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Unfinished Farewell 未完成的告别
Pub Date : 2023-01-01 DOI: 10.1145/3576859
Jiabao Li
Li offers information on the web site Unfinished Farewell that documents the people who have left us because of the pandemic. The website includes the help-seeking information they posted before they passed away. They hope to provide a space for family members to release their grief and for the public to mourn. Behind every number is a life.
李在“未完成的告别”网站上提供信息,该网站记录了因疫情而离开我们的人们。该网站包括他们在去世前发布的求助信息。他们希望为家人提供一个释放悲痛的空间,为公众提供一个哀悼的空间。每一个数字背后都有一个生命。
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引用次数: 0
A SWOT Analysis of Pilot Implementation 试点实施的SWOT分析
Pub Date : 2023-01-01 DOI: 10.1145/3572770
M. Hertzum, Torkil Clemmensen, Pedro F. Campos, B. R. Barricelli, C. Hansen, L. K. Herbæk, J. Abdelnour-Nocera, A. Lopes, Parisa Saadati
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引用次数: 0
Abortion Pills and Telehealth Technology 堕胎药和远程医疗技术
Pub Date : 2023-01-01 DOI: 10.1145/3575763
S. Calkin
This forum is dedicated to exploring the notion of meaningfulness in design processes, taking the perspectives of community groups, nongovernmental organizations, and those who are marginalized in society as starting points. Authors will reflect conceptually and methodologically on practical engagements. --- Rosanna Bellini and Angelika Strohmayer, Editors
本次论坛致力于探索设计过程中意义的概念,以社区团体、非政府组织和社会边缘化群体的观点为出发点。作者将反映概念和方法上的实际约定。——Rosanna Bellini和Angelika Strohmayer,编辑
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引用次数: 0
Living-with and Designing-with Plants 与植物一起生活和设计
Pub Date : 2023-01-01 DOI: 10.1145/3571589
O. Tomico, Ron Wakkary, Kristina Andersen
D four 30 x 30 cm 110-watt full-spectrum and infrared LED grow lights (for the interior balcony plant walls); and three 100 cm 300-watt full-spectrum and infrared dimmable LED grow lights mounted vertically with an aluminum support (for the living room and the bedroom). The system is complemented by a WiFi-enabled programmable humidifier (for the interior balcony) and a WiFi-enabled smart watering system, including a light and humidity sensor (for the terrace). We see this as first-person research [4] into a posthuman design [5] exploration of cohabitation in a multispecies context. Cohabitation remains the goal and the way to rethink how we live with other living things—for example, plants—and coshape “our” personal everyday behaviors and private space accordingly [5]. The following draws on the formats of diaries, first-person vignettes [6], and field notes. Through this we focus on the first stages of the process of designing-with/living-with through cohabitation: setting During the past five years, the first author has been transforming his home—a flat in the city center—into the place he wants to live [1]: an entanglement of technologies, plants, humans, and others; a place where plants and humans can coexist, inhabit, and coshape the space they share [2,3]. At the moment, the human, nonhuman, living, and technological actors involved consist of up to 250 plants, the physical infrastructure and adapted furniture for the plants to live in, the IoT infrastructure for the plants (assemblage of smart lighting, humidity, and watering systems), furniture and decorative art pieces for humans, a human or two living there, and the occasional guest. To achieve this, off-the-shelf technologies were hacked and combined to create a programmable IoT system: eleven interior water irrigation systems with a one-minute automated electric pump and a nine-liter water container each; three sets of six 50 cm linear modules with 10-watt full-spectrum LED grow lights (for the studio plant wall);
