquiry, we have uncovered core valuing behaviors, what devaluing means, and where behavior crosses the line to become “jerk” behavior. Armed with this understanding our next step is to generate and test interventions and solutions. The talk will introduce the Valuing and Jerk Project.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 10/31/2019<br />
| <br />
<b>Rachael Bradley Montgomery</b><br> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing to Support People with Cognitive and Learning Disabilities</b><br />
<br><br />
Have you ever wondered how to create websites, applications, and content that support individuals with cognitive and learning disabilities; individuals who are aging; or individuals who are tired, overworked, and distracted? The W3C <br />
Cognitive and Learning Disabilities Accessibility (COGA) Task Force has been working on a design guide that goes beyond WCAG 2.2 to support individuals with cognitive and learning disabilities. The resulting design patterns and guidance bridges accessibility and usability and support a much wider audience than just those with disabilities. Rachael will present her perspectives as an invited expert on this work. Please come learn about the design patterns and how to provide input on this evolving document. <br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 11/7/2019<br />
| <br />
<b>Dr. Gregg Vanderheiden</b><br>TRACE center <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Underestimating the challenge of cognitive disabilities (and digital literacy). Directions to explore in short, medium and long term.<br />
</b><br />
<br><br />
Recent work has caused us to question our understanding of the challenge of digital access by people with cognitive disabilities. Our underestimation may, in part, help explain our difficulties as a field to date. In part, it has exposed what may be a much wider problem than we understood, and one that goes beyond those we have thought of as having cognitive disabilities. It intersects with digital literacy but also has implications for those with other disabilities as well. The concept of Technology Quotient (TQ) will be discussed and approaches for addressing access by people with cognitive disabilities and low digital literacy today, tomorrow and in the future will be explored in this talk. <br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>Adam Aviv</b> George Washington <br />
University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human Factors in Mobile Authentication</b><br />
<br><br />
Mobile authentication is a crucial component of authentication more broadly,<br />
especially as mobile devices become evermore connected to the broader computer<br />
security ecosystem. The overarching goal of my research is to improve the<br />
current state of mobile authentication by taking a holistic approach to<br />
measuring mobile authentication and its impacts that intersect directly with the<br />
user experience. In this talk, I will present a narrative of contributions to<br />
mobile authentication over the last 10 years, focusing on how human factors<br />
impact the security, from attacks, choices, and perceptions. I will particularly<br />
focus on one form of mobile authentication, Android's graphical pattern unlock,<br />
which may be the most heavily used graphical authentication system, ever. Based<br />
on my experience, I will also present some new directions and methods that can<br />
improve the security of mobile authentication and some new results on PINs and<br />
LG's graphical Knock Code Authentication. <br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>Whitney Quesenbery</b> Co-Director, Center for Civic Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Storytelling makes research data come to life </b> <br />
<br><br />
We all love our user research data…but why is it such a struggle to use the insights we uncover to create direction for a project? Storytelling is the missing link, getting past charts and graphs to dig into what the data means for meeting human needs and making something usable and useful. Whitney will show how stories put research insights into context, communicate the entire user journey, show problems through the eyes of your users, and help you ask better questions (and run better usability tests) to gain deeper insights. Whitney is the co-founder of the Center for Civic Design, approaching democracy as a design problem, so there will be examples from the challenges of designing elections as well as stories from her work in theatre. <br />
<div class="mw-collapsible-content"><br />
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<br />
<br />
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|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
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<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
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<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
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<br />
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|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
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|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
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<br> <br />
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|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
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<br> <br />
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|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
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<br />
<!-- row start --><br />
|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
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|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
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<br> <br />
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|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
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|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2144Brown Bag Lunch Schedule2020-03-12T17:30:43Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker & Pizza Series" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2119 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Spring 2020 Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 02/06/2020<br />
| <br />
<b>Dr. Joel Chan, Dr. Amanda Lazar and Dr. Catherine Plaisant</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Panel discussion "What does a successful process for an HCI researcher look like?</b><br />
<br><br />
We'll be kicking off this semester with a panel discussion. Dr. Joel Chan, Dr. Amanda Lazar, and Dr. Catherine Plaisant will engage in a conversation with us about what successful processes for an HCI researcher look like in terms of personal development, week to week / day to day workflow, moving ideas forward, etc. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/13/2020<br />
| <br />
<b>Christian Vogler,</b> Gallaudet University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The User Experience of Viewing Captioned Content</b><br />
<br><br />
Much has been made of the ability of automatic speech recognition (ASR) to supplement or replace human captioners both for video content and for live meetings. While the word error rate of ASR has been steadily improving, and on some types of content can even beat out human captioners, these improvements do not automatically in a good user experience for people who are deaf or hard of hearing. In this talk we will examine the reasons why this is so, and provide an overview of current efforts to develop human-centered caption quality metrics that are more closely aligned with meeting the needs of people who depend on captions to consume content.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/20/2020<br />
| <br />
<b>Wei Ai</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Promoting Pro-social Behavior with End-to-End Data Science</b><br />
<br><br />
The recent development of data science methods, including large-scale machine learning and causal inference, has presented a game-changing opportunity for social good provision through the effort of the crowd. In this talk, I introduce an end-to-end data science pipeline to promote behavioral change for pro-social benefits. More specifically, this involves conducting causal data analysis on empirical data for actionable insights and robust prediction models, incorporating the insights and predictions in designing recommender systems for individual actions, and evaluating the effectiveness of the recommender systems in promoting behavioral changes with randomized field experiments. I will present two applications of the end-to-end pipeline, where we designed and deployed team recommender systems on an online microfinance platform (Kiva.org) and a ride-sharing platform (DiDi). We evaluated the recommender systems through large-scale field experiments, which show significant increases in user participation. The recommender system has been deployed in DiDi and has impacted millions of users in practice.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/27/2019<br />
| <br />
<b>B Prabhakaran</b> University of Texas, Dallas<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Quantifying Human Performance and the Quality of Immersive Experiences</b><br />
<br><br />
Psychometric evaluations are generally used to understand the Quality of Experience (QoE) of immersive environments produced using augmented/mixed/virtual reality. Typically, these subjective evaluations are done from an end-user point-of-view, but these are limited by the subjective observations due to a number of factors. The objective approach consists of measuring the QoE by monitoring the network technical parameters or the network Quality of Service (QoS), such as throughput, delay, and packet loss. Most of the research on objective approaches for QoS-QoE mapping have focused on video streaming. Such objective QoS-QoE mapping strategies cannot be directly applied for immersive environments.<br />
Hence, in this talk, we address two related questions: (1) Can we identify metrics that can objectively quantify the performance of an immersive environment? (2) Can we use the above objective performance metrics to understand the possible user QoE without the need for subjective user study or with minimal user study? We start with different examples of immersive environments such as haptic-enabled applications, mirror therapy, and games. We discuss what metrics are influenced by different system parameters such as processing power, and network QoS. Then, we present some of our preliminary work on understanding users’ QoE through these metrics.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/05/2020<br />
| <br />
<b>Dr. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>What does a successful process for an HCI researcher look like? Part 2</b><br />
<br><br />
TBA<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
| 04/02/2020<br />
| <br />
<b>Karen Holtzblatt</b> WITOPS<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>What is Valuing vs “Jerk” Behavior? How behavior impacts a positive working experience</b><br />
<br><br />
Women in tech leave the field at twice the quit rate as men. Women often state, and research confirms, that women don’t feel valued. They point to the culture of the organization and how they are treated as a contributing factor. They say that men are “bro’s” or “jerks.” In 2018, we launched the Valuing and Jerk Project as one WITops initiative (https://www.witops.org). This talk will present our findings and perspective. Behavior creates or undermines connection and value. The Valuing and Jerk Project focuses on understanding which behaviors are experienced as valuing in everyday work and which result in naming the other as a “jerk”. Using Contextual Inquiry, we have uncovered core valuing behaviors, what devaluing means, and where behavior crosses the line to become “jerk” behavior. Armed with this understanding our next step is to generate and test interventions and solutions. The talk will introduce the Valuing and Jerk Project.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/09/2020<br />
| <br />
<b>Nicholas Diakopoulos</b> Northwestern University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Automating the News: How Algorithms are Rewriting the Media</b><br />
<br><br />
Nicholas will talk about how machine learning and data mining have transformed investigative journalism. Newsbots converse with social media audiences, distributing stories and receiving feedback. Online media has become a platform for A/B testing of content, helping journalists to better understand what moves audiences. Algorithms can even draft certain kinds of stories. These techniques enable media organizations to take advantage of experiments and economies of scale, enhancing the sustainability of the fourth estate. But they also place pressure on editorial decision-making, because they allow journalists to produce more stories, sometimes better ones, but rarely both. Though the effects of automation are deep, Nicholas will talk about how journalists are at little risk of being displaced. With algorithms at their fingertips, they may work differently and tell different stories than they otherwise would, but their values remain the driving force behind the news. The human–algorithm hybrid thus emerges as the latest embodiment of an age-old tension between commercial imperatives and journalistic principles.<br />
<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/16/2020<br />
| colspan="2" | <b><i>CHI Practice Session</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/23/2020<br />
| <br />
<b>Sarah McGrew</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Who is Behind This? Teaching Students to Evaluate Online Information</b><br />
<br><br />
Young people often turn to the Internet for information, where they face nearly constant questions about what to trust. Schools can help prepare students for this challenge by ensuring that all students have opportunities to learn to evaluate online information. However, few research-based resources exist to support teachers and students in this work. I will outline a curricular approach designed to teach strategies that professional fact checkers use to evaluate online sources. Using pretest and posttest data from an initial intervention study in high school history classes, I will explore students’ progress in learning to investigate digital sources and discuss possibilities and hurdles for teaching evaluation strategies in schools.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/30/2020<br />
| <br />
<b>Taverekere Srikantaiah</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Mobile Technology (smartphone) Applications for Development</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 05/07/2020<br />
| colspan="3" | <b><i>Board games</b>.<br />
<!-- row end --> <br />
</div></div><br />
|}<br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion. ([https://www.youtube.com/watch?v=DdpW6sU2b9Y link to video])<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>Ben Shneiderman</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human-Centered Artificial Intelligence: Designing Next Generation User Experiences</b><br />
<br><br />
The next generation of user experiences will produce 1000-fold improvements in human capabilities. These new tools will amplify, augment, enhance, and empower people, just as the Web, email, search, navigation, digital photography, and many other applications have already done. These new human-centered tools will produce comprehensible, predictable, and controllable applications that promote self-efficacy and social participation at scale. The goal is to ensure human control, while increasing the level of automation. In short, the next generation of tools will make more people, more creative, more often.<br />
<br><br />
Improved designs will give billions of users comprehensible interfaces that hide the underlying complexity of advanced algorithms. Users will see familiar visual strategies based on direct manipulation to provide informative feedback about the machine’s state and what they can do. Every use will build confidence that users can reliably accomplish their goals and increase the trust that the machine is under their control.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> Microsoft Research<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
Across the globe, it is now commonplace for educators to engage in the making (design and development) of embedded systems in the classroom to motivate and excite their students. This new domain brings its own set of unique requirements. Historically, embedded systems development requires knowledge of low-level programming languages, local installation of compilation toolchains, device drivers, and applications. For students and educators, these requirements can introduce insurmountable barriers.<br><br />
We present the motivation, requirements, implementation, and evaluation of a new programming platform that enables novice users to create software for embedded systems. The platform has two major components: <br>1) Microsoft MakeCode (www.makecode.com), a web app that encapsulates an entire beginner IDE for microcontrollers; and <br>2) CODAL, an efficient component-oriented C++ runtime for microcontrollers.<br> We show how MakeCode and CODAL provide an accessible, cross-platform, installation-free programming experience for the BBC micro:bit and other embedded devices.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>Naeemul Hassan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Towards Automated Fact Discovery and Ranking</b><br />
<br><br />
In this talk, I present the work of finding new, prominent situational facts, which are emerging statements about objects that stand out within certain contexts. Many such facts<br />
are newsworthy—e.g., an athlete’s outstanding performance in a game, or a viral video’s impressive popularity. Effective and efficient identification of these facts assists journalists in reporting,<br />
one of the main goals of computational journalism. A situational fact can be modeled as a “contextual” tuple that stands out against historical tuples in a context, specified by a conjunctive constraint involving dimension attributes when a set of measure attributes are compared. New tuples are constantly added to the table, reflecting events happening in the real world. Our goal is to discover constraint-measure pairs that qualify a new tuple as a contextual significant tuple, and discover them quickly before the event becomes yesterday’s news.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>John Dickerson</b> University of Maryland<br />
| <div class="mw-collapsible mw-expand"><br />
<b> Diversity in Matching Markets</b><br />
<br><br />
In bipartite matching problems, vertices on one side of a bipartite graph are paired with those on the other. In its offline variant, both sides of the graph are known a priori; in its online variant, one side of the graph is available offline, while vertices on the other arrive online and are irrevocably and immediately matched (or ignored) by an algorithm. Examples of such problems include matching workers to firms, advertisers to keywords, organs to patients, and riders to rideshare drivers. Much of the literature focuses on maximizing the total relevance---modeled via total weight---of the matching. However, in many real-world problems, it is also important to consider the contribution of diversity: hiring a diverse pool of candidates, displaying a relevant but diverse set of ads, and so on.<br />
<br />
In this talk, we model the promotion of diversity in matching markets via maximization of a submodular function over the set of matched edges. We present new results in a generalization of traditional offline matching, b-matching, where vertices have both lower and upper bounds on the number of adjacent matched edges. We also present new theoretical results in online submodular bipartite matching. Finally, we conclude with ongoing work that approaches the problem of hiring a diverse cohort of workers through the lens of combinatorial pure exploration (CPE) in the multiarmed bandit setting, and discuss an ongoing experiment in this space at a large research university.<br />
<br />
This talk will cover joint work with Saba Ahmadi, Faez Ahmed, Samsara Counts, Jeff Foster, Mark Fuge, Samir Khuller, Zhi Lang, Nicholas Mattei, Karthik A. Sankararaman, Candice Schumann, Aravind Srinivasan, and Pan Xu.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
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<br />
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|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> What is Valuing vs “Jerk” Behavior? How behavior impacts a positive working experience</b><br />
<br><br />
Women in tech leave the field at twice the quit rate as men. Women often state, and research confirms, that women don’t feel valued. They point to the culture of the organization and how they are treated as a contributing factor. They say that men are “bro’s” or “jerks.” In 2018, we launched the Valuing &amp; Jerk Project as one WITops initiative (https://www.witops.org). This talk<br />
will present our findings and perspective. <br />
Behavior creates or undermines connection and value. The Valuing and Jerk Project focuses on understanding which behaviors are experienced as valuing in everyday work and which result in<br />
naming the other as a “jerk”. Using Contextual Inquiry, we have uncovered core valuing behaviors, what devaluing means, and where behavior crosses the line to become “jerk” behavior. Armed with this understanding our next step is to generate and test interventions and solutions. The talk will introduce the Valuing and Jerk Project.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 10/31/2019<br />
| <br />
<b>Rachael Bradley Montgomery</b><br> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing to Support People with Cognitive and Learning Disabilities</b><br />
<br><br />
Have you ever wondered how to create websites, applications, and content that support individuals with cognitive and learning disabilities; individuals who are aging; or individuals who are tired, overworked, and distracted? The W3C <br />
Cognitive and Learning Disabilities Accessibility (COGA) Task Force has been working on a design guide that goes beyond WCAG 2.2 to support individuals with cognitive and learning disabilities. The resulting design patterns and guidance bridges accessibility and usability and support a much wider audience than just those with disabilities. Rachael will present her perspectives as an invited expert on this work. Please come learn about the design patterns and how to provide input on this evolving document. <br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 11/7/2019<br />
| <br />
<b>Dr. Gregg Vanderheiden</b><br>TRACE center <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Underestimating the challenge of cognitive disabilities (and digital literacy). Directions to explore in short, medium and long term.<br />
</b><br />
<br><br />
Recent work has caused us to question our understanding of the challenge of digital access by people with cognitive disabilities. Our underestimation may, in part, help explain our difficulties as a field to date. In part, it has exposed what may be a much wider problem than we understood, and one that goes beyond those we have thought of as having cognitive disabilities. It intersects with digital literacy but also has implications for those with other disabilities as well. The concept of Technology Quotient (TQ) will be discussed and approaches for addressing access by people with cognitive disabilities and low digital literacy today, tomorrow and in the future will be explored in this talk. <br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 11/14/2019<br />
| <br />
<b>Adam Aviv</b> George Washington <br />
University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human Factors in Mobile Authentication</b><br />
<br><br />
Mobile authentication is a crucial component of authentication more broadly,<br />
especially as mobile devices become evermore connected to the broader computer<br />
security ecosystem. The overarching goal of my research is to improve the<br />
current state of mobile authentication by taking a holistic approach to<br />
measuring mobile authentication and its impacts that intersect directly with the<br />
user experience. In this talk, I will present a narrative of contributions to<br />
mobile authentication over the last 10 years, focusing on how human factors<br />
impact the security, from attacks, choices, and perceptions. I will particularly<br />
focus on one form of mobile authentication, Android's graphical pattern unlock,<br />
which may be the most heavily used graphical authentication system, ever. Based<br />
on my experience, I will also present some new directions and methods that can<br />
improve the security of mobile authentication and some new results on PINs and<br />
LG's graphical Knock Code Authentication. <br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>Whitney Quesenbery</b> Co-Director, Center for Civic Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Storytelling makes research data come to life </b> <br />
<br><br />
We all love our user research data…but why is it such a struggle to use the insights we uncover to create direction for a project? Storytelling is the missing link, getting past charts and graphs to dig into what the data means for meeting human needs and making something usable and useful. Whitney will show how stories put research insights into context, communicate the entire user journey, show problems through the eyes of your users, and help you ask better questions (and run better usability tests) to gain deeper insights. Whitney is the co-founder of the Center for Civic Design, approaching democracy as a design problem, so there will be examples from the challenges of designing elections as well as stories from her work in theatre. <br />
