Teaching illustration students to reject stereotyping and cultural inaccuracy through research-based assignments

His paper illustrates the use of scenario writing and storyboard visualisation methods based on ethnographic study of diverse personas, narratives, and user experience to guide automotive engineers and designers for creating innovative ideas and developing inclusive Human Machine Interface (iHMI) concepts for future cars in 2025 and beyond. This paper documents the importance of continuing visual research process based on anthropological case studies that looked into diverse persona, cultural and geographical attributes. These methods are used to visually analyse situational car use, thereby leading to scenario-based HMI tasks that can be applied to generate innovative user oriented future car designs. Storyboard visualisation of narratives is a method that derives from ethnographic interviews with strategically chosen car users from around the world. This is a powerful tool for analyzing situations, describing feelings, and evaluating the usability of functions within the car. With this visual process, future scenarios can be drawn in order to create new and inclusive HMI ideas and design concepts embedded within the storyboards to help engineers and designers’ to understand users’ different needs, exploring their expectations, emotions and motivations. The realistic details on the character illustrations of each persona are essential for better understanding of the users’ including older people, the visually impaired and wheelchair users, child and parent, technophobic or technophile persons. Each HMI concept can be sketched as required in task sequences, with detail and scaled paper model produced for detailed step-by-step design. The required interactions can be observed, photographed and captured on video for in-depth design thinking workshops. A series of HMI working design concepts for future cars will emerge from this pipeline for prototyping and engineering.KeywordsHuman machine interfaceInclusive designVisual narrativeScenario storyboardsConcept visualizationDesign thinkingUser researchUser-Centred designDesign ethnography

Deep Neural Networks are often though to lack interpretability due to the distributed nature of their internal representations. In contrast, humans can generally justify, in natural language, for their answer to a visual question with simple common sense reasoning. However, human introspection abilities have their own limits as one often struggles to justify for the recognition process behind our lowest level feature recognition ability: for instance, it is difficult to precisely explain why a given texture seems more characteristic of the surface of a finger nail rather than a plastic bottle. In this paper, we showcase an application in which deep learning models can actually help human experts justify for their own low-level visual recognition process: We study the problem of assessing the adhesive potency of copper sheets from microscopic pictures of their surface. Although highly trained material experts are able to qualitatively assess the surface adhesive potency, they are often unable to precisely justify for their decision process. We present a model that, under careful design considerations, is able to provide visual clues for human experts to understand and justify for their own recognition process. Not only can our model assist human experts in their interpretation of the surface characteristics, we show how this model can be used to test different hypothesis of the copper surface response to different manufacturing processes.

Visual and screen-based research practices have a long history in social-science, humanities, education, and creative-arts based disciplines as methods of qualitative research. While approaches may vary substantially across visual anthropology, sociology, history, media, or cultural studies, in each case visual research technologies, processes, and materials are employed to elicit knowledge that may elude purely textual discursive forms. As a growing body of visual and screen-based research has made previously-latent aspects of the world explicit, there has been a concomitant appreciation that visual practices are multisensory and must also be situated within a broader exploration of embodied knowledge and multisensory (beyond the visual) research practice. As audio-visual projects such as Lucien Castaing-Taylor and Véréna Paravel's Leviathan (2013), Rithy Panh's S-21: The Khmer Rouge Death Machine (2003), and Margaret Loescher’s Cameras at the Addy (2003) all demonstrate, screen-based research practices are both modes of, and routes to, knowledge. These projects also demonstrate ways in which screen-based visual research may differ from research exclusively delivered in written form, most specifically in their capacity to document and audio-visually represent intersubjective, embodied, affective, and dynamic relationships between researchers and the subjects of their research. Increasingly, as a range of fields reveal that the incorporative body works as an integrated “perceptive field” as it processes sensory stimuli, visual and screen-based research practices will fulfil an important role in facilitating scholarly access to intuitive, affective, embodied, and analytical comprehension.

