PDF-(BOOK)-Making Claims Knowledge Design Capture and Sharing in HCI (Synthesis Lectures on

Humancentered informatics HCI is a young discipline that is still defining its core components with approaches rooted in engineering science and creative design In the spirit of this book series this book explores HCI as an intersection point for different perspectives of computing and information technology seeking to understand how groups of designers can communicate with an increasingly diverse set of colleagues on a broadening set of problems In so doing this book traces the evolution of claims as a way to capture and share knowledge particularly in comparison to other approaches like patterns and issues Claims can be a centrally important aspect in HCI design efforts either consciously by targeted design techniques or through ingrained habits of experienced designers An examination of claims their uses in design and the possibilities for explicit use in future collaborative design endeavors seeks to inspire their further development use in HCI design Table of Contents What are Claims Knowing and Sharing Evolution of Claims Using Claims Looking Forward. The Role of AI in Clinical Decision  Support  . Saahil Moledina. University of Connecticut. saahil.moledina@uconn.edu. Clinical Decision Support in Biomedical Informatics:. CDS in Biomedical Informatics. More than Just Capturing Lectures. Bill King. What is Lecture Capture?. Lecture Capture is the use of a set of technologies to capture and then enable time-shifted and place-shifted viewing of the Lecture Content.. Understanding Informatics and Its Role in The Cancer Registry Profession. Jocelyn Hoopes, MLIS, CTR. 360 Registry Services, LLC. Chair, NCRA Informatics Committee . CORE COMPETENCIES. . Informatics Theory. Emmanuel . Ijere. , MSN, RN-BC. Recent Experience. Education. Certification. Clinical Informatics Specialist at Detroit Medical Center, Detroit MI. Master of Science Nursing (MSN)-Nursing Informatics, Walden University, Minneapolis, MN. Human-Computer Interface. Trevor Walker, Gautam Kunapuli, Noah Larsen, . David Page, Jude Shavlik. KCAP 2011. University of Wisconsin – Madison, WI USA. Learning with Domain Knowledge. Domain-expert knowledge. Lecture . 14. Duplication of course material for any commercial purpose without the explicit written permission of the professor is prohibited.. Today’s lecture. Design studio 3. Wrap up. Design studio 3. Three Main areas of focus. Nursing Informatics . – The Science and Practice. Clinical Informatics . – the Study of IT and how it applies to healthcare. Health Informatics . – Brief discussion of storing and retrieving healthcare information. Three Main areas of focus. Nursing Informatics . – The Science and Practice. Clinical Informatics . – the Study of IT and how it applies to healthcare. Health Informatics . – Brief discussion of storing and retrieving healthcare information. Adaptable Mountain Biking. Ian is on a 4 wheel adapted mountain bike about to make a jump on a dirt course. Adaptable Skiing. Ian is in the middle of a jump on the mountain. Looks to be about 10 feet off the white snow. . Strategies for organizationClimactic orderarranges the most important/persuasive evidence last since this is what is remembered Problem/solutionestablishes the problem in the introduction then offers Chia-Hua Yu. Informatics Coordinator. Office of Family Health. Oregon Public Health Division.  . Informatics: . A brief overview. Data, Information, Knowledge. The disciplines that make up Informatics. The Envisionment and Discovery Collaboratory (EDC) is a long-term research platform exploring immersive socio-technical environments in which stakeholders can collaboratively frame and solve problems and discuss and make decisions in a variety of application domains and different disciplines. The knowledge to understand frame and solve these problems does not already exist but is constructed and evolves in ongoing interactions and collaborations among stakeholders coming from different disciplines providing a unique and challenging environment to study foster and support human-centered informatics design creativity and learning. At the social level the EDC is focused on the collaborative construction of artifacts rather than the sharing of individually constructed items. It brings individuals together in face-to-face meetings encouraging and supporting them to engage individually and collectively in action and reflection. At the technological level the EDC integrates tabletop computing environments tangible objects sketching support geographic information systems visualization software and an envisioned virtual implementation. This book is based on 20 years of research and development activities that brought together interdisciplinary teams of researchers educators designers and practitioners from different backgrounds. The EDC originated with the merging of two research paradigms from disparate disciplines to build on the strengths approaches and perspectives of each. This book describes the artifacts and scenarios that were developed with the goal of providing inspiration for human-centered informatics not focused on technologies in search of a purpose but on the development of systems supporting stakeholders to explore personally meaningful problems. These developments have inspired numerous research and teaching activities. The challenges prototypical systems and lessons learned represent important milestones in the development and evolution of the EDC that are relevant for future research activities and practices in human-centered informatics. This is the first comprehensive history of human-computer interaction (HCI). Whether you are a user-experience professional or an academic researcher whether you identify with computer science human factors information systems information science design or communication you can discover how your experiences fit into the expanding field of HCI. You can determine where to look for relevant information in other fields--and where you won\'t find it.This book describes the different fields that have participated in improving our digital tools.It is organized chronologically describing major developments across fields in each period. Computer use has changed radically but many underlying forces are constant. Technology has changed rapidly human nature very little. An irresistible force meets an immovable object. The exponential rate of technological change gives us little time to react before technology moves on. Patterns and trajectories described in this book provide your best chance to anticipate what could come next.We have reached a turning point. Tools that we built for ourselves to use are increasingly influencing how we use them in ways that are planned and sometimes unplanned. The book ends with issues worthy of consideration as we explore the new world that we and our digital partners are shaping. Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. This book presents the argument that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching everyone to program? When we target a broad audience should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? This book proposes use of a learner-centered design approach to create computing education for a broad audience. It considers several reasons for teaching computing to everyone and how the different reasons lead to different choices about learning goals and teaching methods. The book reviews the history of the idea that programming isn\'t just for the professional software developer. It uses research studies on teaching computing in liberal arts programs to graphic designers to high school teachers in order to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach. The conclusion describes how we might create computing education for everyone.