<div class="mw-collapsible-content"><br />
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<br />
<br />
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|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
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<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
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<br />
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|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
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<br />
<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
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|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
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|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
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<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2143Brown Bag Lunch Schedule2020-03-12T17:20:44Z<p>Bdomingo: /* Spring 2020 Guest Speaker Series Schedule */</p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker & Pizza Series" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2119 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Spring 2020 Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 02/06/2020<br />
| <br />
<b>Dr. Joel Chan, Dr. Amanda Lazar and Dr. Catherine Plaisant</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Panel discussion "What does a successful process for an HCI researcher look like?</b><br />
<br><br />
We'll be kicking off this semester with a panel discussion. Dr. Joel Chan, Dr. Amanda Lazar, and Dr. Catherine Plaisant will engage in a conversation with us about what successful processes for an HCI researcher look like in terms of personal development, week to week / day to day workflow, moving ideas forward, etc. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/13/2020<br />
| <br />
<b>Christian Vogler,</b> Gallaudet University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The User Experience of Viewing Captioned Content</b><br />
<br><br />
Much has been made of the ability of automatic speech recognition (ASR) to supplement or replace human captioners both for video content and for live meetings. While the word error rate of ASR has been steadily improving, and on some types of content can even beat out human captioners, these improvements do not automatically in a good user experience for people who are deaf or hard of hearing. In this talk we will examine the reasons why this is so, and provide an overview of current efforts to develop human-centered caption quality metrics that are more closely aligned with meeting the needs of people who depend on captions to consume content.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/20/2020<br />
| <br />
<b>Wei Ai</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Promoting Pro-social Behavior with End-to-End Data Science</b><br />
<br><br />
The recent development of data science methods, including large-scale machine learning and causal inference, has presented a game-changing opportunity for social good provision through the effort of the crowd. In this talk, I introduce an end-to-end data science pipeline to promote behavioral change for pro-social benefits. More specifically, this involves conducting causal data analysis on empirical data for actionable insights and robust prediction models, incorporating the insights and predictions in designing recommender systems for individual actions, and evaluating the effectiveness of the recommender systems in promoting behavioral changes with randomized field experiments. I will present two applications of the end-to-end pipeline, where we designed and deployed team recommender systems on an online microfinance platform (Kiva.org) and a ride-sharing platform (DiDi). We evaluated the recommender systems through large-scale field experiments, which show significant increases in user participation. The recommender system has been deployed in DiDi and has impacted millions of users in practice.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/27/2019<br />
| <br />
<b>B Prabhakaran</b> University of Texas, Dallas<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Quantifying Human Performance and the Quality of Immersive Experiences</b><br />
<br><br />
Psychometric evaluations are generally used to understand the Quality of Experience (QoE) of immersive environments produced using augmented/mixed/virtual reality. Typically, these subjective evaluations are done from an end-user point-of-view, but these are limited by the subjective observations due to a number of factors. The objective approach consists of measuring the QoE by monitoring the network technical parameters or the network Quality of Service (QoS), such as throughput, delay, and packet loss. Most of the research on objective approaches for QoS-QoE mapping have focused on video streaming. Such objective QoS-QoE mapping strategies cannot be directly applied for immersive environments.<br />
Hence, in this talk, we address two related questions: (1) Can we identify metrics that can objectively quantify the performance of an immersive environment? (2) Can we use the above objective performance metrics to understand the possible user QoE without the need for subjective user study or with minimal user study? We start with different examples of immersive environments such as haptic-enabled applications, mirror therapy, and games. We discuss what metrics are influenced by different system parameters such as processing power, and network QoS. Then, we present some of our preliminary work on understanding users’ QoE through these metrics.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/05/2020<br />
| <br />
<b>Dr. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>What does a successful process for an HCI researcher look like? Part 2</b><br />
<br><br />
TBA<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/26/2020<br />
| <br />
<b>Alex Leitch</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Glitch Design, and Interfaces</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/02/2020<br />
| <br />
<b>Karen Holtzblatt</b> WITOPS<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>What is Valuing vs “Jerk” Behavior? How behavior impacts a positive working experience</b><br />
<br><br />
Women in tech leave the field at twice the quit rate as men. Women often state, and research confirms, that women don’t feel valued. They point to the culture of the organization and how they are treated as a contributing factor. They say that men are “bro’s” or “jerks.” In 2018, we launched the Valuing and Jerk Project as one WITops initiative (https://www.witops.org). This talk will present our findings and perspective. Behavior creates or undermines connection and value. The Valuing and Jerk Project focuses on understanding which behaviors are experienced as valuing in everyday work and which result in naming the other as a “jerk”. Using Contextual Inquiry, we have uncovered core valuing behaviors, what devaluing means, and where behavior crosses the line to become “jerk” behavior. Armed with this understanding our next step is to generate and test interventions and solutions. The talk will introduce the Valuing and Jerk Project.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/09/2020<br />
| <br />
<b>Nicholas Diakopoulos</b> Northwestern University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Automating the News: How Algorithms are Rewriting the Media</b><br />
<br><br />
Nicholas will talk about how machine learning and data mining have transformed investigative journalism. Newsbots converse with social media audiences, distributing stories and receiving feedback. Online media has become a platform for A/B testing of content, helping journalists to better understand what moves audiences. Algorithms can even draft certain kinds of stories. These techniques enable media organizations to take advantage of experiments and economies of scale, enhancing the sustainability of the fourth estate. But they also place pressure on editorial decision-making, because they allow journalists to produce more stories, sometimes better ones, but rarely both. Though the effects of automation are deep, Nicholas will talk about how journalists are at little risk of being displaced. With algorithms at their fingertips, they may work differently and tell different stories than they otherwise would, but their values remain the driving force behind the news. The human–algorithm hybrid thus emerges as the latest embodiment of an age-old tension between commercial imperatives and journalistic principles.<br />
<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/16/2020<br />
| colspan="2" | <b><i>CHI Practice Session</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/23/2020<br />
| <br />
<b>Sarah McGrew</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Who is Behind This? Teaching Students to Evaluate Online Information</b><br />
<br><br />
Young people often turn to the Internet for information, where they face nearly constant questions about what to trust. Schools can help prepare students for this challenge by ensuring that all students have opportunities to learn to evaluate online information. However, few research-based resources exist to support teachers and students in this work. I will outline a curricular approach designed to teach strategies that professional fact checkers use to evaluate online sources. Using pretest and posttest data from an initial intervention study in high school history classes, I will explore students’ progress in learning to investigate digital sources and discuss possibilities and hurdles for teaching evaluation strategies in schools.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/30/2020<br />
| <br />
<b>Taverekere Srikantaiah</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Mobile Technology (smartphone) Applications for Development</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 05/07/2020<br />
| colspan="3" | <b><i>Board games</b>.<br />
<!-- row end --> <br />
</div></div><br />
|}<br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion. ([https://www.youtube.com/watch?v=DdpW6sU2b9Y link to video])<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>Ben Shneiderman</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human-Centered Artificial Intelligence: Designing Next Generation User Experiences</b><br />
<br><br />
The next generation of user experiences will produce 1000-fold improvements in human capabilities. These new tools will amplify, augment, enhance, and empower people, just as the Web, email, search, navigation, digital photography, and many other applications have already done. These new human-centered tools will produce comprehensible, predictable, and controllable applications that promote self-efficacy and social participation at scale. The goal is to ensure human control, while increasing the level of automation. In short, the next generation of tools will make more people, more creative, more often.<br />
<br><br />
Improved designs will give billions of users comprehensible interfaces that hide the underlying complexity of advanced algorithms. Users will see familiar visual strategies based on direct manipulation to provide informative feedback about the machine’s state and what they can do. Every use will build confidence that users can reliably accomplish their goals and increase the trust that the machine is under their control.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> Microsoft Research<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
Across the globe, it is now commonplace for educators to engage in the making (design and development) of embedded systems in the classroom to motivate and excite their students. This new domain brings its own set of unique requirements. Historically, embedded systems development requires knowledge of low-level programming languages, local installation of compilation toolchains, device drivers, and applications. For students and educators, these requirements can introduce insurmountable barriers.<br><br />
We present the motivation, requirements, implementation, and evaluation of a new programming platform that enables novice users to create software for embedded systems. The platform has two major components: <br>1) Microsoft MakeCode (www.makecode.com), a web app that encapsulates an entire beginner IDE for microcontrollers; and <br>2) CODAL, an efficient component-oriented C++ runtime for microcontrollers.<br> We show how MakeCode and CODAL provide an accessible, cross-platform, installation-free programming experience for the BBC micro:bit and other embedded devices.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>Naeemul Hassan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Towards Automated Fact Discovery and Ranking</b><br />
<br><br />
In this talk, I present the work of finding new, prominent situational facts, which are emerging statements about objects that stand out within certain contexts. Many such facts<br />
are newsworthy—e.g., an athlete’s outstanding performance in a game, or a viral video’s impressive popularity. Effective and efficient identification of these facts assists journalists in reporting,<br />
one of the main goals of computational journalism. A situational fact can be modeled as a “contextual” tuple that stands out against historical tuples in a context, specified by a conjunctive constraint involving dimension attributes when a set of measure attributes are compared. New tuples are constantly added to the table, reflecting events happening in the real world. Our goal is to discover constraint-measure pairs that qualify a new tuple as a contextual significant tuple, and discover them quickly before the event becomes yesterday’s news.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>John Dickerson</b> University of Maryland<br />
| <div class="mw-collapsible mw-expand"><br />
<b> Diversity in Matching Markets</b><br />
<br><br />
In bipartite matching problems, vertices on one side of a bipartite graph are paired with those on the other. In its offline variant, both sides of the graph are known a priori; in its online variant, one side of the graph is available offline, while vertices on the other arrive online and are irrevocably and immediately matched (or ignored) by an algorithm. Examples of such problems include matching workers to firms, advertisers to keywords, organs to patients, and riders to rideshare drivers. Much of the literature focuses on maximizing the total relevance---modeled via total weight---of the matching. However, in many real-world problems, it is also important to consider the contribution of diversity: hiring a diverse pool of candidates, displaying a relevant but diverse set of ads, and so on.<br />
<br />
In this talk, we model the promotion of diversity in matching markets via maximization of a submodular function over the set of matched edges. We present new results in a generalization of traditional offline matching, b-matching, where vertices have both lower and upper bounds on the number of adjacent matched edges. We also present new theoretical results in online submodular bipartite matching. Finally, we conclude with ongoing work that approaches the problem of hiring a diverse cohort of workers through the lens of combinatorial pure exploration (CPE) in the multiarmed bandit setting, and discuss an ongoing experiment in this space at a large research university.<br />
<br />
This talk will cover joint work with Saba Ahmadi, Faez Ahmed, Samsara Counts, Jeff Foster, Mark Fuge, Samir Khuller, Zhi Lang, Nicholas Mattei, Karthik A. Sankararaman, Candice Schumann, Aravind Srinivasan, and Pan Xu.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> What is Valuing vs “Jerk” Behavior? How behavior impacts a positive working experience</b><br />
<br><br />
Women in tech leave the field at twice the quit rate as men. Women often state, and research confirms, that women don’t feel valued. They point to the culture of the organization and how they are treated as a contributing factor. They say that men are “bro’s” or “jerks.” In 2018, we launched the Valuing &amp; Jerk Project as one WITops initiative (https://www.witops.org). This talk<br />
will present our findings and perspective. <br />
Behavior creates or undermines connection and value. The Valuing and Jerk Project focuses on understanding which behaviors are experienced as valuing in everyday work and which result in<br />
naming the other as a “jerk”. Using Contextual Inquiry, we have uncovered core valuing behaviors, what devaluing means, and where behavior crosses the line to become “jerk” behavior. Armed with this understanding our next step is to generate and test interventions and solutions. The talk will introduce the Valuing and Jerk Project.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>Rachael Bradley Montgomery</b><br> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing to Support People with Cognitive and Learning Disabilities</b><br />
<br><br />
Have you ever wondered how to create websites, applications, and content that support individuals with cognitive and learning disabilities; individuals who are aging; or individuals who are tired, overworked, and distracted? The W3C <br />
Cognitive and Learning Disabilities Accessibility (COGA) Task Force has been working on a design guide that goes beyond WCAG 2.2 to support individuals with cognitive and learning disabilities. The resulting design patterns and guidance bridges accessibility and usability and support a much wider audience than just those with disabilities. Rachael will present her perspectives as an invited expert on this work. Please come learn about the design patterns and how to provide input on this evolving document. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>Dr. Gregg Vanderheiden</b><br>TRACE center <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Underestimating the challenge of cognitive disabilities (and digital literacy). Directions to explore in short, medium and long term.<br />
</b><br />
<br><br />
Recent work has caused us to question our understanding of the challenge of digital access by people with cognitive disabilities. Our underestimation may, in part, help explain our difficulties as a field to date. In part, it has exposed what may be a much wider problem than we understood, and one that goes beyond those we have thought of as having cognitive disabilities. It intersects with digital literacy but also has implications for those with other disabilities as well. The concept of Technology Quotient (TQ) will be discussed and approaches for addressing access by people with cognitive disabilities and low digital literacy today, tomorrow and in the future will be explored in this talk. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>Adam Aviv</b> George Washington <br />
University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human Factors in Mobile Authentication</b><br />
<br><br />
Mobile authentication is a crucial component of authentication more broadly,<br />
especially as mobile devices become evermore connected to the broader computer<br />
security ecosystem. The overarching goal of my research is to improve the<br />
current state of mobile authentication by taking a holistic approach to<br />
measuring mobile authentication and its impacts that intersect directly with the<br />
user experience. In this talk, I will present a narrative of contributions to<br />
mobile authentication over the last 10 years, focusing on how human factors<br />
impact the security, from attacks, choices, and perceptions. I will particularly<br />
focus on one form of mobile authentication, Android's graphical pattern unlock,<br />
which may be the most heavily used graphical authentication system, ever. Based<br />
on my experience, I will also present some new directions and methods that can<br />
improve the security of mobile authentication and some new results on PINs and<br />
LG's graphical Knock Code Authentication. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>Whitney Quesenbery</b> Co-Director, Center for Civic Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Storytelling makes research data come to life </b> <br />
<br><br />
We all love our user research data…but why is it such a struggle to use the insights we uncover to create direction for a project? Storytelling is the missing link, getting past charts and graphs to dig into what the data means for meeting human needs and making something usable and useful. Whitney will show how stories put research insights into context, communicate the entire user journey, show problems through the eyes of your users, and help you ask better questions (and run better usability tests) to gain deeper insights. Whitney is the co-founder of the Center for Civic Design, approaching democracy as a design problem, so there will be examples from the challenges of designing elections as well as stories from her work in theatre. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
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<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
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<br />
<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
<br />
<br />
|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2018_Symposium!&diff=2139Volunteer For the 2018 Symposium!2020-02-19T19:07:24Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
==Fri, May 22, 10:00AM to 12:00PM, Initial Symposium Preparations==<br />
2105 Hornbake, South Wing<br />
We'll create and print name tags, signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Beth Domingo<br />
* <br />
* <br />
*<br />
* <br />
*<br />
*<br />
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==Wed, May 27, 12:00PM to 2:00PM, Final Symposium Preparations==<br />
2105 Hornbake, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to IRIBE, etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* Beth Domingo - CAR<br />
* <br />
* <br />
* <br />
* <br />
* <br />
* <br />
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Slide Testing<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PRACTICE TALKS</span>=<br />
For each practice talk session, we need people available to provide feedback and one person to serve as the Feedback Lead. Sign-up [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - THUR, MAY 28</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet in the lobby of the [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC (Computer Science Instructional Center) Building'''</span>]. We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:00AM - 8:45AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, catering, signs, posters, and easels; directing attendees; check-in attendees; complete on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
* Beth Domingo<br />
* <br />
* <br />
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* <br />
* <br />
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==9:00AM Lunch Set-Up==<br />
Tasks include breaking down the registration and breakfast areas and setting-up lunch tables. <br />
<br />
* Beth Domingo<br />
* <br />
* <br />
* <br />
*<br />
* <br />
*<br />
<br />
==1:00PM Lunch-to-Snack Transition & Demo/Poster Set-Up==<br />
Tasks include breaking down the lunch area (tables, chairs, food), taking out trash, and beginning setting-up for the Demo & Poster Session.<br />
<br />
* Beth Domingo<br />
* <br />
* <br />
* <br />
* <br />
*<br />
*<br />
*<br />
*<br />
* <br />
*<br />
<br />
==4:00PM Set-Up for Demo & Poster Session==<br />
Be on call for support with any remaining tasks for the Demo & Poster Session.<br />
<br />
* Beth Domingo<br />
*<br />
* <br />
* <br />
* <br />
*<br />
*<br />
<br />
==6:00PM Symposium Breakdown==<br />
Tasks include breaking down tables and stacking chairs; tidying classrooms, lobby, and halls; removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* Beth Domingo - CAR<br />
*<br />
* <br />
* <br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">SPECIALIZED TASKS @SYMPOSIUM - Thur, May 24</span>=<br />
We ask that volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==Photography==<br />
Sign-up to snap pictures throughout the day, highlighting our Symposium. After the event, please share photos so that they can be featured on our website, as well as in communications materials and presentations.<br />
<br />
* <br />
* <br />
* <br />
*<br />
*<br />
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==8:45AM Support for Plenary Session==<br />
*Loan computer: <br />
*Tech support:<br />
*Mics/lights: <br />
*Hook:<br />
<br />
==10:15AM Support for Keynote Session==<br />
*Loan computer: <br />
*Tech support: <br />
*Mics/lights: <br />
*Hook:<br />
<br />
==12:45PM Support for Afternoon Talk Session I (Security & Privacy/Human-Computer Interaction, Visual Analytics & Visualization)==<br />
Depending on the level of available support, some volunteers may need to rotate into different rooms.<br><br><br />
Loan computer<br />
*<br />
*<br />
Tech support<br />
*<br />
* <br />
Session chair/announcer<br />
* Catherine Plaisant (Visual Analytics & Visualization)<br />
* Yla Tausczik (Security & Privacy)<br />
* Jason Farman (Human Computer Interaction)<br />
Mics/lights<br />
* Dan Bender<br />
*<br />
Hook<br />
*<br />
*<br />
<br />
==2:45PM Support for Afternoon Talk Session II (Accessibility & Inclusion/Crowdsourcing/Prototyping, Visual Analytics & Visualization/Social Media)==<br />
