ACM SIGOIS Bulletin

Kuchinsky, Allan; Graham, Kathy; Moh, David; Adler, Annette; Babaria, Ketan; Creech, Michael L.

doi: 10.1145/962185.962186pmid: N/A

We have built software tools to support the hypothesis formulation activities of molecular biologists, in particular the activities of organizing, retrieving, using, sharing, and reusing diverse biological information. A key aspect of our approach, based upon the findings of user studies, is the use of narrative structure as a conceptual framework for developing and representing the "story" of how genes, proteins, and other molecules interact in biological processes. Biological stories are represented textually and graphically within a simple conceptual model of items, collections , and stories .

Kanjo, Eiman; Astheimer, Peter

doi: 10.1145/962185.962187pmid: N/A

Narration is an important part of play. Toys inspire children to imagine stories. Adding the power of the computer to toys environment can make playing time more cognitive as well as more entertaining. This paper describes our work in developing physical human-computer interface, which merges ordinary children's playsets with computer that can see via a webcam in order to enhance children's playing technique. The proposed interface with the tracking technology and narrative control can turn a normal child's playset into a fantasyland where children can sense of their world in ways that were not feasible up to date.

Correia, Nuno; Proença, Miguel

doi: 10.1145/962185.962188pmid: N/A

Nitsche, Michael; Roudavski, Stanislav; Penz, François; Thomas, Maureen

doi: 10.1145/962185.962189pmid: N/A

Marshall, Paul; Rogers, Yvonne; Scaife, Mike

doi: 10.1145/962185.962190pmid: N/A

Fuchs, Ludwin

doi: 10.1145/962185.962191pmid: N/A

Pekkola, Samuli

doi: 10.1145/962185.962192pmid: N/A

Theune, Mariët; Faas, Sander; Nijholt, Anton; Heylen, Dirk

doi: 10.1145/962185.962193pmid: N/A

Lutters, Wayne G.

doi: 10.1145/962185.962194pmid: N/A

Freidus, Natasha; Hlubinka, Michelle

doi: 10.1145/962185.962195pmid: N/A

This paper will present the use of digital storytelling in community development settings to promote reflective practice and foster connections in communities of learners. Through digital storytelling, individuals learn to tell a story, and in doing so, become more effective actors in collaborative work environments. This particular form of digital storytelling encourages participants to communicate meaning on multiple levels (voice, point, emotional content, tension, story arc), and it allows storytellers to take fresh perspective on their work. Participants abstract meaning, but also give it a concrete form, as story, which can then be shared. We consider the benefits of this approach as a way to strengthen ties among participants in the creative and social outreach work in which they engage.