This research proposal aims to map animation possibilities in science communication focusing on public science dissemination. The research plan is helped by the experience of a collaboration with TED-Ed creating climate-related animated video lectures since 2020 in co-production with the Denmark-based Sci-Vi Initiative and The Animation Workshop/VIA UC. To fulfill this aim the research will deliver a State of the Art Report about the current usage of functional animation in research articles and create a systematic review about how the articles describe verbally and visually the used animated materials. The systematic review aims to point out the gaps about how overlooked the animation development process is. The creation of guiding principles can generate discourse between research scientists and animation professionals to establish a common language. This proposal wishes to continue to research on the shift in these articles from ‘whether animation facilitates learning’ to ‘which animation facilitates learning’ and bring it further by defining ‘how animation collaboration can be integrated into research education’. The spread of animation in education and public science dissemination has exploded due to the technical development of the last 10 years. It has been given a dominant role not only in classroom curricula but also in online education, reinforced by the 2020 COVID-19 pandemic. The theoretical study of the role of animation in learning has undergone incredible change over the past 20 years. The role of animation is shifting from an applied art to a collaborative partner in research dissemination. Practice-oriented research is planned to test and fine-tune the hypothesis through three case studies, that the integration of collaboration between animators and scientists to produce visual research dissemination would not just increase the level of public understanding but help scientists to structure the communication about their research process. The three case studies are designed to establish the integration of animation collaboration into research education. Case Study one is a plan of a crash course for researchers to learn about animated visual communication processes by preparing a plan of an animated explainer. Case Study two is a test ride on how a research institute provides animation collaboration opportunities to allow the researchers to communicate their research findings. Case Study three is a collaboration opportunity between animators and scientists to work with local communities explaining their research about Climate Change and creating visual dissemination using animation. Climate Change, part of the multidisciplinary science of environmental studies, allows research about a complex problem group. All three case studies are aimed to emphasize the creative and productive power of collaboration between visual storytellers and research scientists. The locations and collaboration partners are not yet fixed; exploratory experiments will be performed over the autumn of 2021 to establish the specificities of these data collection contexts.

This chapter focuses on the development of visual attention processes and in particular describes the development of alerting, orienting, and executive visual attention. Researchers have used a variety of tasks, including spatial cuing, visual search, and anti‐saccade to behaviorally index the development of distinct visual attention processes. Behavioral data have often been combined with eye tracking, electroencephalograms/event‐related potentials, and neuroimaging methods to garner precision in measurement from even the youngest participants. Broadly, data suggest that visual attention processes are present at birth and undergo significant developmental change during the first several postnatal months. Alerting and orienting processes are stable and adult‐like by early childhood, whereas executive attention continues to develop into adolescence. The neural systems supporting visual attention also undergo rapid change, with evidence for increasing frontoparietal engagement and connectivity with development. We end with a discussion of an emerging literature on attention/memory interactions and methodological advances for visual attention research.

In this dissertation, we wanted to provide empirical evidence for the proposition that performing practice-based research in PDSs is a powerful incentive for the professional development of (student) teachers. Therefore, the aims of this dissertation were: 1. Mapping the concepts associated with (student) teachers’ practice-based research in schools in terms of research input, research process, and research outcomes. More specifically the following aspects were investigated: (a) contextual input, or the realization of research environments in schools, (b) personal input, or teachers’ and student teachers’ motives for performing practice-based research, (c) the research process, or the performed practice-based research activities by teachers and student teachers, and (d) research outcomes, or the perceived outcomes regarding research and teaching following practice-based research. 2. Investigating the added-value of PDSs settings compared with non-PDSs settings. More specifically, PDSs and non-PDSs (student) teachers’ perceptions of the aforementioned aspects associated with practice-based research were compared. 3. Testing a hypothetical model that describes the relations between (student) teachers’ perceptions of the input (contextual and personal), process and outcomes of practice-based research, and with that, the relative importance of these different aspects in relation to each other. To meet these aims, four studies were conducted for these purposes using both qualitative and quantitative research methods. The following four key questions were addressed: 1. What are participants’ – school leaders’, teachers’ and student teachers’ – perceptions of the actual and preferred situation regarding practice-based research in Dutch PDSs? 2. What features characterize teachers’ practice-based research activities and what is the impact of these activities in terms of quality standards and criteria, and learning outcomes? 3. Do PDSs make a difference in terms of (student) teachers’ perceptions of input (contextual and personal), process and outcomes of in-school practice-based research? 4. What model explains the empirical relations that exist in (student) teachers’ perceptions of factors associated with the input (contextual and personal), process and outcomes of in-school practice-based research?

