Today was the end of the summer research programs on the UCI campus. This summer I was a mentor to both an incoming PhD student in the Competitive Edge program and an undergraduate student in the SURF program. The summer ended with a wonderful research symposium where half the students presented their work via oral presentations and the other half presented posters. We then had an awards ceremony lunch where everyone was recognized for the great work they did this summer.
These programs are a really nice way to help students prepare for graduate school. As someone who participated in a similar program (DREU) as an undergrad and in the Competitive Edge program, I can attest to their usefulness.
As a mentor for students in these programs I am also extremely grateful to the programs for the opportunity to give back and be a mentor. As someone who is passionate about increasing diversity in academia and in STEM programs, I am always excited about chances to “do my bit.” In this instance, working with both Aminah and Amanda was a wonderful experience. Not only are they both hardworking students who are going to go great places, but they are generous with me as I felt my way through my role as a peer mentor. I plan on staying in touch with them (especially Amanda since we sit next to each other in lab) as they progress along their careers and continue to be helpful when I can.
A big thanks to everyone who made this summer fun and full of learning!
Abstract: Traditional face-to-face social interactions can be challenging for individuals with autism, leading some to perceive and categorize these individuals as less social than their peers. For example, autism can be accompanied by difficulty making eye contact, interpreting some nonverbal cues, and performing coherent verbal utterances. While these challenges can be interpreted as an inability or lack of desire for social interactions, researchers have begun to explore how to expand the definition of sociality for those with autism. My research explores how technology can support alternative means of sociality, particularly for children with autism engaged in social play. In this advancement talk, I will present two research studies: SensoryPaint and Autcraft. SensoryPaint is a multimodal sensory environment built to enable whole-body interaction with the Kinect. Evaluation of SensoryPaint was conducted in two stages: a lab-based study and a deployment study. Results from this study show how these systems can promote socialization. My second research project explores Autcraft, a Minecraft community for children with autism and their allies. I will present results from on-going ethnographic work exploring the community’s Minecraft server and other community affiliated social media. Results from this study highlight ways in which community members use technology to create a safe environment for children with autism to explore alternative forms of social expression. Findings suggest an expansion of how sociality has traditionally been conceptualized for individuals with autism and how technology plays a key role in facilitating this new sociality.
So I logged all my hours during the last week to see where I was spending my time. I am not surprised at all by the results, but it’s still fun to see it visualized.
For anyone wondering – yes, I am basically doing two full-time jobs at the moment – being a mom and being a grad student. Of course, I wouldn’t have it any other way. Hopefully, as I have time (haha), I will write more posts about how I manage my time and get everything done!
This spring has been rough in terms of my time management. Deadlines have crept up and the big ones seem to be converging. The past two weekends I have found myself trying to cram in finishing everything on my to do list that somehow didn’t get done during the week (including reading a couple of books, writing drafts of papers, and coding a prototype of our DanceCraft software).
After reading Time Tracking – Getting it Right, I was inspired to start keeping track of my time. Starting tomorrow, I’ll be keeping a log of activities, estimated time to complete, and time spent for the next week. Hopefully by next weekend I’ll have a little better idea where all the time goes.
I will be continuing on in my series about my workflow as a graduate student (overview in Part 1). Last week, in Part 5, I talked about free writing. This week I will discuss the next step in the writing process for me: memos.
For me, memos look a lot like my free writing. They are mostly unformatted text (I will throw in an occasional header for sanity reasons). The big difference is memos are focused. They usually start with a question or idea that I want to expand upon. Maybe I am working through collected data or some literature I have just read. Perhaps I am asking the 10 questions about my research (https://depts.washington.edu/csclab/2009/11/the-10-questions/). Memos are a great way to start thinking through without worrying about the consequences (no grammar check, no worry about formatting, or if there’s a point).
Another difference between free writing and memos is the likelihood someone else might read a memo. My free writing I don’t share with anyone. However, my memos might get shared with co-authors or my advisor – especially memos that I have iterated on and are in a little better shape after a couple of drafts.
Really rough memos I do in Evernote. One nice thing about Evernote is you can link notes to each other. So as I am writing I can paste in links to other relevant notes (which would include other notes I’ve written, pdfs I’ve saved, or media I’ve clipped from the web).
If my memos make it to the stage where I am doing multiple iterations or drafts, I switch to Word. This is mostly so I can save versions as needed to Dropbox and so I can share easily with co-authors and my advisor.
