Proposal Defense Notes
Proposal Defense Notes, 27 April 2004
This is a transcription of the notes that Glenn took.
He also recorded some of my comments, when applicable, and these are
placed in square brackets.
Constraints - Why?
Are they imposed when designing?
Is there a simpler way to animate?
Articulate principles of design-What do you expect to see
Does the tool interfere? i.e. Does it encourage users to get
in over their heads?
Revisit control group--Important to have a comparison to see
what the confounding factors of the tool are.
Good to be data driven but also good to be prepared--seeing the
differences in design & construction.
Possible complicating factor--What they do will be influenced
by what they see. How will you choose examples? How will you
manipulate them across your groups? [Big example space]
Why is that desirable? This does connect with some of the
things you want to look at. Impoverished examples would
have a strong influence. Do shorter sessions and more
Constraint language not obvious to Clayton. Who will care? You
may not want to go there. Argue in results for the
comparison. Is it easier done in formulas?
How do you decide when to enforce constraints? 2 versions of tool--one
strict, one lax--configurable.
Kids make pop-ups all the time. What's the purpose of the constraints?
Make foldable? Or learn constraints?
You are already getting too little data.
Craft tool or cognitive tool? What are you evaluating? [See how
they design rather than affect cognitive state.]
What's the centerpiece? Three distinct publications
(What three publication might you get out of this?)
Flesh these ideas out
- [System - AI journals - constraints]
- [Design issues wrt kids-How they approach it and how they
change--novice to expert]
- [Changes in vocabulary--constraints becoming explicit]
Thesis question is big
Kristen's studies were close to what you need to do--talk to her.
May promote conscious vs. unconscious design.
Can you classify and organize the examples?
Is it clear that you're going to get the data you need? Know
your questions going in. [Analysis guided by videos.]
Include the recording tool if not onerous.
Worried about #1 bullet: build system
Journal of AI research-Tool won't do it.
Constraint language or constraint satisfaction?
Computation geometry literature
System clearly centerpiece.
Tool for craft not a cog sci contribution.
Learning beyond building in arenas beyond pop-ups
High premium on number 2. State concepts that they can learn
that might be harder in other ways.
- Design space
- Math, science, engineering. Need tightly stated design
principles fo the project.
Recording tool doesn't offer a lot.
Stake a claim to a couple of things--equal angles parallel lines,
Why? Grounded learning experience.
Should the system do everything? Thinker Tools has changable levels
Articulation of principles for good design 2D to 3D.
Could constraints be selectable?
Where do the constraints live? Material? People?
Work with kids and tool then introduce tool as a touchstone?
Do kids, over time, learn the implicit constraints? Users haven't
see formal geometry. This would be invisible to keystrokes.
If recording tool is a lot of work then drop it.
Rather than an advance in constraint algorithms, interfaces to
constraint systems for construction of physical objects.
Cognition and design--incompatible
constraints, constraint dependencies