Visual process management tools have been developed by lean practitioners as communication aids and are used to help drive operations and processes in real time. Three case studies from aerospace companies describe the physical visual tools that have been implemented to facilitate performance measurement and communication in different engineering processes. Rolls Royce presents an example of how ERP outputs are communicated and controlled in a lean manufacturing process. At Airbus UK (Filton) visual process boards are used to manage a complex knowledge and people based process bringing together multiple supplier inputs in the production of aircraft maintenance manuals. Senior management at Weston Aerospace are using visual process control to run and report on work packages, resources and processes throughout their organisation. These systems act as an extension to metrics, and in themselves may be considered as a dynamic measurement system as they provide instant feedback and can be used to predict a probable outcome if no action is taken. The learning and themes that have made these implementations successful is presented and collated into a set of guidelines for consideration when implementing visual process management tools.

The purpose of this qualitative study was to investigate prospective biology teachers’ conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students’ learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective biology teachers’ conceptions in a secondary science teacher education programme, in a university located in the south-west of the USA. Data analysis revealed that three conceptions of teaching biology were common among the participants: (1) teaching biology is an interactive process; (2) teaching biology is a lecture-based process; and (3) learning biology is a visual process. A common theme that underpinned the three conceptions was the simple perspective of using lectures, apparatus and models within interactive processes and lectures as reference points to help students to attach onto biology concepts rather than relating the reference points to prior knowledge and to cognitive activities that foster optimal learning.

Recently the industries provide visual inspection processes in the plants for keeping and guaranteeing product quality. Many visual inspection processes are normally operated by the manual visual inspection. The results of the manual visual inspection are often unstable because the results are depended on the inspection worker skill. Currently the automated visual inspection technologies are getting more important to stably keep and guarantee product quality. Specially, the automated visual inspection technologies using robots attract the industries. The robot usually has several industrial cameras and LED lights on its hand. However based on our analysis for the typical implementation procedure of the automated visual inspection technologies using robots, the period to implement the inspection processes are usually very long. The reasons are that there are many adjustment activities in the real plant concurrently concerning the imaging conditions, the robot motion conditions, and the visual inspection conditions. In order to reduce the period to implement the automated visual inspection processes, it is very important to reduce the adjustment activates in the real plant. Therefore it is necessary to develop the simulation technologies to support the adjustment activates on the virtual beforehand. We focus on the manufacturing cell simulation environment for the automated visual inspection using robots. The manufacturing cell simulation environment which provides to support the above adjustments on the virtual even if the robot and the target product are not existed, is proposed and developed. In this paper, the manufacturing cell simulation environment to solve the problems is proposed. Seven requirements for the simulation environment are defined. The fundamental system with five functions to implement the simulation environment is proposed and implemented. Hypothetic fundamental case studies are carried out to confirm effective of our proposed manufacturing cell simulation environment.KeywordsAutomated visual inspectionrobotvirtual cameraManufacturing systemsimulation

The article presents a case study on the use of specially prepared 5W-1H and 4M sheets for the analysis of the problem during the visual inspection process of the electric device, in order to solve it. The identified problem was related to inconsistent assessments during the visual (alternative) inspection of chamber gaps of the electric switch. The research methodology was presented the same as results confirming the effectiveness of the problem analysis in the area of quality control by using these two methods of Lean and WCM concepts. The article aimed to show that a skilful and pragmatic approach to the problem supported by appropriate tools can contribute to its effective solution.