Depending on the level of available support, some volunteers may need to rotate into different rooms.<br><br><br />
Loan computer<br />
*<br />
*<br />
Tech support<br />
*<br />
* <br />
Session chair/announcer<br />
* Brian Ondov (Accessibility & Inclusion/Crowdsourcing/Prototyping)<br />
* Catherine Plaisant (Visual Analytics & Visualization)<br />
* Jason Farman (Social Media)<br />
Mics/lights<br />
* Dan Bender<br />
*<br />
Hook<br />
*<br />
*<br />
<br />
==Tech Support for Tutorial & Workshop Sessions==<br />
Depending on the level of available support, some volunteers may need to rotate into different rooms.<br />
<br />
;Current Tutorial & Workshop Schedule:<br />
10:30AM - 4:45PM<br><br />
:''Tutorial: Introduction to Usability Testing''<br><br />
1:00PM - 4:45PM<br><br />
:''Tutorial: Cognitive Science in HCI''<br><br />
:''Tutorial: Visual Design for Interactive Bootcamp''<br><br />
:''Workshop: Design Techniques''<br><br />
:''Workshop: Building Community Partnerships for Aging Research''<br />
<br />
* Hanuma Teja Maddali (Afternoon session)<br />
* Kyungjun Lee<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">Notes</span>=<br />
* OIT CSIC can be reached at 301-405-3838 (x53838)<br />
* Tables and chairs will be delivered to CSIC the afternoon of Wed, May 24<br />
* Lunch is scheduled for 11:45AM - 1:00PM; Snack Break 2:45PM - 3:00PM<br />
* Questions or concerns? Contact Rashida Bandy at rbandy@umd.edu.<br />
<br />
__NOTOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2018_Symposium!&diff=2138Volunteer For the 2018 Symposium!2020-02-19T19:03:47Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
==Fri, May 22, 10:00AM to 12:00PM, Initial Symposium Preparations==<br />
2105 Hornbake, South Wing<br />
We'll create and print name tags, signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Beth Domingo<br />
* <br />
* <br />
*<br />
* <br />
*<br />
*<br />
<br />
==Wed, May 27, 12:00PM to 2:00PM, Final Symposium Preparations==<br />
2105 Hornbake, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to IRIBE, etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* Beth Domingo - CAR<br />
* <br />
* <br />
* <br />
* <br />
* <br />
* <br />
* <br />
* <br />
*<br />
Slide Testing<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PRACTICE TALKS</span>=<br />
For each practice talk session, we need people available to provide feedback and one person to serve as the Feedback Lead. Sign-up [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - THUR, MAY 28</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet in the lobby of the [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC (Computer Science Instructional Center) Building'''</span>]. We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:00AM - 8:45AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, catering, signs, posters, and easels; directing attendees; check-in attendees; complete on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
* Rashida Bandy<br />
* beth bonsignore<br />
* Dan Bender (arriving 7:30pm)<br />
* Diva Smriti<br />
* Jaina Gandhi<br />
* Samara Orellana<br />
* Heather Killen (7:00 - 8:10)<br />
*<br />
*<br />
*<br />
*<br />
<br />
==9:00AM Lunch Set-Up==<br />
Tasks include breaking down the registration and breakfast areas and setting-up lunch tables. <br />
<br />
* Rashida Bandy<br />
* beth bonsignore<br />
* Kenna Hernly<br />
* Diva Smriti<br />
* Samara Orellana<br />
* Desiree Abrokwa<br />
*<br />
<br />
==1:00PM Lunch-to-Snack Transition & Demo/Poster Set-Up==<br />
Tasks include breaking down the lunch area (tables, chairs, food), taking out trash, and beginning setting-up for the Demo & Poster Session.<br />
<br />
* Rashida Bandy<br />
* Zijian Wan<br />
* Samara Orellana<br />
* Desiree Abrokwa<br />
* Heather Killen<br />
*<br />
*<br />
*<br />
*<br />
* <br />
*<br />
<br />
==4:00PM Set-Up for Demo & Poster Session==<br />
Be on call for support with any remaining tasks for the Demo & Poster Session.<br />
<br />
* Rashida Bandy<br />
*Yuhan Luo<br />
* Zijian Wan<br />
* Alina Striner<br />
* Desiree Abrokwa<br />
*<br />
*<br />
<br />
==6:00PM Symposium Breakdown==<br />
Tasks include breaking down tables and stacking chairs; tidying classrooms, lobby, and halls; removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* Rashida Bandy - CAR<br />
* Daniel Pauw<br />
* beth bonsignore<br />
* Dan Bender<br />
* Alina Striner<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">SPECIALIZED TASKS @SYMPOSIUM - Thur, May 24</span>=<br />
We ask that volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==Photography==<br />
Sign-up to snap pictures throughout the day, highlighting our Symposium. After the event, please share photos so that they can be featured on our website, as well as in communications materials and presentations.<br />
<br />
* Craig Taylor<br />
* Alina Striner<br />
* Yuhan Luo<br />
*<br />
*<br />
<br />
==8:45AM Support for Plenary Session==<br />
*Loan computer: <br />
*Tech support:<br />
*Mics/lights: <br />
*Hook:<br />
<br />
==10:15AM Support for Keynote Session==<br />
*Loan computer: <br />
*Tech support: <br />
*Mics/lights: <br />
*Hook:<br />
<br />
==12:45PM Support for Afternoon Talk Session I (Security & Privacy/Human-Computer Interaction, Visual Analytics & Visualization)==<br />
Depending on the level of available support, some volunteers may need to rotate into different rooms.<br><br><br />
Loan computer<br />
*<br />
*<br />
Tech support<br />
*<br />
* <br />
Session chair/announcer<br />
* Catherine Plaisant (Visual Analytics & Visualization)<br />
* Yla Tausczik (Security & Privacy)<br />
* Jason Farman (Human Computer Interaction)<br />
Mics/lights<br />
* Dan Bender<br />
*<br />
Hook<br />
*<br />
*<br />
<br />
==2:45PM Support for Afternoon Talk Session II (Accessibility & Inclusion/Crowdsourcing/Prototyping, Visual Analytics & Visualization/Social Media)==<br />
Depending on the level of available support, some volunteers may need to rotate into different rooms.<br><br><br />
Loan computer<br />
*<br />
*<br />
Tech support<br />
*<br />
* <br />
Session chair/announcer<br />
* Brian Ondov (Accessibility & Inclusion/Crowdsourcing/Prototyping)<br />
* Catherine Plaisant (Visual Analytics & Visualization)<br />
* Jason Farman (Social Media)<br />
Mics/lights<br />
* Dan Bender<br />
*<br />
Hook<br />
*<br />
*<br />
<br />
==Tech Support for Tutorial & Workshop Sessions==<br />
Depending on the level of available support, some volunteers may need to rotate into different rooms.<br />
<br />
;Current Tutorial & Workshop Schedule:<br />
10:30AM - 4:45PM<br><br />
:''Tutorial: Introduction to Usability Testing''<br><br />
1:00PM - 4:45PM<br><br />
:''Tutorial: Cognitive Science in HCI''<br><br />
:''Tutorial: Visual Design for Interactive Bootcamp''<br><br />
:''Workshop: Design Techniques''<br><br />
:''Workshop: Building Community Partnerships for Aging Research''<br />
<br />
* Hanuma Teja Maddali (Afternoon session)<br />
* Kyungjun Lee<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">Notes</span>=<br />
* OIT CSIC can be reached at 301-405-3838 (x53838)<br />
* Tables and chairs will be delivered to CSIC the afternoon of Wed, May 24<br />
* Lunch is scheduled for 11:45AM - 1:00PM; Snack Break 2:45PM - 3:00PM<br />
* Questions or concerns? Contact Rashida Bandy at rbandy@umd.edu.<br />
<br />
__NOTOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Slide_Details&diff=2137Slide Details2020-02-19T18:58:36Z<p>Bdomingo: </p>
<hr />
<div>In order to achieve efficiency and smoother transitions between presentations, individual laptops will not be used during talk sessions. Instead one laptop will be available in each room. Presenters are asked to provide slides EARLY so that they can be uploaded to the laptop in the appropriate room and tested prior to Symposium. EXCEPTIONS CAN BE MADE FOR DEMOS, but that's it.<br />
If you have additional questions or concerns, contact HCIL Coordinator, Beth Domingo.</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2136Symposium Deadlines2020-02-19T18:54:20Z<p>Bdomingo: /* 2020 Dates */</p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! <br />
== 2020 Dates ==<br />
<br />
! Due<br />
|-<br />
|Mon, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Mon, May 4<br />
| [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit. |Printing Requests Due: Provide Beth with any Workshop/Tutorial/Book Promo Flyers for printing. Email attachments to bdomingo@umd.edu. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 11<br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|-<br />
|Mon, May 18<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|-<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the Iribe building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2135Symposium Deadlines2020-02-19T18:46:55Z<p>Bdomingo: </p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! <br />
== 2020 Dates ==<br />
<br />
! Due<br />
|-<br />
|Mon, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Mon, May 4<br />
| [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit. |Printing Requests Due: Provide Beth with any Workshop/Tutorial/Book Promo Flyers for printing. Email attachments to bdomingo@umd.edu. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 11, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|-<br />
|Mon, May 18<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|-<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the Iribe building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2134Symposium Deadlines2020-02-19T18:46:03Z<p>Bdomingo: /* OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon */</p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! 2018 Dates <br />
== 2020 Dates ' ==<br />
<br />
! Due<br />
|-<br />
|Mon, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Mon, May 4<br />
| [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit. |Printing Requests Due: Provide Beth with any Workshop/Tutorial/Book Promo Flyers for printing. Email attachments to bdomingo@umd.edu. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 11, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|-<br />
|Mon, May 18<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|-<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the Iribe building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2133Symposium Deadlines2020-02-19T17:43:58Z<p>Bdomingo: </p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! 2018 Dates <br />
== ''OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon'' ==<br />
<br />
! Due<br />
|-<br />
|Mon, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Mon, May 4<br />
| [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit. |Printing Requests Due: Provide Beth with any Workshop/Tutorial/Book Promo Flyers for printing. Email attachments to bdomingo@umd.edu. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 11, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|-<br />
|Mon, May 18<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|-<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the Iribe building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2132Symposium Deadlines2020-02-19T17:43:14Z<p>Bdomingo: </p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! 2018 Dates <br />
== ''OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon'' ==<br />
<br />
! Due<br />
|-<br />
|Mon, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Mon, May 4<br />
| [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit. |Printing Requests Due: Provide Beth with any Workshop/Tutorial/Book Promo Flyers for printing. Email attachments to bdomingo@umd.edu preferred. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 11, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|-<br />
|Mon, May 18<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|-<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the Iribe building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2131Symposium Deadlines2020-02-19T17:37:35Z<p>Bdomingo: </p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! 2018 Dates <br />
== ''OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon'' ==<br />
<br />
! Due<br />
|-<br />
|Mon, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Mon, May 4<br />
| Tech Reports, [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit.<br />
|-<br />
|Mon, May 11, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|Wed, May 13, 12:00PM<br />
|Printing Requests Due: Provide Beth with any Workshop/Tutorial items for printing. Email attachments to bdomingo@umd.edu preferred. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 17<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|Thur, May 21<br />
|SWAG Items Due: Last day to provide Beth with materials to be included in Symposium bags.<br />
|-<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the CSIC building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2130Symposium Deadlines2020-02-17T17:01:10Z<p>Bdomingo: /* OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon */</p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! 2018 Dates <br />
== ''OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon'' ==<br />
<br />
! Due<br />
|-<br />
|Fri, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Fri, May 4<br />
| Tech Reports, [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit.<br />
|-<br />
|Mon, May 11, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|Wed, May 13, 12:00PM<br />
|Printing Requests Due: Provide Beth with any Workshop/Tutorial items for printing. Email attachments to bdomingo@umd.edu preferred. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 17<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|Thur, May 21<br />
|SWAG Items Due: Last day to provide Beth with materials to be included in Symposium bags.<br />
|-<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the CSIC building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2129Symposium Deadlines2020-02-17T16:47:51Z<p>Bdomingo: /* OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon */</p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! 2018 Dates <br />
== ''OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon'' ==<br />
<br />
! Due<br />
|-<br />
|Fri, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Fri, May 4<br />
| Tech Reports, [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit.<br />
|-<br />
|Mon, May 11, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|Wed, May 13, 12:00PM<br />
|Printing Requests Due: Provide Beth with any Workshop/Tutorial items for printing. Email attachments to bdomingo@umd.edu preferred. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 17<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 20 & Thurs, May 21<br />
| Practice talks<br />
|-<br />
|Thur, May 21<br />
|SWAG Items Due: Last day to provide Beth with materials to be included in Symposium bags.<br />
<br />
|Fri, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2020 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
<br />
|Tues, May 26, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the CSIC building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 27 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 28<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Symposium_Deadlines&diff=2128Symposium Deadlines2020-02-17T16:37:34Z<p>Bdomingo: /* OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon */</p>
<hr />
<div>{| class="wikitable" border="1"<br />
|-<br />
! 2018 Dates <br />
== ''OLD OLD OLD OLD OLD OLD - NEW 2020 Dates to be posted soon'' ==<br />
<br />
! Due<br />
|-<br />
|Fri, May 4 <br />
| Talk Abstracts Due: 1 page (single spaced, single sided). [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''HCIL Symposium Templates must be used and can be found HERE'''</span>]]. <br />
|-<br />
|Fri, May 4<br />
| Tech Reports, [https://docs.google.com/spreadsheets/d/1ufXPAMqq4Te9xcKEGKH9mO_f5xPlS8P72ah4gp2M2M4/edit?usp=sharing News/Award Items], and [https://docs.google.com/document/d/13EffUK6e-UCLoPhAfDLRWwi5zwE4LNcXM_qOvO0ZkG0/edit?usp=sharing List of Research Sponsors] Due. Click links to access docs, and then edit.<br />
|-<br />
|Mon, May 7, 12:00 PM <br />
| Posters due for printing. [[HCIL Symposium Templates|<span style="color:rgb(0, 146, 148);">'''TEMPLATES HERE'''</span>]].<br />
|-<br />
|Wed, May 9, 12:00PM<br />
|Printing Requests Due: Provide Beth with any Workshop/Tutorial items for printing. Email attachments to rbandy@umd.edu preferred. Presenters are responsible for printing after this date. <br />
|-<br />
|Mon, May 14<br />
|Last day to sign up for Practice Talks. Sign-up to practice and provide feedback [https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit?usp=sharing <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 16 & Thurs, May 17<br />
| Practice talks<br />
|-<br />
|Tues, May 22, 10:00AM<br />
|VOLUNTEERS NEEDED: Initial Symposium Preparations. We'll meet in 2105 Hornbake, South. Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Tues, May 22<br />
|SWAG Items Due: Last day to provide Beth with materials to be included in Symposium bags.<br />
|-<br />
|Wed, May 23, 9:00AM<br />
|Talk/Workshop/Tutorial Slides Due. Note: Individual computers will not be used, so slides are needed for testing on computers at the CSIC building ([[Slide Details|<span style="color:rgb(0, 146, 148);">more details</span>]]). Add slides to HCIL Dropbox: [https://www.dropbox.com/sh/yto71mos955aoor/AAC06gvoyfx0hwshuo9qCj8Na?dl=0 <span style="color:rgb(0, 146, 148);">'''HERE'''</span>].<br />
|-<br />
|Wed, May 23 <br />
|VOLUNTEERS APPRECIATED: Final Symposium Preparations. FREE PIZZA!! Sign-up to volunteer [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]].<br />
|-<br />
|Thurs, May 24<br />
| Symposium! DAY-OF VOLUNTEERS APPRECIATED: Sign-up [[Volunteer For the 2018 Symposium!|<span style="color:rgb(0, 146, 148);">'''HERE'''</span>]]. <br />
|}</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Editing_the_HCIL_Website&diff=2114Editing the HCIL Website2019-12-17T17:05:19Z<p>Bdomingo: </p>
<hr />
<div>To request an account for the HCIL website Wordpress: ask the coordinator or the ischool IT folks + your advisor)<br />
<br />
'''To login in WordPress dashboard'''<br />
Go to hcil.umd.edu/wp-admin<br />
Use your UMD directory ID to login<br />
<br />
<br />
'''To add an event'''<br />
Thats the easiest thing: add a new Wordpress Event! No need to select any categories (see special case of the symposium below). It will automatically list that event on the Event list, remove it when the date is past. <br />
<br />
<br />
'''Adding/Editing/Deleting People'''<br />
Go to Teams on left side <br />
Locate Correct Category [Faculty/Students/Alumni/Collaborators]Click edit under category.<br />
#To Add a person, scroll to bottom of page and click Add a member.<br />
#To Delete a person, click trash can next to person's profile<br />
#To Edit a person, locate the individual by scrolling. You can edit their bio, photo and social media links [especially Personal Webpage, Twitter & Medium links]in profile. To save, click Update at top of page <br />
<br />
<br />
'''Symposium Page'''<br />
<br />
<br />
'''Updating WordPress'''<br />
<br />
<br />
'''Redirects'''<br />
Under TOOLS there is a Redirect tool. We already have many. You can forward anything that starts with hcil.umd.edu to another of our page, or outside<br />
<br />
'''Pages'''<br />
<br />
Most content on the HCIL is organized by pages. <br />
Similar to posts, you can add new pages, add media to pages, organize, tag and add a category and featured images. For pages, featured images appear at the top of the page.<br />
<br />
<br />
'''Adding Media'''<br />
<br />
Click on the ''media'' tab on the left dashboard, click "Add new" and select the file you want. <br />
Your file will appear as https://hcil.umd.edu/wp-content/uploads/Year/Month/name.extension, <br />
e.g. https://hcil.umd.edu/wp-content/uploads/2018/07/test.png<br />
*Make sure to name the file appropriately before uploading - you will not be able to edit the file's URL after uploading*<br />
#Edit images properties: In the image library, click on the image, and click on "edit image" below the image. In the attachment details page, you will be able to rotate images, scale and crop the image.<br />
#Delete images: In the image library, click on the image, and click "Delete Permanently"<br />
<br />
<br />
'''to Edit the top Menus'''<br />
<br />
To edit the HCIL menu (at the top right), look in "Appearance" in the left dashboard. Drag menu items around to change their position and hierarchy.<br />
<br />
<br />
'''to edit the look of Pages'''<br />
The appearance tab on the left dashboard leads to the template which can be edited to make changes the visual appearance of the website. You can change themes, customize website visual design, change widgets. <br />
In editor, you can see the website code. Be very careful... Make copies before changing things.<br />
<br />
# Themes - change the website theme. <br />
# Customize - customize website theme colors/header/background image/homepage settings<br />
# Widgets - customize widgets for different parts of the website<br />
# Editor - See the style sheet and pHp files. You cannot directly edit the code in the editor, even though several links are hardcoded. You can make link edits in cPanel or by uploading an updated file via FTP.</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Editing_the_HCIL_Website&diff=2113Editing the HCIL Website2019-12-17T17:01:25Z<p>Bdomingo: </p>
<hr />
<div>To request an account for the HCIL website Wordpress: ask the coordinator or the ischool IT folks + your advisor)<br />
<br />
'''To login in WordPress dashboard'''<br />
Go to hcil.umd.edu/wp-admin<br />
Use your UMD directory ID to login<br />
<br />
<br />
'''To add an event'''<br />
Thats the easiest thing: add a new Wordpress Event! No need to select any categories (see special case of the symposium below). It will automatically list that event on the Event list, remove it when the date is past. <br />
<br />
<br />
'''Adding/Editing/Deleting People'''<br />
Go to Teams on left side <br />
Locate Correct Category [Faculty/Students/Alumni/Collaborators]Click edit under category.<br />
To Add a person, scroll to bottom of page and click Add a member.<br />
To Delete a person, click trash can next to person's profile<br />
<br />
<br />
'''Symposium Page'''<br />
<br />
<br />
'''Updating WordPress'''<br />
<br />
<br />
'''Redirects'''<br />
Under TOOLS there is a Redirect tool. We already have many. You can forward anything that starts with hcil.umd.edu to another of our page, or outside<br />
<br />
'''Pages'''<br />
<br />
Most content on the HCIL is organized by pages. <br />
Similar to posts, you can add new pages, add media to pages, organize, tag and add a category and featured images. For pages, featured images appear at the top of the page.<br />
<br />
<br />
'''Adding Media'''<br />
<br />
Click on the ''media'' tab on the left dashboard, click "Add new" and select the file you want. <br />
Your file will appear as https://hcil.umd.edu/wp-content/uploads/Year/Month/name.extension, <br />
e.g. https://hcil.umd.edu/wp-content/uploads/2018/07/test.png<br />
*Make sure to name the file appropriately before uploading - you will not be able to edit the file's URL after uploading*<br />
#Edit images properties: In the image library, click on the image, and click on "edit image" below the image. In the attachment details page, you will be able to rotate images, scale and crop the image.<br />
#Delete images: In the image library, click on the image, and click "Delete Permanently"<br />
<br />
<br />
'''to Edit the top Menus'''<br />
<br />
To edit the HCIL menu (at the top right), look in "Appearance" in the left dashboard. Drag menu items around to change their position and hierarchy.<br />
<br />
<br />
'''to edit the look of Pages'''<br />
The appearance tab on the left dashboard leads to the template which can be edited to make changes the visual appearance of the website. You can change themes, customize website visual design, change widgets. <br />
In editor, you can see the website code. Be very careful... Make copies before changing things.<br />
<br />
# Themes - change the website theme. <br />
# Customize - customize website theme colors/header/background image/homepage settings<br />
# Widgets - customize widgets for different parts of the website<br />
# Editor - See the style sheet and pHp files. You cannot directly edit the code in the editor, even though several links are hardcoded. You can make link edits in cPanel or by uploading an updated file via FTP.</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Editing_the_HCIL_Website&diff=2112Editing the HCIL Website2019-12-17T17:00:21Z<p>Bdomingo: </p>
<hr />
<div>To request an account for the HCIL website Wordpress: ask the coordinator or the ischool IT folks + your advisor)<br />
<br />
'''To login in WordPress dashboard'''<br />
Go to hcil.umd.edu/wp-admin<br />
Use your UMD directory ID to login<br />
<br />
<br />
'''To add an event'''<br />
Thats the easiest thing: add a new Wordpress Event! No need to select any categories (see special case of the symposium below). It will automatically list that event on the Event list, remove it when the date is past. <br />
<br />
<br />
'''Adding/Editing/Deleting People'''<br />
Go to Teams. <br />
Locate Correct Category [Faculty/Students/Alumni/Collaborators]Click edit under category.<br />
To Add a person, scroll to bottom of page and click Add a member.<br />
To Delete a person, click trash can next to person's profile<br />
<br />
<br />
'''Symposium Page'''<br />
<br />
<br />
'''Updating WordPress'''<br />
<br />
<br />
'''Redirects'''<br />
Under TOOLS there is a Redirect tool. We already have many. You can forward anything that starts with hcil.umd.edu to another of our page, or outside<br />
