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NISO — Cutting Edges with Company: Emerging Technologies as a Collective Effort

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Presentation by Patricia F. Anderson for the NISO "The Cutting Edge" virtual conference on emerging technologies in libraries, October 24, 2018.

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NISO — Cutting Edges with Company: Emerging Technologies as a Collective Effort

  1. 1. Cutting Edges with Company: Emerging Technologies as a Collective Effort (with Case Study) P. F. Anderson (@pfanderson), Emerging Technologies Informationist for the HS-STEM Libraries of the University of Michigan, Ann Arbor
  2. 2. Services
  3. 3. Anatomage Table ● The Anatomage Table is the most technologically advanced anatomy visualization system for anatomy education and is being adopted by many of the world’s leading medical schools and institutions. ● The Table has been integrated into many health sciences courses, including Kinesiology, Dentistry, and more. ● The library provides access to the system, training, course integration ideas, support documents, video overviews, scheduling, and demonstrations. Chase Masters Enabling Technologies Informationist thl-anatomage-help@umich.edu <https://lib.umich.edu/taubman-health-sciences-library/anatomage-table>
  4. 4. Cytoscape / Metscape ● MetScape is a Cytoscape app, developed at U-M, that visualizes metabolomic and gene expression data. ● Metabolomics is an emerging field, so there is not the wide range of tools for visualizing and analyzing data that exist for other “omics” fields. ● Informationist role - outreach and instruction: ○ Develop documentation: user manuals, video tutorials ○ Conduct hands-on instruction, webinars ○ Consultations Marci Brandenburg Bioinformationist mbradenb@umich.edu <http://metscape.med.umich.edu/>
  5. 5. edX - Advanced Literature Searching in the Health Sciences ● Literature searches are a core component of many health sciences-related projects, but many involved in such projects lack search training & experience ● We designed this edX course to a) increase awareness of search best practices and b) improve the methodological quality of searches ● Final course is a successful collaboration between informationists and education experts devoted to innovation in learning ● First MOOC solely devoted to the literature search process <https://online.umich.edu/catalog/208/> On behalf of the course team: Mark MacEachern Informationist markmac@umich.edu
  6. 6. Open source ● Open source code can help researchers automate or schedule tasks, clean and analyze data, and employ version control ● We created a resource to help researchers keep abreast of relevant developments in open source code and programs, and to help them develop their own software or code and license it for reuse ● Future developments include case studies and a list of open source code developed at our institution <http://guides.lib.umich.edu/OScode> Marisa Conte, PF Anderson meese@umich.edu pfa@umich.edu
  7. 7. Precision health ● Information toolkit for precision health ● Content tailored to data layers of commonly-accepted precision medicine models ● Content includes: biobanking, exposomics, metabolomics, microbiome <http://guides.lib.umich.edu/precisionhealth> Image sources: 1) https://www.nap.edu/catalog/13284/toward-precision-medicine-building-a-knowledge-network-for-biomedical-research 2) https://www.futurelearn.com/courses/the-genomics-era/0/steps/4923 3) Slide 19: https://www.slideshare.net/lakecomoschool/integrative-analysis-and-visualization-of-clinical-and-molecular-data-for-cancer-precision-medicine-enzo-medico 4) https://www.tandfonline.com/doi/full/10.1080/23808993.2016.1157686# Marisa Conte, PF Anderson meese@umich.edu pfa@umich.edu
  8. 8. Research identity management ● Research identity management involves using an array of scholarly profile tools (e.g., ORCiD, Google Scholar profile), social media awareness (e.g., following online engagement through alternative metrics), and research dissemination strategies (e.g., distributing visual abstracts) to promote uniform representation and discovery of researchers' scholarly records across disparate web environments. ● At THL, we have developed instructional content and published a book chapter on these topics in conjunction with the work of the Research Impact Core, which aims to educate and consult on best practices for demonstrating scholarly impact. Tyler Nix Informationist tnix@umich.edu 1. http://guides.lib.umich.edu/researchimpact/ 2. Nix, T., Smith, J., & Song, J. (2017). Measuring impact. Medical and scientific publishing: Author, editor, and reviewer perspectives (pp. 215-233) doi:10.1016/B978-0-12-809969-8.00022-X
  9. 9. Software Carpentry ● “The Carpentries teach foundational coding, and data science skills to researchers worldwide. Software Carpentry and Data Carpentry workshops are based on our lessons. Workshop hosts, Instructors, and learners must be prepared to follow our Code of Conduct.” The Carpentries: <https://carpentries.org> ● UM Software & Data Carpentry <https://umswc.github.io> ● The U-M Library provides financial and logistical support to our on-campus Carpentries community, which in turn provides opportunities for librarians to develop and upgrade skills in basic research computing and innovative small-group instruction. Scott Martin Biological Sciences Librarian samarti@umich.edu