Visual research methods are hot across academe and starting to penetrate the iSchool community. In any visual research design, data collection is relatively easy compared to the more complicated task of analysis. This half-day workshop focuses critical attention on visual data analysis. We will learn and practice five visual analysis techniques: compositional interpretation, content analysis, thematic analysis, pictorial metaphor analysis, and conceptual analysis. In a collaborative environment, all participants will be able to voice questions and concerns about the visual analysis process and advance their own visual research projects.

Photo credits: Judith BriggsThis article discusses how a New South Wales (NSW), Australia, visual arts educator, Diane, and her 10th-grade students used art practice as research and visual process ...

The visual analytics community has long aimed to understand users better and assist them in their analytic endeavors. As a result, numerous conceptual models of visual analytics aim to formalize common workflows, techniques, and goals leveraged by analysts. While many of the existing approaches are rich in detail, they each are specific to a particular aspect of the visual analytic process. Furthermore, with an ever‐expanding array of novel artificial intelligence techniques and advances in visual analytic settings, existing conceptual models may not provide enough expressivity to bridge the two fields. In this work, we propose an agent‐based conceptual model for the visual analytic process by drawing parallels from the artificial intelligence literature. We present three examples from the visual analytics literature as case studies and examine them in detail using our framework. Our simple yet robust framework unifies the visual analytic pipeline to enable researchers and practitioners to reason about scenarios that are becoming increasingly prominent in the field, namely mixed‐initiative, guided, and collaborative analysis. Furthermore, it will allow us to characterize analysts, visual analytic settings, and guidance from the lenses of human agents, environments, and artificial agents, respectively.

This paper concerns the application of visual ethnographic research within a field study and the ways in which it was developed and applied as to a range of visual documentation method settings, for an illustrated applied art intervention purposes. Majuli Island located in the banks of Brahmaputra River is the home to Social-cultural institutions, Satras. These Satras are in turn origins of novel craft making practices that are often utilized in cultural performances that occur in these social-cultural institutions. One such practice that is widely known is making of mask. Visual method processes have been used as an adjunct means to record oral, images and kinetic energy data as representations of characters, individuals, and groups of mask making culture. This Visual Ethnographic research generates an artistic interaction between visual designers and mask making artisans in the Island of Majuli India, in-and-out studio process. Its insights bridge the physical experience through free hand drawing to a digital output—in a graphical form. This visual ethnographic research aimed exploring and reflecting cultural phenomena in artistic method, but behind the scene, this paper seeks to arouse the issue of cultural loss of masks and intellectual potential in mask making tradition of these artisans who live in an Island separated from the world.

An overwhelming majority of studies on visual search and selective attention were conducted using computer screens. There are arguably shortcomings in transferring knowledge from computer-based studies to real-world search behavior as findings are based on viewing static pictures on computer screens. This does not go well with the dynamic and interactive nature of vision in the real world. It is crucial to take visual search research to the real world in order to study everyday visual search processes. The aim of the present study was to develop an interactive search paradigm that can serve as a “bridge” between classical computerized search and everyday interactive search. We based our search paradigm on simple LEGO® bricks arranged on tabletop trays to ensure comparability with classical computerized visual search studies while providing room for easily increasing the complexity of the search environment. We found that targets were grasped slower when there were more distractors (Experiment 1) and there were sizable differences between various search conditions (Experiment 2), largely in line with classical visual search research and revealing similarities to research in natural scenes. Therefore, our paradigm can be seen as a valuable asset complementing visual search research in an environment between computerized search and everyday search.