<br />
'''Pages'''<br />
<br />
Most content on the HCIL is organized by pages. <br />
Similar to posts, you can add new pages, add media to pages, organize, tag and add a category and featured images. For pages, featured images appear at the top of the page.<br />
<br />
<br />
'''Adding Media'''<br />
<br />
Click on the ''media'' tab on the left dashboard, click "Add new" and select the file you want. <br />
Your file will appear as https://hcil.umd.edu/wp-content/uploads/Year/Month/name.extension, <br />
e.g. https://hcil.umd.edu/wp-content/uploads/2018/07/test.png<br />
*Make sure to name the file appropriately before uploading - you will not be able to edit the file's URL after uploading*<br />
#Edit images properties: In the image library, click on the image, and click on "edit image" below the image. In the attachment details page, you will be able to rotate images, scale and crop the image.<br />
#Delete images: In the image library, click on the image, and click "Delete Permanently"<br />
<br />
<br />
'''to Edit the top Menus'''<br />
<br />
To edit the HCIL menu (at the top right), look in "Appearance" in the left dashboard. Drag menu items around to change their position and hierarchy.<br />
<br />
<br />
'''to edit the look of Pages'''<br />
The appearance tab on the left dashboard leads to the template which can be edited to make changes the visual appearance of the website. You can change themes, customize website visual design, change widgets. <br />
In editor, you can see the website code. Be very careful... Make copies before changing things.<br />
<br />
# Themes - change the website theme. <br />
# Customize - customize website theme colors/header/background image/homepage settings<br />
# Widgets - customize widgets for different parts of the website<br />
# Editor - See the style sheet and pHp files. You cannot directly edit the code in the editor, even though several links are hardcoded. You can make link edits in cPanel or by uploading an updated file via FTP.</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Editing_the_HCIL_Website&diff=2111Editing the HCIL Website2019-12-17T16:39:51Z<p>Bdomingo: </p>
<hr />
<div>To request an account for the HCIL website Wordpress: ask the coordinator or the ischool IT folks + your advisor)<br />
<br />
'''To login in WordPress dashboard'''<br />
Go to hcil.umd.edu/wp-admin<br />
Use your UMD directory ID to login<br />
<br />
<br />
'''To add an event'''<br />
Thats the easiest thing: add a new Wordpress Event! No need to select any categories (see special case of the symposium below). It will automatically list that event on the Event list, remove it when the date is past. <br />
<br />
<br />
'''Adding/Editing/Deleting People'''<br />
<br />
<br />
'''Symposium Page'''<br />
<br />
<br />
'''Updating WordPress'''<br />
<br />
<br />
'''Redirects'''<br />
Under TOOLS there is a Redirect tool. We already have many. You can forward anything that starts with hcil.umd.edu to another of our page, or outside<br />
<br />
'''Pages'''<br />
<br />
Most content on the HCIL is organized by pages. <br />
Similar to posts, you can add new pages, add media to pages, organize, tag and add a category and featured images. For pages, featured images appear at the top of the page.<br />
<br />
<br />
'''Adding Media'''<br />
<br />
Click on the ''media'' tab on the left dashboard, click "Add new" and select the file you want. <br />
Your file will appear as https://hcil.umd.edu/wp-content/uploads/Year/Month/name.extension, <br />
e.g. https://hcil.umd.edu/wp-content/uploads/2018/07/test.png<br />
*Make sure to name the file appropriately before uploading - you will not be able to edit the file's URL after uploading*<br />
#Edit images properties: In the image library, click on the image, and click on "edit image" below the image. In the attachment details page, you will be able to rotate images, scale and crop the image.<br />
#Delete images: In the image library, click on the image, and click "Delete Permanently"<br />
<br />
<br />
'''to Edit the top Menus'''<br />
<br />
To edit the HCIL menu (at the top right), look in "Appearance" in the left dashboard. Drag menu items around to change their position and hierarchy.<br />
<br />
<br />
'''to edit the look of Pages'''<br />
The appearance tab on the left dashboard leads to the template which can be edited to make changes the visual appearance of the website. You can change themes, customize website visual design, change widgets. <br />
In editor, you can see the website code. Be very careful... Make copies before changing things.<br />
<br />
# Themes - change the website theme. <br />
# Customize - customize website theme colors/header/background image/homepage settings<br />
# Widgets - customize widgets for different parts of the website<br />
# Editor - See the style sheet and pHp files. You cannot directly edit the code in the editor, even though several links are hardcoded. You can make link edits in cPanel or by uploading an updated file via FTP.</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=BBL_mailing_lists&diff=2107BBL mailing lists2019-10-22T17:35:25Z<p>Bdomingo: </p>
<hr />
<div>Notifications/announcements for BBL Guest Speaker Series are sent through mailing lists. Please let us know if you'd like to join.<br />
<br />
* HCIL mailing list (hcil@cs.umd.edu)</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=BBL_mailing_lists&diff=2106BBL mailing lists2019-10-22T17:34:05Z<p>Bdomingo: </p>
<hr />
<div>Notifications/announcements for respective Brown Bag Lunches or Seminar Series are sent through these mailing lists. Contact various list that you are interested in for membership. Please recommend lists that you'd like to see receive BBL emails including info about the subject/focus of the email lists.<br />
<br />
=== Every notification/announcement ===<br />
* HCIL mailing list (hcil@cs.umd.edu)<br />
* MITH (mith-community@listserv.umd.edu<!--; mith-staff@listserv.umd.edu-->)</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=BBL_mailing_lists&diff=2105BBL mailing lists2019-10-22T17:33:51Z<p>Bdomingo: </p>
<hr />
<div>Notifications/announcements for respective Brown Bag Lunches or Seminar Series are sent through these mailing lists. Contact various list that you are interested in for membership. Please recommend lists that you'd like to see receive BBL emails including info about the subject/focus of the email lists.<br />
<br />
=== Every notification/announcement ===<br />
* HCIL mailing list (hcil@cs.umd.edu)<br />
* MITH (mith-community@listserv.umd.edu<!--; mith-staff@listserv.umd.edu-->)<br />
<br />
===Subject Specific Lists===<br />
* Educational Department (tlpl-graduate-students@listserv.umd.edu; tlpl-faculty@listserv.umd.edu;)<br />
* Business department<!-- (Send talk announcements to ljohnson@rhsmith.umd.edu. Send calendar talk announcements to smithnewslink@rhsmith.umd.edu.)--><br />
* School of Journalism<br />
* Maryland Cybersecurity Center (MC2) (mc2-dicuss@umiacs.umd.edu)<br />
<!--<br />
===Undergraduate access points===<br />
* CS undergrad mailing list (csundergrads@cs.umd.edu) (Contact Brandi Adams (bkadams@cs.umd.edu) from the CS undergraduate department to post)<br />
* UMD CS undergrad facebook group (which you appear to need to be a CS undergrad at the university to be able to post in): https://www.facebook.com/groups/345322632181952/<br />
* Flyers in buildings relevant to specific majors, particularly CSIC (CS majors), BPS (psychology majors), and SPH (healthcare-related majors)<br />
* CSIC building TV board advertisements; (Contact Brandi Adams bkadams@cs.umd.edu with ppt slide)<br />
* Hornbake building TV board advertisements; (Contact David Jensen djensen@umd.edu with jpeg 816px X 768px)<br />
* There are many student clubs related to HCI/design.<br />
** American institute of graphic artists<br />
** Association for computing machinery<br />
** Cyber security club<br />
** Mobile app developers<br />
** Game developers' club<br />
** Terrapin hackers<br />
** The full list and contact information can be found at stars.umd.edu<br />
* Chalking advertisements on the ground at major hubs of walking traffic on campus (in the middle of the mall, in front of Stamp, in front of the Diners, around the CS building, etc.)<br />
* Maker fairs, hackathons, and other similar events. We may not be able to advertise at the event itself, but students attending will likely have meetings beforehand or email lists, and might let us get out a quick blurb about a relevant talk<br />
* Professors already involved in BBLs who teach relevant classes and are willing to send out an email, say something in a class, or let one of us come in and give a quick pitch<br />
--></div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2101Brown Bag Lunch Schedule2019-10-15T17:25:06Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker & Pizza Series" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2119 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion. ([https://www.youtube.com/watch?v=DdpW6sU2b9Y link to video])<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>Ben Shneiderman</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Human-Centered Artificial Intelligence: Designing Next Generation User Experiences</b><br />
<br><br />
The next generation of user experiences will produce 1000-fold improvements in human capabilities. These new tools will amplify, augment, enhance, and empower people, just as the Web, email, search, navigation, digital photography, and many other applications have already done. These new human-centered tools will produce comprehensible, predictable, and controllable applications that promote self-efficacy and social participation at scale. The goal is to ensure human control, while increasing the level of automation. In short, the next generation of tools will make more people, more creative, more often.<br />
<br><br />
Improved designs will give billions of users comprehensible interfaces that hide the underlying complexity of advanced algorithms. Users will see familiar visual strategies based on direct manipulation to provide informative feedback about the machine’s state and what they can do. Every use will build confidence that users can reliably accomplish their goals and increase the trust that the machine is under their control.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> Microsoft Research<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
Across the globe, it is now commonplace for educators to engage in the making (design and development) of embedded systems in the classroom to motivate and excite their students. This new domain brings its own set of unique requirements. Historically, embedded systems development requires knowledge of low-level programming languages, local installation of compilation toolchains, device drivers, and applications. For students and educators, these requirements can introduce insurmountable barriers.<br><br />
We present the motivation, requirements, implementation, and evaluation of a new programming platform that enables novice users to create software for embedded systems. The platform has two major components: <br>1) Microsoft MakeCode (www.makecode.com), a web app that encapsulates an entire beginner IDE for microcontrollers; and <br>2) CODAL, an efficient component-oriented C++ runtime for microcontrollers.<br> We show how MakeCode and CODAL provide an accessible, cross-platform, installation-free programming experience for the BBC micro:bit and other embedded devices.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>Naeemul Hassan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Towards Automated Fact Discovery and Ranking</b><br />
<br><br />
In this talk, I present the work of finding new, prominent situational facts, which are emerging statements about objects that stand out within certain contexts. Many such facts<br />
are newsworthy—e.g., an athlete’s outstanding performance in a game, or a viral video’s impressive popularity. Effective and efficient identification of these facts assists journalists in reporting,<br />
one of the main goals of computational journalism. A situational fact can be modeled as a “contextual” tuple that stands out against historical tuples in a context, specified by a conjunctive constraint involving dimension attributes when a set of measure attributes are compared. New tuples are constantly added to the table, reflecting events happening in the real world. Our goal is to discover constraint-measure pairs that qualify a new tuple as a contextual significant tuple, and discover them quickly before the event becomes yesterday’s news.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>John Dickerson</b> University of Maryland<br />
| <div class="mw-collapsible mw-expand"><br />
<b> Diversity in Matching Markets</b><br />
<br><br />
In bipartite matching problems, vertices on one side of a bipartite graph are paired with those on the other. In its offline variant, both sides of the graph are known a priori; in its online variant, one side of the graph is available offline, while vertices on the other arrive online and are irrevocably and immediately matched (or ignored) by an algorithm. Examples of such problems include matching workers to firms, advertisers to keywords, organs to patients, and riders to rideshare drivers. Much of the literature focuses on maximizing the total relevance---modeled via total weight---of the matching. However, in many real-world problems, it is also important to consider the contribution of diversity: hiring a diverse pool of candidates, displaying a relevant but diverse set of ads, and so on.<br />
<br />
In this talk, we model the promotion of diversity in matching markets via maximization of a submodular function over the set of matched edges. We present new results in a generalization of traditional offline matching, b-matching, where vertices have both lower and upper bounds on the number of adjacent matched edges. We also present new theoretical results in online submodular bipartite matching. Finally, we conclude with ongoing work that approaches the problem of hiring a diverse cohort of workers through the lens of combinatorial pure exploration (CPE) in the multiarmed bandit setting, and discuss an ongoing experiment in this space at a large research university.<br />
<br />
This talk will cover joint work with Saba Ahmadi, Faez Ahmed, Samsara Counts, Jeff Foster, Mark Fuge, Samir Khuller, Zhi Lang, Nicholas Mattei, Karthik A. Sankararaman, Candice Schumann, Aravind Srinivasan, and Pan Xu.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> What is Valuing vs “Jerk” Behavior? How behavior impacts a positive working experience</b><br />
<br><br />
Women in tech leave the field at twice the quit rate as men. Women often state, and research confirms, that women don’t feel valued. They point to the culture of the organization and how they are treated as a contributing factor. They say that men are “bro’s” or “jerks.” In 2018, we launched the Valuing &amp; Jerk Project as one WITops initiative (https://www.witops.org). This talk<br />
will present our findings and perspective. <br />
Behavior creates or undermines connection and value. The Valuing and Jerk Project focuses on understanding which behaviors are experienced as valuing in everyday work and which result in<br />
naming the other as a “jerk”. Using Contextual Inquiry, we have uncovered core valuing behaviors, what devaluing means, and where behavior crosses the line to become “jerk” behavior. Armed with this understanding our next step is to generate and test interventions and solutions. The talk will introduce the Valuing and Jerk Project.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>Whitney Quesenbery</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA - about usability, usability testing, and why it is so hard to make things usable - especially elections </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/12/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
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| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
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|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
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|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
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|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
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|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
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|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
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|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
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|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
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|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
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|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
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<b><br />
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<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
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|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
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|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
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|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
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<br> <br />
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|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
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|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
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|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
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|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
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|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
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|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
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|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
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|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
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|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
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|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
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|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
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|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2092Brown Bag Lunch Schedule2019-09-16T19:15:36Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker & Pizza Series" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2105 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>Ben Schneiderman</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>John Dickerson</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/12/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
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<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
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<br />
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|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
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<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
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<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
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<br />
<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<!-- row start --><br />
|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
<br />
<br />
|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2091Brown Bag Lunch Schedule2019-09-16T19:00:09Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker & Pizza Series" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2105 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/12/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
<br />
<br />
|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2090Brown Bag Lunch Schedule2019-09-16T18:59:38Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker Series & Pizza" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2105 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/12/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
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|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
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|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
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<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2089Brown Bag Lunch Schedule2019-09-16T18:59:23Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Guest Speaker Series & Pizza (BBL)" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2105 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/12/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br> <br />
<br><br />
<br><br />
<b><br />
<br><br />
<br> <br />
</div></div><br />
|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
<!-- row start --><br />
|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
.<br />
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<br />
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|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
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|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
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|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
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|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
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|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
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<br />
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|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
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|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
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|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
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|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2088Brown Bag Lunch Schedule2019-09-16T18:57:17Z<p>Bdomingo: /* Fall 2019 HCIL Guest Speaker Series Schedule */</p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Brown Bag Lunch (BBL)" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2105 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>Tom Ball</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>MakeCode and CODAL: intuitive and efficient embedded systems programming for education</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/12/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
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|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
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<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
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! Topic<br />
<br />
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|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
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|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
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|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
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|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
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<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
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|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
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|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
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|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
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|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
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|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
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|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
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|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
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|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
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|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
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<br />
== Spring 2018 Schedule ==<br />
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|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
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|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Brown_Bag_Lunch_Schedule&diff=2087Brown Bag Lunch Schedule2019-09-16T18:55:25Z<p>Bdomingo: </p>
<hr />
<div>The HCIL has an open, semi-organized weekly "Brown Bag Lunch (BBL)" every <span style='color:green; font-weight:800'>Thursday from 12:30-1:30pm in HCIL (2105 Hornbake, South Wing)</span>. The topics range from someone's work, current interests in the HCIL, software demos/reviews, study design, proposed research topics, introductions to new people, etc. The BBL is the one hour a week where we all come together--thus, it’s a unique time for HCIL members with unique opportunities to help build collaborations, increase awareness of each other’s activities, and generally just have a bit of fun together. There is no RSVP; simply show up! <br />