  10. 10. Environmental scanning & awareness
  11. 11. 3D printing ● 3D Printing is also referred to as additive manufacturing or biofabrication, as well as other terms, and involves progressive layering of materials to construct 3D objects. ● The University of Michigan is deeply engaged in 3D printing, from engineering to art to medicine, on a variety of scales and with a variety of materials ● Informationist role: ○ Awareness, dissemination, appropriate referral (to campus & community FabLabs, makerspaces, & 3D printers), fostering collaboration, foundational skills building, webinars ○ Tutorials on searching for open source/open access 3D printing files & patterns ○ Expert search strategy development in the research literature ○ Consultations <https://www.slideshare.net/umhealthsci enceslibraries/3d-printing-and-medi> PF Anderson Emerging Technologies Informationist pfa@umich.edu
  12. 12. Augmented, virtual, & mixed realities ● Virtual reality: “the computer-generated simulation of a three-dimensional image or environment that can be interacted with in a seemingly real or physical way by a person using special electronic equipment, such as a helmet with a screen inside or gloves fitted with sensors.” [Google] ● Augmented reality: “a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view.” [Google] ● Informationist roles: ○ Collections, interfaces, devices, troubleshooting, support, consultations ○ Research and grant-writing support ○ Skills-building (workshops, 1-on-1, consultations) ○ Design of virtual artifacts, including buildings & garments ○ Collaboration with project teams, planning, publication ○ Event series, coordination & planning ○ Campus software support <https://www.slideshare.net/umhealthscienceslibraries/national-educational-technology-plan-netp- 2009-second-life-public-forum-final-report> <https://espace.library.uq.edu.au/view/UQ:179822>
  13. 13. Decentralized Web ● Efforts to ‘re-decentralize’ the Web are spilling over into science research & publishing ● Includes new network protocols (IPFS, Dat) as well as a panoply of ‘blockchain for science’ startups ● Comes at a time when large science publishers are attempting to remake themselves as data brokers, own more of the research toolchain… some have already bought into DW tech (Digital Science) ● DW tools are trying to solve a variety of problems of concern to library & information professionals: Consolidation / tech monopoly, data privacy, public access to research, issues with peer review, research transparency & accountability, perverse incentives of science publishing… Jacob Glenn Physics/Astronomy Librarian jkglenn@umich.edu
  14. 14. Emerging technologies discovery research (MLASR6) ● Project originated in the Medical Library Association strategic research initiative; involved international multi-institution research team. ● Intended to discover emerging technologies relevant to medical librarians & library stakeholders. ● Methods included survey, Delphi study, rigorous replicable PubMed search with text mining and tech mining analysis of the resulting results set. <https://doi.org/10.1002/jrsm.1318>
  15. 15. Case study: Video game development (Ab Errantry)
  16. 16. Ab Errantry: A Game to Build Awareness of the Aberrant and Abhorrent in Teens and Young Adults with Autism Patricia F. Anderson & Bruce Maxim; University of Michigan Meaningful Play 2018
  17. 17. Outline Why Who Game Design Game Mechanics Play Testing & Accessibility Game Metrics & Finale Image credit: Luke Veninga
  18. 18. Why (Background & Purpose)
  19. 19. Problem Persons with autism: ● 2018: 1 in 59 8-year-old children ● May prefer to socialize online ● May be more at risk from online predators (Baio et al, 2018) (Davison & Orsini, 2013) (Normand & Sallafranque‐St‐Louis, 2016) (Sevlever, Roth, & Gillis, 2013)
  20. 20. Solution — Go Where They Are Online! Next steps — mobile? Let Them Make It Theirs Open Source Open Access Include representatives of target audience in design process
  21. 21. Inspirations Katawa Shoujo <https://www.kat awa-shoujo.com/ about.php>
  22. 22. Inspirations Super Mario <https://www.mariowiki.com/Super_Mario_(series)>
  23. 23. It Takes a Village, uh, Team
  24. 24. Credits Concept Authors: Patricia F. Anderson, Luke Veninga Game Developers: Sean Croskey, Luke Pacheco, Aristotelis Papaioannou, Dominic Retli Project Manager: Patricia F. Anderson Scriptwriter: Luke Veninga Boss Design Artist: Alex Van Trejo Script Analyst: Adam Grandt Mentor: Bruce Maxim Assistant Team Manager: Jeffrey Yackley Image credit: Alex D. Trejo
  25. 25. Special Kudos Dr. Kiumi Akingbehin Pete Wendel Donald Ukraniec, Riverview Community High School Justin Schell, UofM Shapiro Design Lab Abdalaziz Almuhaisen ALL THE PLAYTESTERS!!!! Image credit: Alex D. Trejo
  26. 26. Game Design
  27. 27. Theme Developed in Unity 3D 2d side-scroller Medieval-themed fantasy storyline
  28. 28. Plotline The game story focuses around a knight on quest for the king. The king’s children, a son and a daughter, have run away from the castle, and the king is offering a reward for their safe return. The king’s children do not want to be found or returned, and are hiding their identities, while there are other characters who wish to get into the castle or to disrupt the rescue for their own reasons.
