Designing for Engaging with News using Moral Framing towards Bridging Ideological Divides

Society is showing signs of strong ideological polarization. When pushed to seek perspectives different from their own, people often reject diverse ideas or find them unfathomable. Work has shown that framing controversial issues using the values of the audience can improve understanding of opposing views. In this paper, we present our work designing systems for addressing ideological division through educating U.S. news consumers to engage using a framework of fundamental human values known as Moral Foundations. We design and implement a series of new features that encourage users to challenge their understanding of opposing views, including annotation of moral frames in news articles, discussion of those frames via inline comments, and recommendations based on relevant moral frames. We describe two versions of features---the first covering a suite of ways to interact with moral framing in news, and the second tailored towards collaborative annotation and discussion. We conduct a field evaluation of each design iteration with 71 participants in total over a period of 6-8 days, finding evidence suggesting users learned to re-frame their discourse in moral values of the opposing side. Our work provides several design considerations for building systems to engage with moral framing.

STUDENT AND INSTRUCTOR EXPERIENCE USING COLLABORATIVE ANNOTATION VIA PERUSALL IN UPPER YEAR AND GRADUATE COURSES

Perusall is a collaborative annotation platform designed for pre-readings in a flipped classroom, but can also be used for stand-alone, asynchronous reading discussion components of courses. We examine the use of Perusall as a social constructivist learning tool in two upper year/graduate courses in Mechanical Engineering. Perusall was used to replace in-class discussion of readings during the shift to online teaching. Data was collected from student surveys and from the student and instructor annotations themselves. Annotations were coded for content, and examined for factors such as upvoting. We found substantial engagement from students, with collaborative annotation providing opportunities for: correction of misunderstanding; linking concepts from the course and between readings; discussing larger issues around research and research writing; sharing background information among peers; and critically analyzing the readings. Students reported deeper learning than in typical in-class discussions of readings; however, they also noted that annotation required much more time. Overall, collaborative annotation appears to be an effective method for course reading discussion.

CytoBrowser: a browser-based collaborative annotation platform for whole slide images

We present CytoBrowser, an open-source (GPLv3) JavaScript and Node.js driven environment for fast and accessible collaborative online visualization, assessment, and annotation of very large microscopy images, including, but not limited to, z-stacks (focus stacks) of cytology or histology whole slide images. CytoBrowser provides a web-based viewer for high-resolution zoomable images and facilitates easy remote collaboration, with options for joint-view visualization and simultaneous collaborative annotation of very large datasets. It delivers a unique combination of functionalities not found in other software solutions, making it a preferred tool for large scale annotation of whole slide image data. The web browser interface is directly accessible on any modern computer or even on a mobile phone, without need for additional software. By sharing a "session", several remote users can interactively explore and jointly annotate whole slide image data, thereby reaching improved data understanding and annotation quality, effortless project scaling and distribution of resources to/from remote locations, efficient creation of "ground truth" annotations for methods' evaluation and training of machine learning-based approaches, a user-friendly learning environment for medical students, to just name a few. Rectangle and polygon region annotations complement point-based annotations, each with a selectable annotation-class as well as free-form text fields. The default setting of CytoBrowser presents an interface for the Bethesda cancer grading system, while other annotation schemes can easily be incorporated. Automatic server side storage of annotations is complemented by JSON-based import/export options facilitating easy interoperability with other tools. CytoBrowser is available here: https://mida-group.github.io/CytoBrowser/.

Designing a Social Learning Analytics Tool for Open Annotation and Collaborative Learning

This book chapter recounts one approach to ethically co-designing a public dashboard that reports social learning analytics and encourages learners’ collaborative annotation across open texts and contexts. As a design narrative in the learning sciences, this chapter is a reflective, first-hand account organized around three related objectives: 1) Naming the theoretical stances toward open and social learning that informed design and research; 2) Describing key decisions and trade-offs pertinent to four iterations of a social learning analytics dashboard; and 3) Considering epistemological, technological, and infrastructural implications for the development and use of social learning analytics in open, flexible, and distance learning.

Building Community in Asynchronous Online Higher Education Courses Through Collaborative Annotation

This design-based research study examines how a collaborative annotation tool, Perusall, supported the development of community within an asynchronous online graduate course. Students read and engaged with assigned texts uploaded to Perusall each week, providing numerous opportunities for students to interact and collaborate with each other using the tool’s various sharing and communication features. Both text interactions and peer-to-peer interactions on Perusall increased throughout the course, with peer-to-peer interactions increasing at a greater rate, indicative of community growth within the course. Collaborative annotation tools capture students’ thinking and processing in the moment, more closely mirroring the learning that one might see in a face-to-face class when students discuss content with their instructor and/or classmates. This study offers insights for teachers, teacher educators, and school leaders about new approaches for developing community in online educational contexts, especially considering the drastic shift to online learning as a result of the COVID-19 pandemic.

Heuristische Textpraktiken in den Wissenschaften

This article contains a comparative study of heuristic textual practices in various scientific disciplines. By this we mean formulation practices with which new knowledge is generated in institutionally influenced routines and connected to existing knowledge, e. g. ‚highlighting the relevance of a research topic‘, ‚defining a concept‘ or ‚supporting a statement argumentatively‘.The aim is to find out to what extent such textual practices occur in different scientific disciplines, how they are distributed and combined. Furthermore, we study the effects domain-specific contexts have on heuristic textual practices. The data basis of our study is a corpus of 65 dissertations from the 13 different faculties of the TU Darmstadt. In the pilot study we report here, we examined the introductory chapters of the dissertations. Methodologically, it is an annotation study: Based on the current state of research on the subject, we have derived a basic annotation scheme, which we have developed and refined in a collaborative process of guideline creation. Our study affiliates on socio-pragmatic research on text production and formulation routines in the sciences. It is theoretically informed by the philosophy of science research on heuristics, methodically we make a contribution to the scientific debate on collaborative annotation procedures.