<br />
If you would like to give or suggest a talk, presentation, workshop, etc., send an email to BBL student co-coordinators '''Teja Maddali (hmaddali@umd.edu)''' or '''Aravind JR (aravind@umd.edu)'''. In the email, briefly describe the topic and preferred dates.<br />
<br />
To be notified about upcoming events, please subscribe to one of [[BBL mailing lists|these mailing lists]]. <br />
<br />
<br><br />
<br />
== Fall 2019 HCIL Guest Speaker Series Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 08/29/2019<br />
| <br />
<b>Hack-a-thon</b><br />
| <div class="mw-collapsible mw-expand"><br />
<b>HCIL Website Hack-a-thon.</b><br />
<br><br />
We are kick starting this semester's BBL with a Hack-a-thon event. You will be tasked to update the HCIL website by checking for broken links, updating faculty information, checking for spelling and grammar errors and also improving the accessibility of the images in the website. <br />
<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/05/2019<br />
| <br />
<b>Prof. Jun-Dong Cho</b> Sungkyunkwan University, South Korea<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Celestial: Color Patterns for improving Color Perception for blind people.</b><br />
<br><br />
It is relatively difficult to recreate the abstract three-dimensional shape with only the tactile sense. Gibson said "These abilities can be improved through practice." "When you touch something, You may have no idea about it at first touch, but as you continue touching, you soon will know vaguely what it is" , Kojiro Hirose said. <br />
<br />
Recently, we developed "Blind-touch" to aid the visually impaired to appreciate greater painter’s work of art. This work is a reproduction of an existing masterpiece by means of a 3D printer and haptic electronics. It recognizes the pattern by touching the object in the artwork with a fingertip, and voice explanation and sound effect are provided through the voice user interface. Color is an equaling lens through which we experience the natural and digital realities. Now, we are exploring the tactile-color association based on semiotics to represent colors with fingertip tactile sensation. In this way, audio and touch contribute information to the non-visual perception of color in an complementary manner. In this talk, we review the related works and introduce a so-called “Celestial color tactile pattern” built based on the concept of both pictogram and ideogram and its variants.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/12/2019<br />
| <br />
<b>Prof. Niklas Elmqvist, Prof. Amanda Lazar, and Prof. Joel Chan</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> A panel discussion on approaches to reviewing research papers.</b><br />
<br><br />
In light of the approaching deadline for SIGCHI 2020, Professors Niklas Elmqvist, Amanda Lazar, and Joel Chan will discuss the why/how of giving feedback on drafts of research papers. This would be helpful for anyone (Undergrad, Masters, or PhD students) who might be thinking of volunteering to review for conferences, ACM SIGCHI, or even for other lab members in the HCIL’s very own CHI clinic. Reviewers of all levels of expertise, even if you’ve never reviewed a research paper, are encouraged to participate and ask questions during the discussion.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/19/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 09/26/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/3/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<!-- row start --><br />
|-<br />
| 10/10/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/17/2019<br />
| <br />
<b>Prof. Caro Williams-Pierce</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing for Mathematical Play: Failure and Feedback</b><br />
<br><br />
Prof. Caro will share her analysis of three types of microworld (videogame, simulation, and cognitive tutor), and how each constrain and afford mathematical play differently through their feedback and failure mechanisms. In doing so, she will also introduce her framework for youth and adult mathematical play, and describe how different design approaches influence different ways of mathematical learning. Anyone interested in designing digital learning environments is particularly encouraged to come - Prof. Caro promises that it'll be interesting even if you don't research math learning!<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/24/2019<br />
| <br />
<b>Karen Holtzblatt</b> Incontext Design<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 10/31/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/7/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/14/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 11/21/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<br />
<!-- row start --><br />
|-<br />
| 11/28/2019<br />
| <br />
<b>Happy Thanksgiving Day</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> No BBL. Time to catch up with families and friends :) </b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/05/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 12/12/2019<br />
| <br />
<b>TBA</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> TBA</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
== Spring 2019 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
<!-- row start --><br />
|-<br />
| 01/31/2019<br />
| <br />
<b>Faculty Only BBL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Regular BBLs will start from 7th Feb, 2019.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/07/2019<br />
| <br />
<b>Faez Ahmed,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Design Democratization in the Age of Machine Learning.</b><br />
<br><br />
Design democratization can transform the way we think about designing products. However, to enable design democratization, we need machine learning and computing methods to enable organizations to process a large amount of information efficiently. Using the example of online design contests, we will discuss three problems which organizations face in conducting design contests: a) How does one form teams to evaluate design ideas? b) How does one filter high quality and diverse ideas out of hundreds of submissions? and c) How does one reliably measure the creativity of ideas? We will discuss how matching, ranking, and novelty estimation methods developed in our work address these issues and what challenges remain for the field.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/14/2019<br />
| <br />
<b>Huaishu Peng,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Interactive Fabrication and Fabrication for Interaction.</b><br />
<br><br />
3D printing technology has been widely applied to produce well-designed objects. There is a hope to make both the modeling process and printing outputs more interactive, so that designers can get in-situ tangible feedback to fabricate objects with rich functionalities. To date, however, knowledge accumulated to realize this hope remains limited. In this talk, I will present two lines of research. The first line of work aims at facilitating an interactive process of fabrication. I demonstrate novel interactive fabrication systems that allow the designer to create 3D models in AR with a robotic arm to print the model in real time and on-site. The second line of work concerns the fabrication of 3D printed objects that are interactive. I report new techniques for 3D printing with novel materials such as fabric sheet, and how to print one-off functional objects such as sensor and motor. I will conclude the talk by outlining future research directions built upon my current work.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/21/2019<br />
| <br />
<b>Niklas Elmqvist</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Everyone a Data Scientist: Empowering Casual Users to Understand Complex Data.</b><br />
<br><br />
Understanding data is quickly becoming the new digital divide. Merely having access to information and communication technologies (ICTs) is no longer sufficient when our society is overflowing with massive volumes of raw, complex, and heterogeneous data. Since best-practice data science workflows are still only available through esoteric software libraries, typically accessed using the Python and R languages, leveraging this data to its full potential often requires significant programming expertise. Even commercial point-and-click analytics tools such as Tableau, Spotfire, and QlikView require training and assume significant prior knowledge of mathematical, statistical, and sometimes even machine learning concepts. This means that currently only people who have the appropriate data and technology literacy can harness the ready availability of data in our society.<br />
<br />
In this work-in-progress talk, I will discuss our efforts for shrinking or outright eliminating this new digital data divide through interactive visualization, explainable machine learning, and collaborative technologies. More specifically, I will talk about several past, current, or planned projects on this topic, including (1) the use of mixed-initiative interaction, which combines both human and computational efforts in the analytical process; (2) the use of attention for computational steering; (3) recommender systems for automatically suggesting the next analytical step in a workflow; (4) direct manipulation methods for interacting with machine learning models; and (5) "team-first" collaborative mechanisms that reduce the barrier to synchronizing and sharing work to facilitate emergent collaboration. This is ongoing research, so your feedback on these efforts is welcome.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 02/28/2019<br />
| <br />
<b>Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Research Speed Dating</b><br />
<br><br />
This week everyone is a speaker. We want everyone to talk about what is keeping you busy these days. This is a great way to recruiting participants, get feedback on your research questions, your data collection methods or anything concerning your research. We want you to share your research to the rest of HCIL group.<br />
<br />
Faculty members, Ph.D. students, Masters students, and Bachelors students, we strongly encourage you to share your work so that everyone is aware of what’s happening inside HCIL.<br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/07/2019<br />
| colspan="2" | <b>HCIL Spring Cleaning</b><br>Join and help spruce up the HCIL and be a part of a larger conversation of what the lab space should look like. We start at noon (12 pm) and there is free food for anyone who joins! <br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|-<br />
| 03/14/2019<br />
| <br />
<b>Stories from the HCIL</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come and tell your favorite stories about the HCIL and the iSchool in this new format that we're trying for the BBL. It's like a casual fireside chat where you get to learn about the rich history of the HCIL from the people who know it best! And there is pizza, of course. <br />
<div class="mw-collapsible-content"><br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgray;" |<br />
| 03/21/2019<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 03/28/2019<br />
| colspan="2" | <b>HCIL Symposium Practice Talks</b><br>All speakers are invited to come rehearse their talk. Please shoot an email to the BBL coordinators and add your name to the schedule: <b>[https://docs.google.com/spreadsheets/d/17E6g3SgnnNdJIFFnGjkOVDWCETR7DXnBUh29s0kMYnY/edit#gid=0 HERE]</b>.<br />
<!-- row end --><br />
<br />
<!-- row start --><br />
|- style="background-color: lightgreen;" |<br />
| 04/04/2019<br />
| colspan="2" | <b>HCIL Symposium In Session</b><br>No BBL, instead we encourage you to join us at the <b>[http://hcil.umd.edu/events/event/hcil-annual-symposium/ HCIL Symposium]</b>.<br />
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<br />
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|-<br />
| 04/11/2019<br />
| <br />
<b>Wayne Lutters,</b> University of Maryland<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Supporting service work in information infrastructure</b><br />
<br><br />
An introduction to Wayne’s lab via a high-level overview of some key historical projects and an active discussion of what we are wrestling with this particular week – representing maps of belief space (w/ Phil Feldman).<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 04/18/2019<br />
| <br />
<b>Zheng Yao,</b> Carnegie Mellon University<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Join, Stay or Go? Members’ Life Cycles in Online Health Communities</b><br />
<br><br />
This talk discusses temporal changes in members’ participation in online health community (OHC), focusing on their motivations for joining and changes in their motivations as they transition to other roles or ultimately leave the community. We use mixed methods, combining behavioral log analysis, automated content analysis, surveys and interviews. We found that members started participating in OHCs for a common set of reasons, mainly to acquire support and to perform social comparisons. When their need for support decreased, most members quit the site. The motivations of those who stayed shifted to providing support and helping other members in the community. Oldtimers also established social ties with others members, which motivated them to stay in the community. These oldtimers, who contributed the majority of content, encountered challenges that threatened their commitment to the community, including negative emotion related to other members’ deaths. These challenges led them to take leaves of absence from the community or to drop out permanently. Our findings shed light on the changing motivations of OHC members, which provide implications for better designing OHCs.<br />
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<br />
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|-<br />
| 04/25/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
<b> Aravind will run a workshop on how to make PDF documents accessible</b><br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 05/02/2019<br />
| <br />
<b>Yue Jiang,</b> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>ORC Layout: Adaptive GUI Layout with OR-Constraints</b><br />
<p>We propose a novel approach for constraint-based graphical user interface (GUI) layout based on OR-constraints (ORC) in standard soft/hard linear constraint systems. ORC layout unifies grid layout and flow layout, supporting both their features as well as cases where grid and flow layouts individually fail. We describe ORC design patterns that enable designers to safely create flexible layouts that work across different screen sizes and orientations. We also present the ORC Editor, a GUI editor that enables designers to apply ORC in a safe and effective manner, mixing grid, flow and new ORC layout features as appropriate. We demonstrate that our prototype can adapt layouts to screens with different aspect ratios with only a single layout specification, easing the burden of GUI maintenance. Finally, we show that ORC specifications can be modified interactively and solved efficiently at runtime.</p><br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 05/09/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> CHI 2019 will be in session during this time. Everyone is still invited, but many people might be away for the conference. <br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 05/16/2019<br />
| <br />
<b>Adil Yalcin,</b> Founder and CEO at Keshif<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>It's all about creating new possibilities for people: A journey from the lab to a startup</b><br />
<br />
One of the most valuable parts of the DNA of HCIL is its focus on "human", and how our mentors guide us to connect our work with people (users). As a student of this school of thought, I had found my purpose to help the 95% by identifying, questioning, and removing barriers (creating opportunities) in visual analytics. Two years ago, with results baked in lab, and the same driving purpose, I stepped into a world unknown to me: creating, running, and growing a business, one customer at a time.<br />
<br />
I am back to share some of the surprises, new perspectives, and validations from this journey so far. What I missed can help you realize the opportunities you already have. What I wish I knew may reveal some gaps. And, what remained constant may hint that research in university and what comes after may not be so different after all. I also will touch on the subtle and dynamic balance between your elevator pitch, your audience, the value you provide, and crossing the finish line.<br />
<div class="mw-collapsible-content"><br />
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<br />
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|-<br />
| 05/23/2019<br />
| <br />
<b>TBA</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<br><br><b>Note:</b> This slot may be cancelled since it is right at this end of the semester. <br />
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<b><br />
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|}<br />
<br />
== Fall 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
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|-<br />
| 08/30/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Instead of the regular BBL, there will be an internal HCIL-students-only townhall meeting instead.<br />
<div class="mw-collapsible-content"><br />
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</div></div><br />
<br />
|-<br />
| 09/06/2018<br />
| <br />
<b>BBL Student Co-coordinators</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Come, network, make introductions, and share what you are working on.<br />
<div class="mw-collapsible-content"><br />
<br />
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|-<br />
| 09/13/2018<br />
| <br />
<b>Joel Chan, Tammy Clegg</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
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|-<br />
| 09/20/2018<br />
| <br />
<b>Joel Zhang</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Research proposal centered around pain tracking and sharing.<br />
<div class="mw-collapsible-content"><br />
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<br> <br />
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<br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Cancelled.<br />
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<br />
<!-- row start --><br />
|-<br />
| 10/4/2018<br />
| <br />
<b>Brian Ondov, Sriram Karthik Badam</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Brian’s paper talks about Evaluating Visual Comparison and seeks to understand how different encodings of data can drastically affect how we perceive quantities. More information about this project is available at http://hcil.umd.edu/visualcomparison/.<br />
<br> <br><br />
Karthik’s paper is about a computing platform called Vistrates which seeks to unify the fragmented analytical workflows employed by users to analyze a group of visualizations created in different tools. <br />
<div class="mw-collapsible-content"><br />
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|-<br />
| 10/11/2018<br />
| <br />
<b>Polly Lee O'Rourke</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Improving language learning using brain simulation.<br />
<div class="mw-collapsible-content"><br />
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<br> <br />
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<br />
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|-<br />
| 10/18/2018<br />
| <br />
<b>Andrea Batch</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Information Olfactation: Harnessing Scent to Convey Data</b><br> <br />
Olfactory feedback for analytical tasks is a virtually unexplored area in spite of the advantages it offers for information recall, feature identification, and location detection. We have introduced the concept of information olfactation as the fragrant sibling of information visualization, and this talk will cover our theoretical model of how scent can be used to convey data. Building on a review of the human olfactory system and mirroring common visualization practice, we propose olfactory marks, the substrate in which they exist, and their olfactory channels that are available to designers. To exemplify this idea, we present viScent: A six-scent stereo olfactory display capable of conveying olfactory glyphs of varying temperature and direction, as well as a corresponding software system that integrates the display with a traditional visualization display, along with three applications that make use of the viScent system.<br />
<div class="mw-collapsible-content"><br />
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<br> <br />
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<br />
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|-<br />
| 10/25/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed-dating<br />
<div class="mw-collapsible-content"><br />
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<br> <br />
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<br />
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|-<br />
| 11/01/2018<br />
| <br />
<b>Joohee Choi</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
Will Too Many Editors Spoil The Tag? Conflicts and Alignment in Q&A Categorization (CSCW Practice Talk)<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
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|-<br />
| 11/08/2018<br />
| <br />
<b>Alina Striner</b> <br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Learning in the Holodeck: the Role of Multisensory Cues on Pattern Recognition in VR</b><br><br />
Designing for multiple senses has the capacity to improve virtual realism, extend our ability to process information, and more easily transfer knowledge between physical and digital environments. HCI researchers are beginning to explore the viability of integrating multisensory media (“multimedia”) into virtual experiences, however research has yet to consider whether mulsemedia truly enhances pattern recognition in virtual reality (VR). In the context of citizen science watershed habitat training, our research asks, how does realism affect observation skills in VR? Within this domain, we build a multisensory system that allows users to feel (wind, thermal, humidity) and smell landscape and environmental conditions. We then compare and report on how users make observations and infer patterns between 2 stream habitats in VR, with and without the multisensory information. Our findings reveal that multisensory information improved the number of high-level, mid-level and low-level observations participants made, and positively impacted engagement and immersion.<br />
<div class="mw-collapsible-content"><br />
.<br />
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|-<br />
| 11/15/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
Research speed dating. <br />
<div class="mw-collapsible-content"><br />
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<br> <br />
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<br />
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|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Thanksgiving Break.<br />
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<br />
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|-<br />
| 11/29/2018<br />
| <br />
<b>Lelani Battle</b><br><br />
University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
A Characterization Study of Exploratory Analysis Behaviors in Tableau <br><br />
Exploratory visual analysis (EVA) is an interactive process comprising both focused tasks and more open-ended exploration. Visual analysis tools aim to facilitate this process by enabling rapid specification of both data transformations and visualizations, using a combination of direct manipulation and automated design. With a better understanding of users’ analysis behavior, we might improve the design of these visualization tools to promote effective outcomes. <br><br />
<br />
In this talk, I will present our recent work on characterizing the EVA process. We contribute a consistent definition of EVA through review of the relevant literature, and an empirical evaluation of existing assumptions regarding how analysts perform EVA. We present the results of a study where 27 Tableau users answered various analysis questions across 3 datasets. We measure task performance, identify recurring patterns across participants’ analyses, and assess variance from task specificity and dataset. We find striking differences between existing assumptions and the collected data. Participants successfully completed a variety of tasks, with over 80% accuracy across focused tasks with measurably correct answers. The observed cadence of analyses is surprisingly slow compared to popular assumptions from the database community. We find significant overlap in analyses across participants, showing that EVA behaviors can be predictable. Furthermore, we find few structural differences between open-ended and more focused analysis tasks. Finally, I will discuss the implications of our findings for the design of effective data analytics systems, and highlight several promising directions for future study.<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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|-<br />
| 12/06/2018<br />
| <br />
<b>Student Townhall</b><br />
| <div class="mw-collapsible mw-collapsed"><br />
TBA<br />
<div class="mw-collapsible-content"><br />
.<br />
<br> <br />
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<br />
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|-<br />
| 12/13/2018<br />