Memoing is an important step in between free writing and starting drafts of academic papers. This is where the big thinking happens. Granted, you are thinking your way through the whole writing process, but this stage is where the questions get asked, the connections get made, and the literature starts to make sense. I have found it makes the next step, which I will talk about next week, much, much easier.
Preview: Members of the Autcraft community for children with autism and their allies use a variety of social media platform, centered around Minecraft. The community’s use of various technologies facilitates the expansion of how members can socialize with one another, giving them opportunity to explore their own sociality, expand how they would like to be able to socialize, and deepen their connection with other members of the Autcraft community.
“I love being a member of the [Autcraft] community and love spending time with my ‘family’ here. … A place I was accepted for … just being ‘different’ than others.”
If a child finds face-to-face conversations challenging and feels isolated from their peers at school, where can they go to make friends? Online communities have the potential to support social interaction for those who find in-person communication challenging, such as children with autism. Unfortunately, online communities come with their own set of problems – cyberbullying is particularly troubling. We studied how one online community, Autcraft, through a variety of social media platforms, practices and defines how they are social.
Autcraft is a Minecraft community for children with autism and their allies run by parent volunteers. The goal of the Autcraft community is to have a safe space for children with autism to play Minecraft free from harassment and bullying (for more information visit the Autcraft website). As part of our study, I have been conducting an on-going ethnography within the community (see our paper for details). This study included analysis of activity within the Minecraft server, forums, website, Twitter, Facebook group, YouTube, and Twitch.
Our analysis demonstrates how members of the Autcraft community search for, practice, and define sociality. These results indicate more broadly how people may increasingly find new ways to express themselves and create a sense of community as emergent forms of media change the nature of our social landscape. Our exploration of Autcraft adds to a growing body of work about social platforms by showing how flexible, multimodal communications not only “keep the game going” but also can have profound effects for self-expression and feelings of social belonging.
Autcraft community members engage in the following:
Searching For and Finding Community. Minecraft serves as a bridge or means of entry for members of this community. The game plays a key role, coupled with other forms of social media, in supporting children who are particularly known to struggle with finding social support. Autcraft—including the game, forums, Facebook page, and community-related videos—helps community members to not feel “alone.” Much like for other youth online, Autcraft members describe “hanging out” with their friends in Minecraft. Although they may not be meeting in person, members consider these relationships to be meaningful friendships. Autcraft, by its very nature of blending social interaction with strict rules of behavior and appealing game mechanics, comes together to form a space of cohesion, not difference, and of support, not scorn.
Defining Sociality and Community. Although Autcraft community members often seek out social relationships through Autcraft as an augment to in-person relationships, some do not wish to seek out these in-person friendships. Those who prefer the majority of their socializing to occur online struggle with what it means to be “social.” Acceptance is a cornerstone to making being “different” more tolerable and reducing the social isolation and loneliness that frequently surrounds difference.
Practicing Sociality. In practicing their social behavior, social connections are formed and maintained through a variety of media technologies, allowing members to use communicative practices best suited for them, both as individuals and as a group. The community sets the stage for sociality by encouraging members to “Be Kind, Be Respectful, Be Responsible.” On an individual level, Autcraft provides powerful common ground for players, a key foundation to many friendships. Not only do those who join the community share a common interest in Minecraft, they also all have claimed to be either an ally of, or someone with, autism. This is a requirement the community regulates carefully. These two components of the community help lay the groundwork for friendship because they represent part of a person’s shared interest.
By using various platforms, members of the Autcraft community are able to form deeper friendships with one another, if so desired. Being able to foster these relationships across the myriad platforms creates cohesion in the community. Two members may meet through an advertisement on the forums for builders, build a project together, and then go on to create YouTube videos together of the experience. This facilitates the expansion of how members can socialize with one another, giving them opportunity to explore their own sociality, expand how they would like to be able to socialize, and deepen their connection with other members of the Autcraft community.
For more details about our methods and findings, please see our full paper that has been accepted to CHI 2016 (to appear in May 2016). Full citation and link to the pdf below:
Acknowledgements: We thank the members of Autcraft for the warm welcome to their community. We would like to thank members of LUCI for their feedback on this paper. We would also like to thank Robert and Barbara Kleist for their support. This work is covered by human subjects protocol #2014-1079 at the University of California, Irvine.