D四个30 x 30 cm 110瓦全光谱和红外LED生长灯(用于室内阳台植物墙);以及三个100厘米300瓦全光谱和红外可调光LED生长灯,垂直安装在铝支架上(用于客厅和卧室)。该系统由一个WiFi可编程加湿器(用于室内阳台)和一个WiFi智能浇水系统补充,包括一个光湿度传感器(用于露台)。我们认为这是对多物种背景下同居的后人类设计[5]的第一人称研究。同居仍然是我们重新思考如何与其他生物(例如植物)生活的目标和方式,并相应地塑造“我们”的个人日常行为和私人空间[5]。以下内容借鉴了日记、第一人称小插曲[6]和现场笔记的格式。通过这一点,我们关注了通过同居进行设计/生活的第一阶段:背景在过去的五年里,第一作者一直在将他的家——市中心的一套公寓——改造成他想要居住的地方[1]:技术、植物、人类和其他人的纠缠;一个植物和人类可以共存、栖息并共同塑造它们共享空间的地方[2,3]。目前,所涉及的人类、非人类、生活和技术参与者包括多达250种植物、用于植物生活的物理基础设施和改装家具、用于植物的物联网基础设施(智能照明、湿度和浇水系统的组合)、用于人类的家具和装饰艺术品、居住在那里的一两个人以及偶尔的客人。为了实现这一点,现成的技术被黑客入侵并结合在一起,创建了一个可编程的物联网系统:11个内部灌溉系统,每个系统有一个1分钟的自动电动泵和一个9升水容器;三套六个50厘米线性模块,带10瓦全光谱LED生长灯(用于工作室植物墙);
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引用次数: 5
B00B-Factor Authentication B00B-Factor身份验证
Pub Date : 2023-01-01 DOI: 10.1145/3576026
Anuradha Reddy
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引用次数: 0
Brooke Bosley Brooke Bosley
Pub Date : 2023-01-01 DOI: 10.1145/3576049
B. Bosley
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引用次数: 0
March - June 2023 2023年3月至6月
Pub Date : 2023-01-01 DOI: 10.1145/3583693
Intr Staff
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引用次数: 0
Lumi: Experiencing Energy as a Discrete Element 光:体验作为一个离散元素的能量
Pub Date : 2023-01-01 DOI: 10.1145/3583128
Bendik Schrøder, Laura Hurenkamp, Sampada Jayaram, Luisa María Zuluaga
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引用次数: 0
INTech: Designing Intersectional Learning Experiences for Black Girls INTech:为黑人女孩设计交叉学习体验
Pub Date : 2023-01-01 DOI: 10.1145/3575868
Khalia M. Braswell, Yolanda A. Rankin
white schools where Black girls are typically underrepresented, both as girls and as Black students—a positionality that is likely to undermine their motivation for CS. Rankin et al. [3] reveal that formal K–12 CS education can be a hostile environment rife with racism that negatively affects Black girls’ ability to persist in computing. Unsurprisingly, Black women seek to create safe spaces outside of the public education system to overcome the traditional barriers to formal CS education and to promote Black girls’ positive experiences and motivation for CS education and subsequently becoming designers of technology. Employing intersectionality as a critical lens, this article conceptualizes developing safe spaces to support Black girls becoming designers in the context of CS education.
在白人学校里,黑人女孩的代表性不足,无论是作为女孩还是作为黑人学生,这种情况很可能会削弱她们学习计算机科学的动力。Rankin等人发现,正规的K-12计算机科学教育可能是一个充满种族主义的敌对环境,对黑人女孩坚持计算的能力产生负面影响。不出所料,黑人女性寻求在公共教育系统之外创造安全空间,以克服正规计算机科学教育的传统障碍,并促进黑人女孩积极的经历和计算机科学教育的动机,并最终成为技术设计师。本文以交叉性为关键视角,构想了在计算机科学教育背景下发展安全空间以支持黑人女孩成为设计师的概念。
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引用次数: 1
You, Things, and the Space Between 你、事物和两者之间的空间
Pub Date : 2023-01-01 DOI: 10.1145/3570968
D. Loi
we bring to the forefront a body of knowledge that has to do with how to work, collaborate, explain, be present, resist, agree, dissent, progress, and grow in a given context. This is a body of knowledge that evolves over time and that is created each time the worker engages in the work in a new context. It is a unique body of knowledge that represents the transformation a practitioner experiences through their career. To offer a practical example and shift our discussion back to my initial question (What bodies of knowledge are created or experienced in the interstitial spaces between one’s life sphere and one’s career journey?), I’d like to focus on a role that senior practitioners often play: the mentor. Not dissimilar from what many of my colleagues shared with me, my conversations with mentees are typically more focused on how to work in a given context and less on what