| <br />
<b>Cookie Exchange</b> <br />
| <div class="mw-collapsible mw-collapsed"><br />
We encourage you to make/buy cookies (or some related treat) and create individual bags (about six cookies in each bag, and about 4-6 bags). Then bring them in labeled on 12/13 and you can pick bags from other people to take home or eat on the spot. However, you do not need to make cookies to attend! All are welcome to come and hang out.<br />
<div class="mw-collapsible-content"><br />
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|}<br />
<br />
== Spring 2018 Schedule ==<br />
{| class="wikitable" border="1"<br />
|-<br />
! Date<br />
! width="150px" | Leader<br />
! Topic<br />
<br />
|-<br />
| 01/25/2018<br />
| <br />
Kickoff to a new Semester!<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Come, network, make introductions, and share what you are working on</b><br />
<div class="mw-collapsible-content"><br />
Please come to our first BBL of the Spring 2018 semester to introduce yourself and share what you're working on in the coming semester. The first BBL will be for us to network with each other and kickoff a great new semester.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/01/2018<br />
| <br />
'''Bahador Saket'''<br />
<br> Georgia Tech, Atlanta <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Visualization by Demonstration</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> A commonly used interaction paradigm in most visualization tools is manual view specification. Tools implementing manual view specification often require users to manually specify visual properties through GUI operations on collections of visual properties and data attributes that are presented visually on control panels. To interact with tools implementing manual view specification users need to understand the potentially complex system parameters being controlled. Additionally, in such tools, users need to constantly shift their attention from the visual features of interest when interacting. <br />
<br />
In this talk, I present an alternative interaction paradigm for visualization construction and data exploration called visualization by demonstration. This paradigm advocates for a different process of visualization construction. I will also discuss the trade-offs between these interaction paradigms based on the data collected from an empirical study. I will then discuss applications of the "by demonstration’" paradigm in other areas in data visualization. <br />
<br><br />
<br><br />
<b>Bio:</b> Bahador Saket is a third-year Ph.D. student at Georgia Tech, where he works with Dr. Alex Endert. His current research focuses on the design of interaction techniques for visualization construction and visual data exploration. Prior to joining Georgia Tech, Bahador worked at different research labs including Microsoft Research, CNS Research Center, and NUS-HCI Lab. He has published over 12 peer-reviewed articles in the leading journals and conferences in the field of human-computer interaction and data visualization such as IEEE Transactions on Visualization and Computer Graphics (TVCG), Computer Graphics Forum, CSCW, UIST, and MobileHCI. <br />
<br><br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 02/08/2018<br />
| <br />
'''Elissa Redmiles'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Dancing Pigs or Security? Measuring the Rationality of End-User Security Behavior</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Accurately modeling human decision-making in security is critical to think about when, why, and how to recommend that users adopt certain secure behaviors. We used behavioral economics experiments to model the rationality of end-user security decision-making in a realistic online experimental system simulating a bank account. We ask participants to make a financially impactful security choice, in the face of transparent risks of account compromise and benefits offered by an optional security behavior (two-factor authentication). We find that more than 50% of our participants made rational (e.g., utility optimal) decisions, and we find that participants are more likely to behave rationally in the face of higher risk. Additionally, we confirm that users are boundedly rational: they make decisions based on some risks and context, but not others, and we can model their behavior well as a function of these factors. Finally, we show that a “one-size-fits-all” emphasis on security can lead to market losses, but that adoption by a subset of users with higher risks or lower costs can lead to market gains.<br />
<br><br />
<b>Bio:</b> Elissa Redmiles is a Ph.D. student at the University of Maryland in Computer Science. Her research focuses on using computational and social science methodologies to understand and improve users' privacy and security learning processes, behavior, and perceptions. She is the recipient of an NSF Graduate Research Fellowship, a National Science Defense and Engineering Graduate Fellowship, and a Facebook Fellowship. Prior to pursuing her Ph.D., Elissa held Marketing Management and Software Engineering roles at IBM and was a Data Science for Social Good Fellow at the University of Chicago.<br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/15/2018<br />
| <br />
'''Erin Peters-Burton'''<br />
<br> George Mason University, Fairfax, VA<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Many students are being left out of pursuing further studies in science because the current system of science education values students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), the presentation will explain investigations that explore tangible ways to break down that stereotype. This research begins with the assumption that if teachers taught the ways science operates as a discipline, then students gain more power to construct their own scientific knowledge because they understand the “rules” of knowledge validation (Duschl, 1990). Learning how scientific knowledge is constructed and being self-aware of one’s own learning in science can help level the playing field so that students can do inquiry well (NRC, 1996; AAAS, 1993) and the science classroom will be a more inclusive, positive environment rather than relying on isolated competition for teaching. In this presentation, I will present an overview of research I have done over the past 10 years that focuses on helping students to become self-aware of their learning in science and how scientific knowledge is constructed. The work involves 8th grade students, undergraduates, graduate students, and professionals. The studies include constructs such as self-efficacy, motivation, metacognition, self-regulated learning, and visualization. Findings of the studies are synthesized into self-awareness priorities and how those constructs will ultimately impact social justice by providing more opportunities to see alternative perspectives and learn the “rules” of knowledge validation in science. As a result, students develop a sense of agency and an identity where anything is possible because they can learn independently in any situation.<br />
<br><br />
<b>Bio:</b> Erin E. Peters-Burton is the Donna R. and David E. Sterling Endowed Professor in the College of Education and Human Development at George Mason University. She has a B.S. in Physics from the University of Illinois, a M.Ed. in Educational Psychology and Social Foundations of Education from the University of Virginia, and a Ph.D. from George Mason University (VA) in Educational Psychology and Educational Research Methods.<br />
She has taught middle school and high school science and mathematics for 15 years prior to her academic work and was a National Board Certified Teacher in Early Adolescence Science. <br />
She has published in science education, teacher education, educational psychology, marine biology, geology education, history and philosophy of science, technology, educational leadership, and learning disability journals. Her book, Thinking Like Scientists: Using Metacognitive Prompts to Develop Nature of Science Knowledge, and her edited book, The STEM Road Map: A Framework for Integrated STEM Education have led to the curriculum series books from the National Science Teacher Association entitled, STEM Road Map for Elementary School, STEM Road Map for Middle School, and STEM Road Map for High School.<br />
In 2016 she was awarded the Association of Science Teacher Educators Outstanding Science Teacher of the Year in recognition of her work with the professional development of secondary science teachers. <br />
<br> <br />
<br> <br />
</div></div><br />
<br />
<br />
|-<br />
| 02/22/2018<br />
| <br />
'''Norman Su'''<br />
<br> Indiana University <br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>The Problem of Designing for Subcultures</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Members of subcultures speak about and act with pervasive technologies in service to their distinct traditions. I will describe how outwardly subcultures maintain a unified front, yet inwardly are rich sites for compromise and confrontation over technology. I will highlight findings from work we have done with subcultures and, in particular, my own fieldwork with Irish traditional musicians. I will close by describing new design opportunities for technologies that acknowledge the remarkable solidarity and discord of subcultures.<br />
<br><br />
<b>Bio:</b> Norman Makoto Su is an Assistant Professor in the School of Informatics, Computing, and Engineering at Indiana University Bloomington. His research interests lie in human–computer interaction (HCI) and computer–supported cooperative work (CSCW). His Authentic User Experience (AUX) lab characterizes the relationship of technology with subcultures and designs systems to support their notion of authenticity. He received his Ph.D. in Information and Computer Science from the University of California, Irvine and a B.A. in Computer Science from the University of California, Berkeley. He was a postdoctoral research fellow in the School of Information and Library Studies at University College Dublin, Ireland. He has done internships at IBM, The Aerospace Corporation, and PARC.<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 03/01/2018<br />
| <br />
'''Ya-Wei Li'''<br />
<br> Center for Conservation Innovation, Defenders of Wildlife<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Using Data and Technology to Save Endangered Species.</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b>We will discuss how Defenders of Wildlife, a nonprofit wildlife conservation organization, is expanding its use of technology and data analytics to conserve endangered species. We will summarize our projects involving remote-sensing data to monitor wildlife habitat and compliance with conservation agreements; data mining of federal government decisions to build the largest public repository of text-searchable documents on the U.S. Endangered Species Act; natural language processing of those documents to improve public understanding of how our government conserves endangered species; use of data visualization tools to reveal patterns in large datasets; and other initiatives. We invite the audience to actively engage with us about how we can improve our work and offer ideas for future projects and potential collaborations.<br />
<br><br> <br />
<b>Bio: </b>Ya-Wei (Jake) specializes in endangered species law, policy, and science. He leads the Center for Conservation Innovation at Defenders of Wildlife, which focuses on developing innovative and pragmatic strategies to conserve endangered and at-risk species. Before joining Defenders in 2010, Jake practiced environmental law in the private sector. Jake holds a B.S. from Drexel University and a J.D. from Cornell University Law School. At Cornell, Jake also completed graduate coursework in conservation biology and herpetology.<br />
<br><br><br />
Jacob works on linking science to Endangered Species Act policy. He works with others inside and outside of Defenders to make ESA-related data available and easily interpretable, so that policy makers and the public can make informed decisions about conservation. Before joining Defenders, Jacob was a postdoctoral fellow at University of Connecticut, and earned his Ph.D. from the University of Texas at Austin in 2013. From 2000-2008, Jacob was a field biologist with the U.S. Fish and Wildlife Service in New Mexico and Arizona, during which time he completed his Bachelor's degree in Conservation Ecology at Prescott College.<br />
</div></div><br />
<br />
|-<br />
| 03/08/2018<br />
| <br />
'''Deok Gun Park'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Thinking, Autism and AGI</b><br />
<div class="mw-collapsible-content"><br />
<br><br />
<b>Abstract:</b> Despite recent advances in deep learning, we do not know yet how we can combine these application-specific models to build an artificial general intelligence (AGI).<br />
Furthermore, the data is becoming the bottleneck to scale these approaches for the multiple tasks. In this talk, I propose a theory of the thinking and a neural algorithm that can bootstrap intelligence with limited computational resources and data. This neural algorithm approximates the O(n3) parameter space of the thinking theory into the O(1) parameters to make learning tractable for the biological intelligent agents. I will explain this proposal by cognitive phenomenons that are observed in a human, such as infant language acquisition, visual and verbal thinking, personality, creativity, exploit-exploration trade off, dreaming, one-shot learning, abstract language.<br />
<br><br> <br />
<b>Bio:</b> Deokgun Park is a Ph.D. candidate in the HCILab of the Department of Computer Science at the University of Maryland, College Park, being advised by Prof. Niklas Elmqvist. His research focuses on the computational methods for open-ended tasks. He completed M.S. in Interdisciplinary Engineering at Purdue University and M.S. in Biomedical Engineering at Seoul National University, where he obtained B.S. degree in Electrical Engineering at Seoul National University. He worked at the government research institute, industry research labs, and startups. He has published and licensed his patents to companies including Samsung Electronics.<br />
</div></div><br />
<br />
|-<br />
| 03/15/2018<br />
| <br />
'''Clemens Klokmose'''<br />
<br> Aarhus University, Denmark<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Shareable Dynamic Media: A revisit of the fundamentals of interactive computing</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Developing interactive systems that support collaboration between people, distribution across heterogeneous devices and user appropriation is notoriously difficult. Today’s software rests on a foundation built for personal computing, and to properly support the aforementioned qualities we need to revisit this foundation. In this talk, I will present you with a vision called Shareable Dynamic Media, inspired by Alan Kay’s seminal vision of Personal Dynamic Media. I will present a prototype implementation of the vision called Webstrates, and demonstrate how it enables the development of software where distribution across devices, collaboration between people, and malleability and reprogrammability are the norm rather than the exception. I will show our latest project, Codestrates, that combines Webstrates with the literate computing approach of interactive notebooks. <br />
<br><br><br />
<b>Bio:</b> Clemens Nylandsted Klokmose is an associate professor in the development of advanced interactive systems at the Department of Digital Design and Information Studies, at the School of Communication and Culture, Aarhus University. He co-directs the Digital Creativity Lab that is part of the Center for Advanced Visualisation and Interaction (CAVI). Clemens has worked as a postdoc at Computer Science, Aarhus University and at Laboratoire de Recherche en Informatique, Université Paris-Sud. He has furthermore spent a year as a user interface specialist in the industry. Clemens received his PhD in Computer Science in 2009 from Aarhus University supervised by prof. Susanne Bødker. Clemens’ main interest is the fundamentals of interactive computing, particularly to support and understanding computing with multiple devices and multiple people. Many of his ideas are crystallised into the Webstrates platform (webstrates.net), which he leads the development of.<br />
</div></div><br />
<br />
|- style="background-color: darkgray;" |<br />
| 03/22/2017<br />
| colspan="2" | No Brown Bag, Spring Break.<br />
<br />
|-<br />
| 03/29/2018<br />
| <br />
'''Wei Bai'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Understanding User Tradeoffs for Search in Encrypted Communication</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
Abstract: End-to-end message encryption is the only way to achieve absolute message privacy. However, searching over<br />
end-to-end encrypted messages is complicated. Several popular instant messaging tools (e.g., WhatsApp, iMessage) circumvent this inconvenience by storing the search index locally on the devices. Another approach, called searchable encryption, allows users to search encrypted messages without storing the search index locally. These approaches have inherent tradeoffs between usability and security properties, yet little is known about how general users value these tradeoffs, especially in the context of email rather than instant messaging. In this paper, we systematize these tradeoffs in order to identify key feature differences. We use these differences as the basis for a choice-based conjoint analysis experiment focused on email (n=160), in which participants make a series of choices between email services with competing features. The results allow us to quantify the relative importance of each feature. We find that users indicate high relative importance for increasing privacy and minimizing local storage requirements. While privacy is more important overall, local storage is more important than adding additional marginal privacy after an initial improvement. These results suggest that local indexing, which provides more privacy, may often be appropriate for encrypted email, but that searchable encryption, which limits local storage, may also hold promise for some users.<br />
<br><br><br />
Bio: Wei Bai is a PhD student in the Department of Electrical and Computer Engineering at the University of Maryland, advised by Prof. Michelle L. Mazurek. His research interests include network security and privacy with an emphasis on human factors, and his dissertation is about user perceptions of and attitudes toward encrypted communication. He obtained his MS in electrical and computer engineering from the University of Maryland. Contact him at wbai@umd.edu.<br />
</div></div><br />
<br />
|-<br />
| 04/05/2018<br />
| <br />
'''Eun-Kyoung Choe'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Designing A Flexible Personal Data Tracking Tool</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> We now see an increasing number of self-tracking apps and wearable devices. Despite the vast number of available tools, however, it is still challenging for self-trackers to find apps that suit their unique tracking needs, preferences, and commitments. In this talk, I will present OmniTrack, a mobile self-tracking system, which enables self-trackers to construct their own trackers and customize tracking items to meet their individual tracking needs. OmniTrack leverages a semi-automated tracking approach that combines manual and automated tracking methods. From a deployment study, we showed how participants used OmniTrack to create, revise, and appropriate trackers—ranging from a simple mood tracker to a sophisticated daily activity tracker. I will discuss how to further improve OmniTrack by incorporating multimodal interactions, providing more appropriate visualizations on a mobile device, and supporting researchers' unique data collection needs.<br />
<br><br><br />
<b>Bio:</b> Eun Kyoung Choe (http://eunkyoungchoe.com) is an Assistant Professor in the College of Information Studies at University of Maryland, College Park. Her primary research areas are in the fields of Human-Computer Interaction and Health Informatics. She examines the design and evaluation of personal informatics tools to empower individuals—including patients, caregivers, clinicians, and those who wish to engage in self-tracking—to make positive behavior changes through fully leveraging their personal data. She explores this topic in various contexts, including sleep and productivity, patient-clinician communication and data sharing, and personal data insights and visualization. Her past and current research has been funded by the National Science Foundation, Microsoft Research, and the Google Anita Borg Scholarship. She received her PhD in Information Science from University of Washington, MS in Information Management and Systems from University of California, Berkeley, and BS in Industrial Design from KAIST, Korea.<br />
</div></div><br />
<br />
|-<br />
| 04/12/2018<br />
| <br />
'''CHI practice talks'''<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Combining smartwatches with large displays for visual data exploration by Karthik Badam and Tom Horak</b><br />
<div class="mw-collapsible-content"><br />
TBD<br />
<br> <br />
</div></div><br />
<br />
|-<br />
| 04/19/2018<br />
| <br />
'''Hernisa Kacorri'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Accessibility and Assistive Technologies at the Intersection of Users and Data</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: Advances in artificial intelligence enable us to address key social issues. However, to see the benefit of this technology in many real-world applications, an integrative approach is necessary; effective solutions consist of a pipeline of processes or tasks involving both humans and machines. My research has integrated human computer interaction (HCI) techniques and data-driven methods applied to human data to steer technological innovations for people with visual impairments and for people who are deaf or hard-of-hearing. In this talk, I will provide an overview of my research program, and I will demonstrate the effectiveness of integrating machine learning and HCI methodologies with two concrete examples: i) teachable object recognizers trained by blind users, and ii) facial expression synthesis in sign language animations. <br />
<br><br><br />
<b>Bio</b>: Hernisa Kacorri is an Assistant Professor in the College of Information Studies and holds an affiliate appointment in the Computer Science and the Human-Computer Interaction Lab at University of Maryland, College Park. She received her Ph.D. in Computer Science in 2016 from The Graduate Center at City University of New York, and has conducted research at National and Kapodistrian University of Athens, IBM Research-Tokyo, Lawrence Berkeley National Lab, and Carnegie Mellon University. Her research focuses on data-driven technologies that address human challenges, faced due to health or disability, with an emphasis on rigorous, user-based experimental methodologies to assess impact. Hernisa is a recipient of a Mina Rees Dissertation Fellowship in the Sciences, an ACM ASSETS best paper finalist, and an CHI honorable mention award. She has been recognized by the Rising Stars in EECS program of CMU/MIT.<br />
</div></div><br />
<br />
<br />
|-<br />
| 04/26/2018<br />
| <br />
'''Chi-Young Oh''' <br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Small Worlds in a Distant Land: International Newcomer Students' Local Information Behavior in Unfamiliar Environments</b><br />
<br><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: International students are a rapidly growing sub-population of students, and the United States, as a top destination, has hosted students from 218 different countries. However, as with other international newcomers, these students face various types of challenges in a new country. Studies have reported the challenges this population faces in regard to cultures, academic systems, and general adjustments, but research is less clear about the challenges they face in terms of information behaviors during adjustment to a new country. This study addresses the information behaviors of international newcomer students in the context of adjustment to new local environments; that is, their local information behavior (LIB). Specifically, drawing on prior work and theories, this research conceptualizes the idea of "socio-national context," the degree to which there are individuals from the same country available in one's local environment, as a factor influencing international newcomer students’ information behavior. Through the findings from this longitudinal mixed-method study of international and U.S. graduate students in different socio-national contexts, it is argued that information behavior theories and models need to account for people's socio-national contexts if they are to inform research involving international newcomer students and provide insights on designing systems and services for all international newcomer students, especially those from countries that tend to be less well-represented among international students in a host country.<br />
<br><br><br />
<b>Bio</b>: Chi Young Oh is a doctoral candidate at the University of Maryland, College Park's College of Information Studies. His areas of research span information behavior, human-computer interaction, health informatics, and community informatics, and his dissertation research examines international newcomer students' information behaviors during adjustment to a host country. Chi Young holds an MS in Information Science (with a concentration in Human-Computer Interaction) from the University of North Carolina at Chapel Hill, as well as a BA in Psychology, a BA in Library and Information Science, and a BBA in Business Administration from Yonsei University, Seoul, Korea. Prior to joining University of Maryland, he was a user experience researcher in the UX Lab of internet search portal Daum in South Korea and a new product planner and assistant marketing manager at LG Electronics.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/03/2018<br />