  29. 29. Characters NPC characters serve in a variety of roles. Minor characters: ● Move plot forward ● Direct player to information or activity goals ● Respond to player choices Major characters also: ● Appear in multiple scenes ● Connect themes & issues
  30. 30. Characters — Special The general represents the King’s wishes in the King’s absence. He provides direction to the player, while the squire provides support. One of them is dishonest, and manipulative, encouraging the player to make poor choices. Which one? That depends, and can be different with replay.
  31. 31. Bosses (Monsters) Structure for developing the bosses initially focused on first identifying common types of internet or online predators, and then mapping classic mythological monsters to those in ways that (hopefully) reinforces potential risks. NOTE: Linguistic patterns for dialog extracted from Perverted Justice http://www.perverted-justice.com (Olson et al, 2007) Image credit: Alex D. Trejo
  32. 32. Special Features Player choices: ● Rescue the prince or the princess ● Play as male or female knight Challenges include both battles and puzzles
  33. 33. Game Mechanics
  34. 34. Challenges Social grooming Trust malformations ● Inappropriate trust building (with inappropriate information sharing) ● Trust erosion (for previously trusted authority figures & advisors) Isolation (Social distancing from previously trusted communities) National Autism Society (UK): Robert Ogden School: Online Safety: https://www.autism.org.uk/services/nas-schools/robert-ogden/school-life/online %20safety.aspx
  35. 35. Challenges Social grooming Inappropriate trust building (with inappropriate information sharing) Trust erosion (for previously trusted authority figures & advisors) Isolation (Social distancing from previously trusted communities) Image credit: Alex D. Trejo
  36. 36. Challenges: Example The knight has to navigate past characters who misrepresent their identities and goals, along with more traditional game challenges such as battles and puzzles. Example challenge: Encounter in village with woodcutter who asks who you are, why you’re there. The King previously told the knight the quest is confidential. If player chooses to disclose confidential content, the villager attempts to battle the player.
  37. 37. Challenges: Example
  38. 38. Play Testing & Accessibility
  39. 39. Play Testing Groups Middle School Large group testing (3 groups, n=89) Quantitative results Gender balance of the play-testers tended slightly towards male, but was close to balanced. ● 51 male ● 38 female College & Young Adults Recruited through the office of Services for Students with Disabilities Focus group (5; 3 male, 2 female) Included persons with cognitive, physical, and sensory disabilities Qualitative results
  40. 40. Play Testing Results (Middle School) Did you find any portion to be too long? (75% No) Too short? (93% No) Too challenging? (46.1%) said Nothing. Not challenging enough? (72%) said Nothing. Did you get stuck? ● (23.6%) said Puzzles. ● (31.5%) said Nothing. Favorite parts: ● (23.6%) said Character(s). ● (20%) said All. Least favorite: ● (17.9%) said Controls. ● (42.7%) said Nothing.
  41. 41. Play Testing Results Game play testing addressed specifics (such as interface, satisfaction with game elements, willingness to play again), and less tangible elements (such as perceived lessons in the game, and ability to identify the underlying purpose of the game).
  42. 42. Accessibility Accessibility checklist used was derived from: Game Accessibility Guidelines: ​<http://game accessibilityguidelines.c om/basic/>
  43. 43. Accessibility Testers identified both fixable & unfixable accessibility issues (contrast, colorblindness, Text-to-speech) .
  44. 44. Game Metrics & Finale
  45. 45. Game Metrics ● 100% code reuse between platforms thanks to Unity and SQLite ○ Built for Windows x86, Windows x86_64, MacOS, Linux x86, Linux x86_64 ● 6 main “areas” with multiple levels within each (60-100 minutes of game play) ○ Boss fight in each area ○ 29 in-game characters to talk to 7 of which are evil ● 400 sprites/sprite sheets ○ 20 unique characters, 3 full tilemaps, 50 gameplay objects, and more ● 15 soundtracks and 80+ sounds ● Ending scene that reflects on the choices made by the player ○ Goes through the positive and negative decisions ○ Explains what was right or wrong with them
  46. 46. Some Metrics on the Game Source Code
  47. 47. Lessons Learned ● Scopes will constantly change, so have regular meetings and discussions to not waste time on big implementations. ● Get assets and external deliverables early ● Understand the difference between making a product for you vs making a product for your client ● Know your team and who excels at what ● Learn new concepts without wasting time ● Design for the broadest audience that fits the concept ● Aim for FUN!
  48. 48. Next Steps / Future Directions / Wishlist ● Build in more accessibility ○ Text-to-Speech ○ Support for accessible gameplay devices ○ Mobile version ● Validity testing with test populations ○ Teens & young adults with autism ○ Teens and young adults with cochlear implants ○ At-risk seniors ○ Persons with facial difference ○ Persons with executive function disorder or related cognitive conditions ○ At-risk persons of any sort who tend to socialize primarily online ● Extend game content with richer dialog challenge examples ● Expand game structure to more explicitly include 3rd game goal (asking for help) ● More bosses/monsters/layers/levels from original game plan/script; more diversity in characters; more character customization
  49. 49. http://aberrantry.com
  50. 50. Questions?

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