quality HCI or design looks like. While good design, quality HCI, and a vast array of hard skills can be described and studied, soft skills are often context-dependent and learned over time. Like parents and educators, mentors share with their mentees best practices, written tips, and anecdotes of their own transformations, and provide examples on how to overcome issues or latch onto opportunities. However, mentors also know that mentees will ultimately need to experience issues and opportunities directly—learned over time is indeed code for experienced directly. That direct experience is the by-product of one’s engagement with the work in a given context—it’s what happens when one is transformed by and through the work. I was and I continue to be available in response [1]. What bodies of knowledge are created or experienced in the interstitial spaces between one’s life sphere and one’s career journey? As HCI practitioners, do we simply design things, or does that act of making also shape us? What stands at the end of one’s making—the designed artifact or a redesigned self? Recently I found myself asking these questions more often than before, revisiting visceral moments in my life’s trajectory that show how my craft, as well as the context in which I was operating, have shaped me. Reflecting on my career, I realized how my craft has evolved thanks to my choices and how my understanding of the world (and my ways of operating in it) shifted thanks to my craft. Life feeds and shifts one’s craft, and one’s craft feeds and shifts one’s life—a fascinating example of interrelatedness that we all experience daily. As an Italian who migrated to Australia in the late 1990s and then to the U.S. in the mid-2000s, it is hard to imagine that those life changes did not affect the practitioner in me as much as the migrant. I doubt that my understanding of design and of my craft would be the same if I had decided to stay in my home country. Similarly, as a woman who has operated for the past 20 years in male-dominated workspaces, it is hard to imagine that what I gleaned over time as a pract
我们将一系列知识带到了最前沿,这些知识与如何在特定的背景下工作、合作、解释、在场、抵抗、同意、异议、进步和成长有关。这是一个随着时间的推移而发展的知识体系,每当工人在新的环境中从事工作时就会产生。这是一个独特的知识体系,代表了从业者在职业生涯中经历的转变。为了提供一个实际的例子,并将我们的讨论转移到我最初的问题上(在一个人的生活领域和职业生涯之间的间隙中创造或体验了哪些知识体系?),我想重点谈谈资深从业者经常扮演的角色:导师。与我的许多同事与我分享的内容没有什么不同,我与学员的对话通常更侧重于如何在给定的环境中工作,而较少关注HCI或设计的质量。虽然可以描述和研究好的设计、高质量的人机交互和大量的硬技能,但软技能往往依赖于上下文,并随着时间的推移而学习。与家长和教育工作者一样,导师与学员分享最佳实践、书面技巧和自己转变的轶事,并提供如何克服问题或抓住机会的例子。然而,导师们也知道,学员最终需要直接体验问题和机会——随着时间的推移,学习确实是直接体验的代码。这种直接体验是一个人在特定背景下参与工作的副产品——这是当一个人被工作改变时会发生的事情。我过去和现在都能得到回应[1]。在一个人的生活领域和职业生涯之间的间隙中,创造或体验了哪些知识体系?作为HCI从业者,我们是简单地设计东西,还是这种制造行为也塑造了我们?一个人制造的最后是什么——设计好的人工制品还是重新设计的自己?最近,我发现自己比以前更频繁地问这些问题,重温了我生活轨迹中的一些发自内心的时刻,这些时刻表明了我的技艺以及我的经营环境是如何塑造我的。回想我的职业生涯,我意识到我的技艺是如何因我的选择而进化的,以及我对世界的理解(以及我在世界中的经营方式)是如何因自己的技艺而改变的。生活滋养和改变一个人的技艺,一个人的工艺滋养和改变了一个人的生活——这是我们每天都经历的相互关联的一个迷人的例子。作为一名意大利人,他在20世纪90年代末移民到澳大利亚,然后在2000年代中期移民到美国,很难想象这些生活变化对我身上的从业者的影响没有移民那么大。如果我决定留在我的祖国,我怀疑我对设计和工艺的理解会是一样的。同样,作为一名在过去20年里一直在男性主导的工作场所工作的女性,很难想象我作为一名从业者,随着时间的推移,所收集到的信息仅仅集中在人机交互上——同样也很难想象,我自己的技艺和自我意识没有受到影响。设计师和研究人员有持续的机会建立关系,并专注于他们的设计和研究工作,并且经常以发自内心、个人、改变生活的方式这样做——作为回报,挑战世界和自己。每次我们开始一个新项目,我们都会沉浸其中。这通常是一种亲密的、身体的和情感的行为,它会产生两种设计好的结果:一种是设计好的东西,另一种是重新设计好的自我。然而,我们对新项目的参与从来都不是在真空中发生的,因为背景起着关键作用,严重影响了结果和自我。设计师/研究人员、设计的东西和建立这种关系的背景以令人兴奋的方式相互影响,每一个都反过来发生了变化。当我们以更抽象的方式看待事物时,同样类型的相互关联似乎也存在,例如,关注工人、工作和工作场所。在这种情况下,工人(设计师/研究员)在给定的工作场所(环境)内从事他们的工作(设计/研究);他们经常以发自内心的、个人的、改变生活的方式建立关系并参与工作,挑战世界(工作和环境)和自己。每次我们开始并完成一个项目,我们带来的远不止我们的学科知识。是什么使我们能够完成一个项目
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Interactions (New York, N.Y.)
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