| <br />
'''Amanda Lazar'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Rethinking technology for dementia</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract</b>: As the population ages, research is increasingly focused on conditions associated with growing older, such as cognitive and physical impairment. Technology is often presented as a solution for managing or treating these changes. This framing can position health conditions as problems to address through design and can neglect the complexity and positive aspects of older adulthood. In this talk, I draw on critical perspectives from Human-Computer Interaction and Gerontology. I describe ways in which technology can help us understand and challenge stereotypes around aging as well as cognitive impairment, and my ongoing and future work in this area. I will argue for a view of aging that takes into account the ways that technologies position older individuals and, in turn, the way that this view can inform the design of new technologies to enrich the experience of growing older.<br />
<br><br><br />
<b>Bio</b>: Amanda Lazar is an Assistant Professor in the College of Information studies at the University of<br />
Maryland, College Park. Her research is in the areas of Human-Computer Interaction and Health<br />
Informatics. She studies how technologies designed for health and wellbeing position and support<br />
marginalized populations. She received her PhD from the University of Washington in the Biomedical and Health Informatics program and her undergraduate degree in Electrical Engineering at the University of California, San Diego.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/10/2018<br />
| <br />
'''Joel Chan'''<br />
<br> University of Maryland, College Park<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>Back to the Future: How people construct new creative ideas from old knowledge, and how technology can help</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract:</b> Where do good ideas come from? One answer is that they come from prior knowledge: for example, Thomas Edison leveraged his knowledge of phonographs to “do for the eye what the phonograph does for the ear”. Yet, much research on human creativity demonstrates that prior knowledge often constrains creativity. How do people construct new creative ideas from old knowledge? And (how) can technology help? In the first part of my talk, I will summarize empirical work I have done that advances theories of the conditions under which people successfully construct new creative ideas from prior knowledge. This empirical work shows that prior knowledge can inspire creativity when it is analogically related to the current problem. This insight informs the ongoing work I will discuss in the second part of my talk: developing information technologies that combine human and machine intelligence to more effectively support analogical reasoning over prior knowledge.<br />
<br><br><br />
<b>Bio: </b>Joel Chan is an Assistant Professor in the University of Maryland’s College of Information Studies (iSchool), and Human-Computer Interaction Lab (HCIL). His research and teaching focus on the intersection of people, information, and creativity. He wants to know how they (can best) combine to enable us to design the future(s) we want to live in. His work has been recognized with a Best Paper Award at the ASME Design Theory and Methodology conference, the Design Studies Award 2015, and supported by an NSF Doctoral Dissertation Improvement Grant. Previously, he was a Postdoctoral Research Fellow and Project Scientist in the Human-Computer Interaction Institute at Carnegie Mellon University. He received his PhD in Cognitive Psychology at the University of Pittsburgh.<br />
</div></div><br />
<br />
<br />
|-<br />
| 05/17/2018<br />
| <br />
'''Rachel Kramer'''<br />
<br> World Wildlife Fund<br />
| <div class="mw-collapsible mw-collapsed"><br />
<b>WILDLABS.NET: the conservation technology network</b><br />
<div class="mw-collapsible-content"><br />
<b>Abstract: </b> WILDLABS.NET: the conservation technology network is a collaboration across organizations that provides online infrastructure to connect wildlife conservationists directly to technologists to support the informed integration of technology tools in conservation practice. Since 2015, WILDLABS has evolved into a thriving online community of over 2,300 experts around the globe who crowd-source ideas and information, share case studies and co-develop solutions to pressing conservation and research challenges. WILDLABS community members range from academics to tech sector professionals, NGO staff, field-based practitioners and makers. On our platform, ideas are shared in over 25 technology and conservation challenge-specific groups with over 450 active discussion threads. The community is also a hub for posting grant and job opportunities to enhance the uptake of technical expertise into wildlife conservation initiatives. In this talk, we’ll explore the latest happenings on WILDLABS and empower those with engineering and related expertise to share their abilities to help save species.<br />
<br><br><br />
<b>Bio: </b> Rachel Kramer is a wildlife crime expert at World Wildlife Fund with a decade of experience in field-based conservation, wildlife and natural resource trade monitoring, policy and technology solutions. With TRAFFIC, the wildlife trade monitoring network that is a strategic alliance of WWF and IUCN, Rachel has overseen projects in Africa and Asia and manages wildlife trade assessments—including in the United States—to support enforcement action and policy change. Through WWF’s Wildlife Crime Technology Project supported by a Google Global Impact Award, Rachel joined United for Wildlife partners in 2015 in founding WILDLABS.NET: the conservation technology network. Rachel got her start in conservation serving in the Peace Corps in Madagascar from 2006-2009, leading community-based monitoring and conservation projects until her evacuation in the coup. Her graduate research at the Yale School of Forestry & Environmental Studies focused on surveying wild species consumption and natural resource dependence in Park-bordering communities in Madagascar’s northeastern rainforest. Rachel is committed to harnessing the power of communities and technology to advance the sustainable use of natural resources for future generations.<br />
</div></div><br />
<br />
|}<br />
<br />
== Past Brown Bags ==<br />
<br />
View the [[Past Brown Bag Lunch Schedules]] to learn more about prior talks.<br />
<br />
__FORCETOC__</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Editing_the_HCIL_Website&diff=2082Editing the HCIL Website2019-07-24T14:14:32Z<p>Bdomingo: </p>
<hr />
<div>To request an account for the HCIL website Wordpress: ask the coordinator or the ischool IT folks + your advisor)<br />
<br />
'''To add a News item on the front page (right side)'''<br />
You have to add a new Wordpress Post, and Assign Category=featured news. The posts appear in the order they are posted so if you are catching up with several news items, post the older one first.<br />
<br />
'''To add an event'''<br />
Thats the easiest thing: add a new Wordpress Event! No need to select any categories (see special case of the symposium below). It will automatically list that event on the Event list, remove it when the date is past. <br />
<br />
'''Featured faculty and students'''<br />
They are Wordpress Pages, with a category "featured faculty" or "featured students. Look at the example... there seems to be an added "featured image" but I don't know how that works... or how the shot text for the home page is selected...<br />
<br />
'''Featured large image that appear at the top of the home page'''<br />
Those are also pages. Filter by "featured landing" to see examples<br />
Upload your image in Media <br />
Create a new page, tag it as "featured landing"<br />
At the bottom right of the edit page you will be able to select your image as the "featured image" <br />
(warning: in the old example the url for MORE may have been redirected to a different page) Check Tools>redirects.<br />
I do not know what order is used to show pages...<br />
<br />
'''Adding/Editing/Deleting People'''<br />
<br />
People (e.g. faculty, current students, etc.) are organized using the plugin PARTICIPANT DATABASE in the left dashboard. <br />
To edit people in different categories, click on the participate database tab, and click on the pen icon to the left of each name.<br />
In the "Edit Existing Participant Record" page:<br />
# Change an image by changing the image URL. Most people images are saved in the media library - you will have to manually check the media library URL. You can also change or add a new image under "Personal information" at the bottom of the page. <br />
# Change the category people fall under using "type" and ""Type_2." Faculty and staff are listed using the "Faculty" type, and "Students" are listed using the "Student" type. If you don't know what category people are listed by, look up another person from that category to see what type they fall into.<br />
# To remove people from different categories, simply remove delete their "type" category. This will remove their profile from the website, but leave their profile intact for any future changes.<br />
# If adding someone: email them the url of '''New To The HCIL'''. <br />
# If removing someone: add them to the alumni page (edited normally in wordpress). <br />
<br />
To add new people, click on the participant database tab. Several sub-tabs will appear below it. <br />
# The "add participant" sub-tab will create a new record that you can fill in from scratch.<br />
# You can add several people using the "import CSV file" tab, this will allow you to upload several people at once. When uploading the CSV, make sure your columns match those specified in the tab.<br />
<br />
'''Database management in cPANEL'''<br />
<br />
You can also update faculty or students by making changes in the database in Cpanel. Ask the password from the coordinator.<br />
<br />
TRs are also updated there.<br />
Research too?<br />
<br />
'''Symposium Page'''<br />
<br />
Before starting a new year you need to archive the info of the most recent symposium page. Create a new normal page, and copy and paste the code found in the recent version (there is a "copy to new draft" button, or use the code editor to copy the html). Then make sure the "event archive" points to that new page (with the archived code/content). There are 2 locations for those archive: a tab on the symposium page itself, and the event archive page.<br />
<br />
The symposium webpage is not easy to edit... The webpage is made of various parts that are saved in different Wordpress Pages: Go to "all pages" and filter by category "HCIL Symposium". You will find Program, Sponsor etc. (watchout, there are also a lot of old versions used for the archived events). <br />
<br />
Be very careful editing the program page: none of the editor work properlly... So we have to do it in html absolutely. You can create a temporary page and then copy and paste the html in the Program page when you are ready (use the "code editor" to do that. (see the "..." menu at the top right of the editor)<br />
<br />
The top header information (with the date and Register button) can be changed by editing the one and only Wordpress Event of type "HCIL symposium". The format of that header is defined in php: you have to look in "appearance > editor" and find the php for "event-meta-event-single"!!! (ridiculous really).<br />
<br />
The menu items are generated automatically from the pages of type Symposium. So adding a page adds a menu item! <br />
Note that in 2019 we removed the tab with the directions to CSIC (there is a backup of it as a normal page). It could be added back in 2020<br />
<br />
'''Security'''<br />
Go to DASHBOARD (at the top left), and select UPDATES. Update the widgets and themes often. <br />
<br />
<br />
'''Redirects'''<br />
Under TOOLS there is a Redirect tool. We already have many. You can forward anything that starts with hcil.umd.edu to another of our page, or outside<br />
<br />
'''Pages'''<br />
<br />
Most content on the HCIL is organized by pages. <br />
Similar to posts, you can add new pages, add media to pages, organize, tag and add a category and featured images. For pages, featured images appear at the top of the page.<br />
<br />
'''more about Posts'''<br />
<br />
Featured items on the HCIL are organized by posts (e.g. Featured News, Featured Alumni).<br />
<br />
Edit Posts by clicking on "Posts" in the dashboard on the left side of the screen. While editing, you may run into issues with weird spacing or hidden formatting. Switch to the HTML or "text" view and delete or edit HTML as necessary.<br />
<br />
# Create a new post by clicking "add new" button. <br />
# Add images or video by clicking "Add media." You can either upload your own media, or add media from the media library.<br />
# Preview any changes you make before publishing. The last thing you want to do is delete some else's work<br />
# Organize posts into featured items by checking the appropriate category. If multiple posts are checked in a category (e.g. featured publication), the links to the different posts will rotate between the images. If you only want a featured item to remain static, uncheck the any other posts featured in that category.<br />
# Tags - you can tag your posts with keywords. However, this feature is not used often.<br />
# Featured images allow you to change the image link to the post. You can either upload your own media, or add media from the media library<br />
<br />
'''Adding Media'''<br />
<br />
Click on the ''media'' tab on the left dashboard, click "Add new" and select the file you want. <br />
Your file will appear as https://hcil.umd.edu/wp-content/uploads/Year/Month/name.extension, <br />
e.g. https://hcil.umd.edu/wp-content/uploads/2018/07/test.png<br />
*Make sure to name the file appropriately before uploading - you will not be able to edit the file's URL after uploading*<br />
#Edit images properties: In the image library, click on the image, and click on "edit image" below the image. In the attachment details page, you will be able to rotate images, scale and crop the image.<br />
#Delete images: In the image library, click on the image, and click "Delete Permanently"<br />
<br />
<br />
'''to Edit the top Menus'''<br />
<br />
To edit the HCIL menu (at the top right), look in "Appearance" in the left dashboard. Drag menu items around to change their position and hierarchy.<br />
<br />
<br />
<br />
'''to edit the look of Pages'''<br />
The appearance tab on the left dashboard leads to the template which can be edited to make changes the visual appearance of the website. You can change themes, customize website visual design, change widgets. <br />
In editor, you can see the website code. Be very careful... Make copies before changing things.<br />
<br />
# Themes - change the website theme. <br />
# Customize - customize website theme colors/header/background image/homepage settings<br />
# Widgets - customize widgets for different parts of the website<br />
# Editor - See the style sheet and pHp files. You cannot directly edit the code in the editor, even though several links are hardcoded. You can make link edits in cPanel or by uploading an updated file via FTP.<br />
<br />
<br />
<gallery><br />
HCIL Posts.png|Editing HCIL Posts<br />
HCIL MediaLibrary.png|Edit Image Library<br />
HCIL Menu.png| Edit Menu<br />
HCIL EditPeople.png| Edit People<br />
HCIL_PeopleType.png|Change People Category<br />
</gallery></div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=HCIL_coordinator&diff=2081HCIL coordinator2019-07-22T15:51:53Z<p>Bdomingo: </p>
<hr />
<div>Notes and Hints for the HCIL coordinators (and directors) to find what they need:<br />
<br />
'''WARNING this is a public page''', so think twice before creating links. Indicating the presence of something and where to find it is usually enough of a clue to help someone get started. <br />
<br />
'''Website:'''<br />
<br />
The hcil website uses WordPress installed on a off-campus hosting site used by the iSchool<br />
See iSchool staff to get access<br />
<br />
It uses a few databases you can access through CPANEL e.g. TRs, faculty and student info, content of symposium page (again ask iSchool or previous coordinator for access)<br />
<br />
Historical note: the site was on a CS server before, and many old project webpages still live there. The TRs and old video files still live there.<br />
<br />
Adding News items: add a "Post" in Wordpress<br />
<br />
Updating faculty or students: make changes in the database in Cpanel. If adding someone: email them the url of '''New To The HCIL'''. If removing someone: add them to the alumni page (edited normally in wordpress). <br />
<br />
To make edits to Current students (either add in, delete, or add a photo), use the Participant Database on the left side of page.<br />
<br />
The symposium webpage is not easy to edit... see email from Anne Thursday, December 7, 2017 for discussion<br />
<br />
<br />
<br />
'''Symposium'''<br />
<br />
Timeline: there is a ??? <br />
<br />
Preparing the program: there is a Google Doc with restricted access called "HCIL Symposium program - Notes re: preparation and refinement" explaining the process.<br />
<br />
Registration: so far it is handled by software created by Anne. Payment handled by campus. Not easy to setup...<br />
<br />
ADD MORE...<br />
<br />
'''BBL'''<br />
<br />
There is a team of 2 GRA students responsible for organizing the BBL. See <br />
They will need help with the food ordering<br />
<br />
<br />
'''Desk assignment'''<br />
The iSchool assigns offices to faculty. Beth assigns cubicles to students (second floor only). <br />
HINTS: there is a google doc document summarizing the process (named: HCIL - CUBICLE / DESK ASSIGNMENT - but do not link to it!) and a Working Document google doc to keep track of who is where, called "CUBICLE / DESK assignment Working Document (2ndfloorCubicles-HCILetc)" <br />
In short: if a student wants or needs a desk, their advisor sends email to Beth. Before start of semester Beth emails all the faculty we need to hear from before assigning desks, I.e. everyone on 2nd floor <br />
Then there is a set of guidelines listed in both google docs. <br />
Goal is: everyone should have a desk before the semester starts.<br />
Cubicle Assignment Labels: https://docs.google.com/document/d/1tLcELKwZ_3Oahm6ttcPUYQzZ2-1NBmAtoP7EiuKqtWk/edit<br />
<br />
<br />
'''Lab supplies'''<br />
<br />
Printer toner - ???? <br />
<br />
Kitchenette equipment: soap, sponges etc. Keep an eye on it. When it runs out: Most of the time people who use it buy more , but supplies may be purchased in preparation of special events as well, or along with kidsteam supplies.<br />
<br />
Coffee: coffee drinkers buy their own coffee - see note above the sink and in "new to hcil" page.<br />
<br />
<br />
'''Lab cleaning''': the professional cleaning staff does NOT take care of the sink, fridge or microwave. Lab members have to take turn cleaning it, but it may need to be "coordinated" once in a while with reminders... Defrosting a very frosty fridge requires warning people, then moving it forward to open the door wide, then putting a plastic box and towels in and under it to catch the water.<br />
<br />
'''Lab maintenance'''<br />
Keys, including cubicle keys: advisor need to ask the ischool (Daisy as of 2017) or at least be cc:ed to confirm that it is ok. <br />
Temperature adjustments, problems: ask the iSchool (Daisy as of 2017)<br />
Other things ???<br />
<br />
'''Projector in the lab'''<br />
High res projector + good sound. 2 ways to connect: RGB or HDMI. <br />
Controls are on the wall. There is a remote but useful ONLY in RBG mode to change aspect ratio.<br />
HighRes/HighLuminosity” projector<br />
1920x1200 – 4000 Lumens EPSON 5450WU <br />
This is "our/HCIL" own projector, purchased by Ben and Catherine with a grant. <br />
<br />
<br />
ADD MORE HERE</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Printing&diff=2080Printing2019-07-16T20:55:17Z<p>Bdomingo: </p>
<hr />
<div>=Printing=<br />
==Tips & Tricks==<br />
* '''B&W is better!''' Use the black and white printer whenever possible. Ink for the color printer is '''twice as expensive''' as ink for the B&W printer, so using the B&W printer is '''significantly cheaper''', even if you select B&W on the color printer.<br />
* '''Double up!''' Printers should be set to automatic duplex, but make sure you've set your print jobs to double-sided printing. Save paper!<br />
* '''BYOP (bring your own paper)!''' The HCIL cannot supply printer paper for the entire lab. Beth may have some if you run out in a pinch, but don't rely on the lab's supply. You should have your own supply of paper. Ask your adviser if you are not sure where the paper for your needs is supposed to come from.<br />
* '''Business, not pleasure!''' Please don't use the HCIL printers for personal purposes. The printers are intended for academic and research use, not for students' private printing.<br />
* '''Think before you print!''' Do you ''really'' need a hard copy of that 40-page paper? If not, maybe skip printing it.<br />
* '''Be kind, refill!''' If the paper tray is empty, be conscientious of the next person who'll need to print and put a little paper in the tray.<br />
<br />
==Printing Large Jobs==<br />
If you have a really big job, consider printing/copying in your home department, which will have better printing capability (e.g. CS or UMIACS)<br />
* For CS students, see: http://www.cs.umd.edu/faq/faq.html to print in AVW<br />
* Someone can add info for the iSchool folks here >>> ??? <<<<br />
<br />
== Printing in Black and White ==<br />
<br />
The black and white printer is the small black one on the left. <br />
<br />
Our black and white printer is a Brother HL-5470DW Laser Printer. Here's a link to its [http://ecx.images-amazon.com/images/I/C10keSVgccS.pdf user guide] (PDF). It has automatic duplexing (just like the color printer). We prefer that you '''use the black and white printer for a majority of your printing''' and the color printer for your publication submissions (e.g., to investigate how a chart or figure looks printed in color). <br />
<br />
'''B/W Printer Setup: IP Address: 128.8.225.52'''<br />
<br />
If you need to install the black and white printer, specify the printer using its ip address: 128.8.225.52 and select the Brother HL-5470DW driver (or a generic postscript driver). If you have problems, see Anne Rose to get the installation CD or download it online.<br />
<br />
=== Troubleshooting===<br />
The B/W printer has a tendency to lose its network configuration. When this happens, you must reconfigure the printer's IP address and netmask manually (no DHCP... inorite?). Settings are 128.8.225.52/255.255.254.0 with gateway 128.8.224.1.<br />
<br />
== Printing in Color ==<br />
[[File:CodyPrinter.png|thumb|Cody with the new printer.]]<br />
<br />
The color printer is the tall white one on the right. <br />
<br />
Our color printer is a Brother MFC-9970CDW Laser Printer. Here's a link to its [http://www.brother-usa.com/ModelDocuments/Consumer/Users%20Manual/UM_MFC_9970CDW_EN_2754.PDF manual] (PDF). Please be aware that '''the color printer (even when using only black ink) is more than twice as expensive as the black and white printer''' so please use this printer conservatively. <br />
<br />
This printer also scans documents, with both a flatbed and a duplex feeder option, so you can scan two sides at once. It scans up to 1200x2400 dpi. It can also email you the document, if you give it an @umd.edu address. (Nothing else, though, like @cs.umd.edu or @terpmail.edu...Those will break it.) And, of course, you can copy documents by printing from the flatbed. <br />
<br />
It can print duplex, up to 2400x600 dpi, from the network or a USB flash drive at 30 pages/minute. <br />
<br />
===Color Printer Setup===<br />
<br />
==== Windows Printer Setup ====<br />
<br />
* Go to "Start->Devices and Printers" <br />
* Click "Add Printer" <br />
* Select "Add a network, wireless, or Bluetooth printer" <br />
* Click "The printer I want isn't listed" <br />
* Click "Next" <br />
* Enter 128.8.225.92 as the hostname or IP address (you don't have to fill in port name, it will fill automatically) <br />
:: Wait...a long time... <br />
* You will get a prompt saying "additional port information required". Click "Next" <br />
:: Wait...a long time... <br />
* Choose "Brother" in the "Manufacturer" column <br />
* In the "Printers" column, select "Brother MFC-9970CDW" if it is listed. If it is not, click "Windows Update" and wait...a long time... Then select "Brother MFC-9970CDW". <br />
* Click "Next" <br />
* Enter a name for the printer then click "Next" <br />
* Finally, click "Finish" <br />
<br />
==== Mac Printer Setup ====<br />
<br />
You can add printers in two ways: <br />
# From the System Preferences -> Print and Scan -> '+' (Below list of prints on the left)<br />
# From a print dialog box -> Printer Drop down -> Add Printer<br />
<br />
Both options get you to the Add Printer dialog.<br />
<br />
* Click on the IP icon<br />
* Select Protocol: Internet Printing Protocol - IPP<br />
* Enter in "128.8.225.92" for the address<br />
* In the lower section, for 'Name' feel free to use whatever name you'd like but including something like "Brother MFC-9970CDW" might be a good choice.<br />
* Select Print Using: "Select Print Software" -> "Brother MFC-9970CDW CUPS"<br />
