- Sense-making: Processing of info to achieve understanding
- what does “sense-making” mean in the context of our own research?
- [Bill] Differs from cognition, but how?
- sense-making with regard to Human-Computer Interaction (HCI): forming and working with meaningful representations in order to facilitate insight and subsequent intelligent action
- Sense-making can be thought of as intentional manipulations of knowledge to create representations useful for certain cognitive tasks
- There is an implied interaction between virtual presentation/representation and human interpretation
- Perspective 1: Representation Construction
- steps in sense-making
- 1: external data source
- 2: shoebox
- 3: evidence file
- 4: schema
- 5: hypotheses
- 6: presentation
- structuredness of information increases as process continues, so does effort
- first 3 steps: foraging loop
- last 3 steps: sense-making loop
- distinguish: re-encoding data (from AI - tradeoff between explicit and implicit in representation) vs derived data
- Perspective 2: Data Frame Theory
- Sense-making is a process, a way of achieving situational awareness
- Situation awareness == state of knowledge
- data: raw derived from world
- frame: defines what constitutes data, organizes data
- Perspective 3: Collaborative
- information sharing, interpretations, past theories
- problems: common ground, hand-offs, etc.
- Data Focusing vs Issue Focusing
- both hierarchically embedded inquiry “contexts” within collaborative sensemaking systems
- data focusing: identifying and structuring information to draw out relevant facts
- issue focusing: changing group’s understanding of issues in light of new insights
- possible mapping to nested model data / task abstraction (?)
Group search: hand-offs can be search-led or sensemaking-led
- Educational sensemaking:
- students seeking domain-specific knowledge are often hindered by metacongitive skills not yet obtained:
- choosing
- analyzing
- assimilating new knowledge
- cognitive personalization: tools that match student learning states and needs, are most effective learning materials for that state
- How does sensemaking enhance tool-making?
- what problem are we trying to solve?
- Uncertainty information vs. missing information
- 2 entirely different contexts
- how do we visualize the latter?
Maybe you should only visualize concepts that you can make sense of: limit the set of presented information to that which will be cognitively worked upon
Discussion suggests that as a group we should investigate belief systems as opposed to probability