UCSD Maps Group (maps.ucsd.edu)

Here are the group members for the UCSD maps Group

Nick 925-457-3187
Anthony 626-227-5270
Chrissy 619-962-8085
Ken-949-280-7858

We will be focusing on revising the current maps.ucsd.edu website so that it is more clear for campus visitors as well as for faculty and students. Our group just started a blog:

ucsdmaps.blogspot.com

We plan on meeting at 4:30pm on Mondays at the Sun God Lounge. New groups members are welcome!

Heath and Jon Hindmarsh

Heath and Jon Hindmarsh:
Configuring Action in Objects: From Mutual Space to Media Space
Two main topics of the article

• How aspects of the material environment are rendered momentarily intelligible in and through interaction
• The ways in which objects provide a resource for the recognition of the actions and activities of others.

How the material world is rendered meaningful

The scene is shaped, rendered intelligible, with regard to the resources provided by John and the sequentially appropriate activity, discovering and displaying the position of the train in question.

Discovering and seeing the object, or rather constituting one aspect of the physical environment in a particular way, engenders sequentially relevant actions by both John, Graham, and presumably at some later date, by the caller himself.

Objects as resource for the recognition of the actions and activities of others

The object and its perception is separated or fragmented from the very ways in which it is rendered noticeable, and thereby stands before the participants as an “objective order of social fact.”

The characterization may consist of a train number or something funny. The characterization informs the ways in which the environment is inspected by the coparticipant and how the particular object is discovered

Nomura and Hutchins

Nomura and Hutchins:
The multimodal production of common ground understandings

Iconic gesture-gesture that is representative of a specific concept
Environmentally coupled gesture-A gesture that takes on meaning as it relates to the environment where it is produced
Juxtaposition of meaning-combining multiple modes of communication to communicate an idea

slide 5

slide 4

slide 3

Slide 2

Presentation slide 1

6a Detailed analysis example

6a Detailed analysis example

Project 6a Advice

For Wednesday 3/7
Collect at least 15 minutes of video: I would recommend getting more than this though. I would try to find an activity that you could get a half hour of footage from or more. Just because you film for an hour doesn't mean that you will have to use it, but if you only get 15 minutes of footage and 12 minutes of it is hard to hear then you'll have to hope that those last 3 are really really good. By taking more footage you are going to make your life easier. Getting an hour of an interesting activity on film is easy trying to write a paper on 15 minutes of boring or inaudible footage is hard. So get a good amount of data on film choose the best part and use that.


Index: You should have an entry at least every minute, more than that is better though and at some parts you might want to do every 10 seconds. If you include entries less than every minute that will be too infrequent. Also don't do the index based on the minute add entry at the points were something interesting was said or done.

1:05 Ben points at knot
1:30 Kathrine takes rope and starts to instruct Ben
1:45 Ben uses cool orienting gesture at rope
1:55 Kathrine gives bask rope to Ben
2:45 Kathrine uses fictive description of rope
2:55 Points at parts of rope while describing function
3:20 Shows knot to Hutchins

Something like this would be good

Detailed analysis: on a clip or clips that total at least 30 seconds do a detailed analysis like the analysis in project 4. Also include information like gesture orientation and the participants interaction with artifacts. I will post the examples that we looked at in class to help provide some guidance on this

Conversation analysis of cultural models

Question on the transcription symbol

I found a really good page for the transcription symbols we are using.

It has a better explanation of the = symbol. It says that the = symbol "'Equals’ signs mark the immediate ‘latching’ of successive talk, whether of one or more speakers, with no interval". I think that this means if I were to follow up what someone said with no pause then we would use the = to show that there was no pause.

Transcription Software

Here is the transcription software that Jason found.

http://www.nch.com.au/scribe/

Thanks Jason

Project 4 Advice

Here are some words of advice from professor Hutchins on the upcoming project:

It is NOT necessary to repeat project 3 to do project 4 or any of the following projects. I have found through experience that following through on project 3 is an easy way to get a good interview. However, sometimes that does not work out. I have also had great interviews done with people who had nothing to do with the student's proj 3. One student interviewed her grandmother about grandma's experiences during WWII. That turned out to be a great interview filled with interesting cultural models.

I hope this is helpful, if you are still confused doing the reading should help and we will also go over this project in discussion.

Advice on Photo Format

If you aren't going to add marking, highlighting and inscriptions to the photos then you could just staple them to the back. If you plan on adding any marks to the images (which I strongly suggest doing) add those as separate illustration. They can be a regular low resolution printouts in the document, then include the photos separately stapled to the back. The main point is that you make it easy for us to see the phenomenon that you are explaining, so reference the photos in the way that makes this process most efficient.

Try to turn in some that are good quality prints. They don't need to be from a photo studio or on high gloss paper, but make sure they show the subject in good detail.

Myers, “Molecular Embodiments”

the objects of molecular biology are becoming tangible and workable in new ways. With this shift from reading and writing one-dimensional genetic codes to modeling and interpreting the functions of three-dimensional and temporally dynamic protein molecules come new practical and conceptual hurdles for researchers and their students.
Moving Past Latour?
Emoboyment of knowledge
“Diane carries more than a ‘mental image’ of what a molecule should look like in her head: seeing, feeling, and moving with the chemical constraints of the molecule, she has embodied molecular forms”
Thick description (Geertz, 1973)
“requires attending to the corporeal and affective entanglements of researchers with available concepts and modeling media, and with the visualization machinery they entrain on living substances.”

Photolab Ethnography

Project 3 Pictures

I narrowed it down to these four pictures, I was hoping for a bit of help in deciding which ones? They're kind of big, so I shrunk them down. Click on them to see the full-size versions.