::''If this option isn't available, you may need to download it from the link provided below''<br />
* Click Add<br />
<br />
==== Downloading Drivers ====<br />
* Download the CUPS printer driver (from [http://welcome.solutions.brother.com/bsc/public/us/us_ot/en/dlf/dlf/000000/004500/dlf004512.html?reg=us&c=us_ot&lang=en&prod=mfc9970cdw_all&type2=1&os=115&flang=4&dlid=dlf004512 here]) <br />
* Double click and install the dmg (the BrotherCLDrivers.pkg)<br />
<br />
= Toner Ordering =<br />
Please let Carlea know when printer ink is running low, so she can buy more. <br />
<br />
Amazon has a selection of high-yield replacement toner cartridges with yields of approximately 3,500 pages rather than 1,500 (it makes sense to purchase the high-yield cartridges because they offer better value): <br />
<br />
* [http://www.amazon.com/exec/obidos/ASIN/B0043BCT9W/ref=nosim/6579419rg1105-20?s=merchant&m=ATVPDKIKX0DER $75.45 for Black Brother TN315BK Toner Cartridge]<br />
* [http://www.amazon.com/exec/obidos/ASIN/B0043BB1JG/ref=nosim/6579419rg1105-20?s=merchant&m=ATVPDKIKX0DER $81.36 for Cyan Brother TN315C Toner Cartridge]<br />
* [http://www.amazon.com/exec/obidos/ASIN/B0043B5X7W/ref=nosim/6579419rg1105-20?s=merchant&m=ATVPDKIKX0DER $78.47 for Magenta Brother TN315M Toner Cartridge]<br />
* [http://www.amazon.com/exec/obidos/ASIN/B0043BCTFQ/ref=nosim/6579419rg1105-20?s=merchant&m=ATVPDKIKX0DER $79.05 for Yellow Brother TN315Y Toner Cartridge]<br />
<br />
= Setting Up Printer =<br />
Cody and Jon got the MFC-9970CDW Laser Printer on the network in a very hacky way. You don't need to know these details unless something went very wrong and the printer no longer has network access. Ask Jon for more details.<br />
<br />
Printer ip: 128.8.225.92<br />
Internal ip: 192.168.1.2<br />
<br />
[[File:Brother9970Port.png]]<br />
<br />
You must open port 9100 on the Hackerspace router to get network printing to work!<br />
<br />
http://www.brother-usa.com/ModelDocuments/Consumer/Network%20Users%20Manual/NUM_MFC_9460CDN_9560CDW_9970CDW_EN_2870.PDF<br />
<br />
If you are connected to the HAckerspace WiFi, you can connect to the printer directly in your browser by going to 192.168.1.2 and typing in:<br />
<br />
login: user<br />
password: access<br />
<br />
login: admin<br />
password: access<br />
<br />
= Administration =<br />
<br />
Thanks to Cody Dunne for helping Jon setup and configure the printer (it required some heavy lifting and some clever network hacking to get it to work). We locked down the touchscreen "Menu" icon so that you have to enter a password to change the configuration (we did so mainly because we had to setup a number of things and we didn't want them accidentally changed). However, if you need to update a configuration setting, use this password: 2117.</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Main_Page&diff=2079Main Page2019-07-16T20:53:31Z<p>Bdomingo: </p>
<hr />
<div>Welcome to the HCIL wiki. Log in with your UMD Directory ID and credentials to edit.<br />
<br />
= New to the HCIL? =<br />
Get started with some practical information: '''[[New To The HCIL]]'''<br />
<br />
Pointers/reminders for the [[HCIL coordinator]] only + [[Editing the HCIL Website]]<br />
<br />
= Brown Bag Lunch (BBL)=<br />
The HCIL community has an open semi-organized weekly "brown bag lunch" where we eat and discuss something about someone's work or a topic of current interest to the HCIL faculty or students. This might be a software demo or review, a study design, a proposed research topic in an early stage, an introduction to a new person, etc.<br />
* [[Brown Bag Lunch Schedule]]<br />
* [[Organizer Handbok|Organizer Handbook]]<br />
<br />
= The Lab Calendar =<br />
View the calendar for the Lab (Rm 2105). To reserve this space, email the HCIL Coordinator Beth Domingo, bdomingo@umd.edu, with the requested date and time, as well as a short title/summary of the meeting (ex. KidsTeam).<br />
* [https://calendar.google.com/calendar/embed?src=umd.edu_3469%40resource.calendar.google.com&ctz=America/New_York Lab Calendar]<br />
<br />
= HCIL Symposium =<br />
* [[HCIL Symposium 2019]]<br />
* [[Past symposia]]<br />
<br />
= CHI Paper Clinic =<br />
*[[CHI Practice Talks]]<br />
*[[CHI Travel Plans & Roommates]]<br />
<br />
= Internal Labs =<br />
The HCIL is home to a number of internal research groups lead by different faculty. Resources pertaining to these groups are listed below.<br />
To see a list of active HCIL members, projects, technical reports, etc., visit the [http://www.cs.umd.edu/hcil HCIL Web Site].<br />
== Makeability Lab ==<br />
* [https://wiki.umiacs.umd.edu/hcil/makeabilitylab/index.php/Main_Page Makeability Lab]<br />
* [https://wiki.umiacs.umd.edu/hcil/hackerspace/index.php/Main_Page HCIL Hackerspace]<br />
== Inclusive Design Lab ==<br />
* [http://inclusivedesign.umd.edu Inclusive Design Lab website]<br />
<br />
== KidsTeam ==<br />
* [[KidsTeam Schedule]]<br />
<br />
== NetCHI Lab ==<br />
* [http://netchi.umd.edu NetCHI Lab]<br />
<br />
= Printing =<br />
* [[Printing|Printing in the HCIL (2 printers: 1 color, 1 black/white; both automatic duplex!)]]<br />
<br />
= Other Support =<br />
* [[Projector in 2117]]<br />
* [[Room Reservation]]<br />
* [[Travel Reimbursement|Travel Reimbursement]]<br />
* [[HCIL Website Fields|Adding projects pages, technical reports, news, software, books, etc.]]<br />
* [[HCIL Logo]]<br />
* [[Social Events|Social Events]] - HCIL Social events - HCIL Running Club<br />
* [http://www.cs.umd.edu/hcil/wiki/HornbakeBldgAccessRequestFormOct2013.pdf Hornbake Building Access Request Form] Fill out and submit to Kathleen in iSchool Dean's Office<br />
* [[Guests]] - For supporting guests in the HCIL<br />
<br />
= Miscellaneous =<br />
* [http://www.ats.ucla.edu/stat/stata/whatstat/default.htm Choosing the correct statistical test for your experiment]<br />
* [[HCIL Workshop on CHI Submission and Reviewing Process - July 2012]]<br />
* [[Tips Tricks UMD]] — Tips from 1 HCIL visitor/international student to the next<br />
* [[Code Library|Code Library]] — Code others might find useful<br />
* [[Skill Swap | Skill Swap]] A page for HCILers to list topics they'd like to teach about or learn<br />
* [[Website Resources | Website Resources]] Useful information on making changes tot HCIL website<br />
<br />
= Archive =<br />
* [[Past CHI Papers Clinics]]<br />
* [[Past Symposiums]]</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Main_Page&diff=2078Main Page2019-07-16T20:52:34Z<p>Bdomingo: </p>
<hr />
<div>Welcome to the HCIL wiki. Log in with your UMD Directory ID and credentials to edit.<br />
<br />
= New to the HCIL? =<br />
Get started with some practical information: '''[[New To The HCIL]]'''<br />
<br />
Pointers/reminders for the [[HCIL coordinator]] only + [[Editing the HCIL Website]]<br />
<br />
= Brown Bag Lunch (BBL)=<br />
The HCIL community has an open semi-organized weekly "brown bag lunch" where we eat and discuss something about someone's work or a topic of current interest to the HCIL faculty or students. This might be a software demo or review, a study design, a proposed research topic in an early stage, an introduction to a new person, etc.<br />
* [[Brown Bag Lunch Schedule]]<br />
* [[Organizer Handbok|Organizer Handbook]]<br />
<br />
= The Lab Calendar =<br />
View the calendar for the Lab (Rm 2105). To reserve this space, email the HCIL Coordinator Beth Domingo, bdomingo@umd.edu, with the requested date and time, as well as a short title/summary of the meeting (ex. KidsTeam).<br />
* [https://calendar.google.com/calendar/embed?src=umd.edu_3469%40resource.calendar.google.com&ctz=America/New_York Lab Calendar]<br />
<br />
= HCIL Symposium =<br />
* [[HCIL Symposium 2019]]<br />
* [[Past symposia]]<br />
<br />
= CHI Paper Clinic =<br />
*[[CHI Practice Talks]]<br />
*[[CHI Travel Plans & Roommates]]<br />
<br />
= Internal Labs =<br />
The HCIL is home to a number of internal research groups lead by different faculty. Resources pertaining to these groups are listed below.<br />
To see a list of active HCIL members, projects, technical reports, etc., visit the [http://www.cs.umd.edu/hcil HCIL Web Site].<br />
== Makeability Lab ==<br />
* [https://wiki.umiacs.umd.edu/hcil/makeabilitylab/index.php/Main_Page Makeability Lab]<br />
* [https://wiki.umiacs.umd.edu/hcil/hackerspace/index.php/Main_Page HCIL Hackerspace]<br />
== Inclusive Design Lab ==<br />
* [http://inclusivedesign.umd.edu Inclusive Design Lab website]<br />
<br />
== Kidsteam ==<br />
* [[Kidsteam Schedule]]<br />
== NetCHI Lab ==<br />
* [http://netchi.umd.edu NetCHI Lab]<br />
<br />
= Printing =<br />
* [[Printing|Printing in the HCIL (2 printers: 1 color, 1 black/white; both automatic duplex!)]]<br />
<br />
= Other Support =<br />
* [[Projector in 2117]]<br />
* [[Room Reservation]]<br />
* [[Travel Reimbursement|Travel Reimbursement]]<br />
* [[HCIL Website Fields|Adding projects pages, technical reports, news, software, books, etc.]]<br />
* [[HCIL Logo]]<br />
* [[Social Events|Social Events]] - HCIL Social events - HCIL Running Club<br />
* [http://www.cs.umd.edu/hcil/wiki/HornbakeBldgAccessRequestFormOct2013.pdf Hornbake Building Access Request Form] Fill out and submit to Kathleen in iSchool Dean's Office<br />
* [[Guests]] - For supporting guests in the HCIL<br />
<br />
= Miscellaneous =<br />
* [http://www.ats.ucla.edu/stat/stata/whatstat/default.htm Choosing the correct statistical test for your experiment]<br />
* [[HCIL Workshop on CHI Submission and Reviewing Process - July 2012]]<br />
* [[Tips Tricks UMD]] — Tips from 1 HCIL visitor/international student to the next<br />
* [[Code Library|Code Library]] — Code others might find useful<br />
* [[Skill Swap | Skill Swap]] A page for HCILers to list topics they'd like to teach about or learn<br />
* [[Website Resources | Website Resources]] Useful information on making changes tot HCIL website<br />
<br />
= Archive =<br />
* [[Past CHI Papers Clinics]]<br />
* [[Past Symposiums]]</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=HCIL_coordinator&diff=2077HCIL coordinator2019-06-03T18:07:20Z<p>Bdomingo: </p>
<hr />
<div>Notes and Hints for the HCIL coordinators (and directors) to find what they need:<br />
<br />
'''WARNING this is a public page''', so think twice before creating links (i.e. not create link to unprotected documents you don't want to share widely). Indicating the presence of something and where to find it is usually enough of a clue to help someone get started. <br />
<br />
'''Website:'''<br />
<br />
The hcil website uses WordPress installed on a off-campus hosting site used by the iSchool<br />
See iSchool staff to get access<br />
<br />
It uses a few databases you can access through CPANEL e.g. TRs, faculty and student info, content of symposium page (again ask iSchool or previous coordinator for access)<br />
<br />
Historical note: the site was on a CS server before, and many old project webpages still live there. The TRs and old video files still live there.<br />
<br />
Adding News items: add a "Post" in Wordpress<br />
<br />
Updating faculty or students: make changes in the database in Cpanel. If adding someone: email them the url of '''New To The HCIL'''. If removing someone: add them to the alumni page (edited normally in wordpress). <br />
<br />
To make edits to Current students (either add in, delete, or add a photo), use the Participant Database on the left side of page.<br />
<br />
The symposium webpage is not easy to edit... see email from Anne Thursday, December 7, 2017 for discussion<br />
<br />
<br />
<br />
'''Symposium'''<br />
<br />
Timeline: there is a ??? <br />
<br />
Preparing the program: there is a Google Doc with restricted access called "HCIL Symposium program - Notes re: preparation and refinement" explaining the process.<br />
<br />
Registration: so far it is handled by software created by Anne. Payment handled by campus. Not easy to setup...<br />
<br />
ADD MORE...<br />
<br />
'''BBL'''<br />
<br />
There is a team of 2 GRA students responsible for organizing the BBL. See <br />
They will need help with the food ordering<br />
<br />
<br />
'''Desk assignment'''<br />
The iSchool assigns offices to faculty. Beth assigns cubicles to students (second floor only). <br />
HINTS: there is a google doc document summarizing the process (named: HCIL - CUBICLE / DESK ASSIGNMENT - but do not link to it!) and a Working Document google doc to keep track of who is where, called "CUBICLE / DESK assignment Working Document (2ndfloorCubicles-HCILetc)" <br />
In short: if a student wants or needs a desk, their advisor sends email to Beth. Before start of semester Beth emails all the faculty we need to hear from before assigning desks, I.e. everyone on 2nd floor <br />
Then there is a set of guidelines listed in both google docs. <br />
Goal is: everyone should have a desk before the semester starts.<br />
Cubicle Assignment Labels: https://docs.google.com/document/d/1tLcELKwZ_3Oahm6ttcPUYQzZ2-1NBmAtoP7EiuKqtWk/edit<br />
<br />
<br />
'''Lab supplies'''<br />
<br />
Printer toner - ???? <br />
<br />
Kitchenette equipment: soap, sponges etc. Keep an eye on it. When it runs out: Most of the time people who use it buy more , but supplies may be purchased in preparation of special events as well, or along with kidsteam supplies.<br />
<br />
Coffee: coffee drinkers buy their own coffee - see note above the sink and in "new to hcil" page.<br />
<br />
<br />
'''Lab cleaning''': the professional cleaning staff does NOT take care of the sink, fridge or microwave. Lab members have to take turn cleaning it, but it may need to be "coordinated" once in a while with reminders... Defrosting a very frosty fridge requires warning people, then moving it forward to open the door wide, then putting a plastic box and towels in and under it to catch the water.<br />
<br />
'''Lab maintenance'''<br />
Keys, including cubicle keys: advisor need to ask the ischool (Daisy as of 2017) or at least be cc:ed to confirm that it is ok. <br />
Temperature adjustments, problems: ask the iSchool (Daisy as of 2017)<br />
Other things ???<br />
<br />
'''Projector in the lab'''<br />
High res projector + good sound. 2 ways to connect: RGB or HDMI. <br />
Controls are on the wall. There is a remote but useful ONLY in RBG mode to change aspect ratio.<br />
HighRes/HighLuminosity” projector<br />
1920x1200 – 4000 Lumens EPSON 5450WU <br />
This is "our/HCIL" own projector, purchased by Ben and Catherine with a grant. <br />
<br />
<br />
ADD MORE HERE</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2066Volunteer For the 2019 Symposium!2019-04-03T12:21:46Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
* Daniel Pauw<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
<br />
<br />
<br />
* beth bonsignore - CAR (will come at 12:30 - have a meeting till then)<br />
* Emma Dixon - CAR (I have class at 2:00 pm)<br />
* Pramod Chundury<br />
* Leyla Norooz - CAR<br />
* Himanshi Manglunia<br />
* Diva Smriti<br />
* Shruti Hegde<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completing on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' It would helpful to email your cell phone number to Beth - just in case.<br />
<br />
Name <br />
* Yue Jiang (available after 8:30 AM. I will try to be earlier. My time is restricted by UMD shuttle bus. Sorry!)<br />
* Simone Pimento<br />
* beth bonsignore<br />
* sravya amancherla<br />
*<br />
*<br />
==9:00AM to 11:45pm Plenary Session Mic Runners==<br />
Tasks include passing the microphones to attendees during Q & A period for each speaker. <br />
<br />
Name<br />
* <br />
* John Morabito<br />
* Akanksha Shrivastava (Available 9:30 am onwards, have a meeting from 9-9: 30 am, sorry!)<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. <br />
<br />
Name<br />
* Brian Ondov<br />
* Yuhan Luo<br />
* Xin Qian<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. <br />
<br />
Name <br />
* Dan Votipka<br />
* Brian Ondov<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name <br />
* Daniel Pauw<br />
* Wayne Lutters (CAR)<br />
* beth bonsignore (CAR) - minor note: Must return to Hornbake by 6pm (teach a class at 6:15).<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2065Volunteer For the 2019 Symposium!2019-04-02T13:41:45Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
* Daniel Pauw<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
<br />
<br />
<br />
* beth bonsignore - CAR (will come at 12:30 - have a meeting till then)<br />
* Emma Dixon - CAR (I have class at 2:00 pm)<br />
* Pramod Chundury<br />
* Leyla Norooz - CAR<br />
* Himanshi Manglunia<br />
* Diva Smriti<br />
* Shruti Hegde<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completing on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' It would helpful to email your cell phone number to Beth - just in case.<br />
<br />
Name <br />
* Yue Jiang (available after 8:30 AM. I will try to be earlier. My time is restricted by UMD shuttle bus. Sorry!)<br />
* Simone Pimento<br />
* beth bonsignore<br />
* sravya amancherla<br />
*<br />
*<br />
==9:00AM to 11:45pm Plenary Session Mic Runners==<br />
Tasks include passing the microphones to attendees during Q & A period for each speaker. <br />
<br />
Name<br />
* Akanksha Shrivastava (Available 9:30 am onwards, have a meeting from 9-9: 30 am, sorry!)<br />
* John Morabito<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. <br />
<br />
Name<br />
* Brian Ondov<br />
* Yuhan Luo<br />
* Xin Qian<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. <br />
<br />
Name <br />
* Dan Votipka<br />
* Brian Ondov<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name <br />
* Daniel Pauw<br />
* Wayne Lutters (CAR)<br />
* beth bonsignore (CAR) - minor note: Must return to Hornbake by 6pm (teach a class at 6:15).<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2056Volunteer For the 2019 Symposium!2019-04-01T19:02:40Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
* Daniel Pauw<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
<br />
<br />
<br />
* beth bonsignore - CAR (will come at 12:30 - have a meeting till then)<br />
* Emma Dixon - CAR (I have class at 2:00 pm)<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completing on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' It would helpful to email your cell phone number to Beth - just in case.<br />
<br />
Name <br />
* Yue Jiang (available after 8:30 AM. I will try to be earlier. My time is restricted by UMD shuttle bus. Sorry!)<br />
* Simone Pimento<br />
* beth bonsignore<br />
* sravya amancherla<br />
*<br />
*<br />
==9:00AM to 11:45pm Plenary Session Mic Runners==<br />
Tasks include passing the microphones to attendees during Q & A period for each speaker. <br />
<br />
Name<br />
* <br />
* <br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. <br />
<br />
Name<br />
* Brian Ondov<br />
* Yuhan Luo<br />
* Xin Qian<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. <br />
<br />
Name <br />
* Dan Votipka<br />
* Brian Ondov<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name <br />
* Daniel Pauw<br />
* Wayne Lutters (CAR)<br />
* beth bonsignore (CAR) - minor note: Must return to Hornbake by 6pm (teach a class at 6:15).<br />
* Amanda Lazar (CAR)<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2055Volunteer For the 2019 Symposium!2019-04-01T18:47:44Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
* Daniel Pauw<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
<br />
* beth bonsignore - CAR (will come at 12:30 - have a meeting till then)<br />
* Emma Dixon - CAR (I have class at 2:00 pm)<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completing on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' It would helpful to email your cell phone number to Beth - just in case.<br />
<br />
Name <br />
* Yue Jiang (available after 8:30 AM. I will try to be earlier. My time is restricted by UMD shuttle bus. Sorry!)<br />
* Simone Pimento<br />
* beth bonsignore<br />
* sravya amancherla<br />
*<br />
*<br />
==9:00AM to 11:45pm Plenary Session Mic Runners==<br />
Tasks include passing the microphones to attendees during Q & A period for each speaker. <br />
<br />
Name<br />
* <br />
* <br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. <br />
<br />
Name<br />
* Brian Ondov<br />
* Yuhan Luo<br />
* Xin Qian<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. <br />
<br />
Name <br />
* Dan Votipka<br />
* Brian Ondov<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name <br />
* Daniel Pauw<br />
* Wayne Lutters (CAR)<br />
* beth bonsignore (CAR) - minor note: Must return to Hornbake by 6pm (teach a class at 6:15).<br />
* Amanda Lazar (CAR)<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2034Volunteer For the 2019 Symposium!2019-03-22T17:52:17Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name<br />
* <br />
*<br />
*<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name <br />
* <br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2033Volunteer For the 2019 Symposium!2019-03-22T17:52:00Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name<br />
* <br />
*<br />
*<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name <br />
* <br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2032Volunteer For the 2019 Symposium!2019-03-22T17:51:43Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name <br />
* <br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2031Volunteer For the 2019 Symposium!2019-03-22T17:51:18Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2030Volunteer For the 2019 Symposium!2019-03-22T17:50:02Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2029Volunteer For the 2019 Symposium!2019-03-22T17:49:07Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
<br />
==2:45PM to 3:15PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
<br />
==4:15PM to 5:15PM Set-Up for Demo & Poster Session==<br />
Be on call for support with any remaining tasks for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2028Volunteer For the 2019 Symposium!2019-03-22T17:42:43Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
<br />
==3:00PM to 3:45PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name <br />
* <br />
*<br />
*<br />
<br />
==4:15PM to 5:15PM Set-Up for Demo & Poster Session==<br />
Be on call for support with any remaining tasks for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2027Volunteer For the 2019 Symposium!2019-03-22T17:40:13Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
<br />
==2:00PM to 2:45PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
* <br />
*<br />
<br />
==4:15PM to 5:15PM Set-Up for Demo & Poster Session==<br />
Be on call for support with any remaining tasks for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2026Volunteer For the 2019 Symposium!2019-03-22T17:39:38Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==2:00PM to 2:45PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
* <br />
*<br />
<br />
==4:15PM to 5:15PM Set-Up for Demo & Poster Session==<br />
Be on call for support with any remaining tasks for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*</div>Bdomingohttps://wiki.umiacs.umd.edu/hcil/index.php?title=Volunteer_For_the_2019_Symposium!&diff=2025Volunteer For the 2019 Symposium!2019-03-22T17:36:39Z<p>Bdomingo: </p>
<hr />
<div>Thank you for volunteering to help with our Symposium! <br />
Add your name to one (or more) of the bullet points on the list below.<br />
<br />
=<span style="color:rgb(0, 146, 148);">SYMPOSIUM PREPARATIONS</span>=<br />
<br />
==Tues, April 2, 10:00AM, Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll create and print signs, forms, and schedules; pack materials; gather demo supplies; etc.<br />
<br />
* Teja Maddali<br />
* Kyungjun Lee<br />
*<br />
<br />
==Wed, April 3, 12:00PM, Final Symposium Preparations==<br />
2105 Hornbake Building, South Wing<br />
We'll bag Symposium SWAG, continue gathering and packing materials, stuff badges, organize registration materials, transport materials and equipment to the HOTEL (and NOT CSIC this year!!!), etc. FREE PIZZA!<br />
'''We need people with cars, willing to transport materials. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
=<span style="color:rgb(0, 146, 148);">DAY-OF SYMPOSIUM - April 4</span>=<br />
For each of these general Day-Of Symposium tasks, volunteers will meet at the hotel (NOT [http://www.csic.umd.edu/ <span style="color:rgb(0, 146, 148);">'''CSIC ''</span>] this year!!_). We ask that Day-Of Symposium volunteers be willing to share cellphone numbers so that the support team can communicate as needed throughout the event.<br />
==7:30AM to 9:30AM Morning Set-Up & Registration== <br />
Tasks include setting up tables, signs, posters and easels; directing attendees; checking in attendees; completiting on-site registration, etc. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
<br />
==11:45AM to 12:30pm Mid-Day Set-Up==<br />
Tasks include breaking down the first floor registration table and moving materials to second floor registration table. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==2:00PM to 2:45PM Demo/Poster Set-Up==<br />
Tasks include Setting-up for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
* <br />
*<br />
<br />
==4:15PM to 5:15PM Set-Up for Demo & Poster Session==<br />
Be on call for support with any remaining tasks for the Demo & Poster Session. '''Please make a note if you are only available for a portion of this timeframe.''' <br />
<br />
Name & Cell Number<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
<br />
==5:15PM to 6:00PM Symposium Breakdown==<br />
Tasks include removing signage; packing and transporting materials back to Hornbake. <br />
'''We need people with cars, willing to transport materials back to Hornbake. Please note "CAR" next to your name, if you can help--thank you!'''<br />
<br />
Name & Cell Number<br />
* <br />
*<br />
*<br />
*<br />
*<br />
*<br />
*<br />
*</div>Bdomingo