Affordances overview

The use of the term ‘affordance’ in this investigation is taken from Norman (1998) within the field of design, and refers to the properties of things in relation to how they are used.

In the Design of Everyday Things (Norman 1998), the term ‘affordance’ is defined as the ‘perceived and actual properties of the thing, primarily those fundamental properties that determine how the thing could possibly be used’ (1998, p.9). Norman suggests that a person forms a ‘conceptual model’ of how things are used, and this is comprised of ‘affordances, constraints and mappings’ (1998, p.12). A pair of scissors is provided as an example. The holes in the handles, which are designed to take fingers, are an ‘affordance’. The diameter of the holes is a ‘constraint’ designed to indicate how many fingers can be put in each hole. In regards to the concept of ‘mapping’, the relationships developed between the constraints and affordances—in this case the fingers and the holes—indicate how the scissors are to be operated (Norman 1998).

With computers, Norman (1998) draws attention to the issue of conceptual models being made visible on a device that is not as tangible as (for example) a pair of scissors. Norman outlines that:

The abstract nature of the computer poses a particular challenge for the designer. The computer works electronically, invisibly, with no sign of the actions it is performing. And it is instructed through an abstract language, one that specifies the internal flow of control and movement of information, but one not particularly suited for the needs of the user (1998, p.177–8).

Norman (1998) uses this argument about the abstract characteristics of computers to make a point about the mission of interaction designers who work solely on making the computer usable for users, as opposed to programmers who focus on the operability of computer software. In regards to designing conceptual models for computer users, Norman (1998) suggests interaction designers concentrate on turning the abstract qualities of a computer into perceivable and comprehensible designs that can be used easily like other everyday things. I would suggest, using Norman’s concepts, that a significant part of creating conceptual models for computers, like in the design of a pair of scissors, involves making the relations between the ‘constraints’ and ‘affordances’ perceivable to computer users in the form of ‘mappings’.

Making a connection with working with computer, and the nexus between design and media production, the concept of affordances is also contextualised in Inventing the Digital Medium (Murray 2012). The author states: ‘Looking at the computer as a single new medium we can see its defining representational affordances: The computer is encyclopedic, spatial, procedural and participatory’ (Murray 2012, p.51). The ‘procedural’ affordance of computers is described as having the ‘ability to represent and execute conditional behaviours’ (Murray 2012, p.51). These procedural properties of computers allow fragments of information to be organised into different combinations that are not fixed. Murray’s second ‘participatory affordance’ enables a user to influence the process of how fragments are converted into communicable information, along with altering and adding content. The ‘encyclopedic affordance’ utilises the potential to store large volumes of information in varying types of collections that can be communicated as knowledge. In regards to ‘spatial affordances’, space on a computer becomes virtual and navigable, which sets it apart from more traditional media in regards to how it is represented in an interface.

References:

Norman, D 1998, The design of everyday things, Basic Book, New York. (pp. 1-33)

Norman, D 1999, Affordance, conventions and design (Part 2), Nielsen Norman
Group, viewed April 2012, http://www.jnd.org/dn.mss/affordance_conv.html.

Murray, JH 2012, Inventing the medium: principles of interaction design as a cultural
practice, MIT Press, Cambridge, ‪Massachusetts‬.‬‬‬‬‬ pp.51-59)

Week 8 Case Study – online video practice

The aim with this group exercise is to produce a close reading (case study) on a specific example of online video practice. Choose an online video example and analyse the work and the service used for publication.

In relation to thinking ahead – following this case study as an extended way to understand the online video practice you are analysing, you will be asked to make some video works. For instance, if you chose to analyse for your case study an Instagram video, then the expectation is that this research will lead to making videos in the Instagram service.

Case Study framework (cut and paste this framework into your group blog entry):

What is the link to your case study example of online video practice?

Affordance (reading)

What field of study is the affordance reading situated in?

Who originally conceived of the term ‘affordance’, in which field of study?

Describe what ‘affordance’ refers to conceptually in this context?

What is a ‘constraint’ within the context of the affordance reading?

Online video (context)

Why have you chosen this online video work? What influenced your decision?

What is the subject?

What type of material is used? (i.e. archive, found footage, live action, interview…)

What do you think the video was recorded with? (DSLR, smartphone, webcam…etc)

What is the point–of–view? (i.e. the position of the camera, framing, focus, sharpness, light, exposure, colour, motion…) How are these techniques used to communicate a particular perspective or point–of–view?

What type of sound is used? (i.e. music, atmospheric, voice-over, narration…). How is the sound used in regards to the effect created for the viewer?

How important is post-production in the realisation of the work?

In relation to the narrative of the online video – what is the approach stylistically? For instance, is it abstract? Is the work held together with a voice-over/narration track? Does it consist of one shot that is unedited? Is the work nonfiction or fiction? Does the work use a repetitive cut-up technique?

Service (context)

Provide an overview of this service in relation to what it affords authors to do with online video?

Are the videos shared natively on this service or hosted elsewhere? Or is it capable of offering both options?

Describe the playback of videos on the service.

Is there a restriction on duration?

What are the constraints imposed by the service on the publication of video?

Describe the functionality of the service in regards to authoring and distribution? For instance, do the videos have to be authored in another application beforehand? With distribution – is there an option to share internally and externally? Can the users add comments? Can the producers add tags?

Publishing reading

Refer to readings page for access. Also added to the week 5-6 flipped lecture G-doc.

Another very useful reading for the Brief 1 essay (with introduction overview by the editors for quick access). These historical context readings can be used to make connections in the evaluation sections of your essay, from the broad to the specific.

Nelson, Theodor H. “Proposoal for a Universal Publishing System and Archive (from Literary Machines).” The New Media Reader. Ed. Noah Wardrip-Fruin and Nick Montfort. Cambridge, MA: MIT Press, 1981. 441–462. Print.

And as a back up to the web article provided earlier (the full article without ads and an introduction overview).

Bush, Vannevar. “As We May Think.” The New Media Reader. Ed. Noah Wardrip-Fruin and Nick Montfort. Cambridge, MA: MIT Press, 1945. 35–48. Print.

Net Smart (additional wk 5-6 reading)

An additional reading and book for considering what you do with online media.

Rheingold, Howard. Net Smart: How to Thrive Online. Cambridge, MA: MIT Press, 2012. Print.

Download and read the Net Smart ‘Introduction’ pdf.

Interview with the author – podcast

From the book summary:

Like it or not, knowing how to make use of online tools without being overloaded with too much information is an essential ingredient to personal success in the twenty-first century. But how can we use digital media so that they make us empowered participants rather than passive receivers, grounded, well-rounded people rather than multitasking basket cases? In Net Smart, cyberculture expert Howard Rheingold shows us how to use social media intelligently, humanely, and, above all, mindfully.

Mindful use of digital media means thinking about what we are doing, cultivating an ongoing inner inquiry into how we want to spend our time. Rheingold outlines five fundamental digital literacies, online skills that will help us do this: attention, participation, collaboration, critical consumption of information (or “crap detection”), and network smarts. He explains how attention works, and how we can use our attention to focus on the tiny relevant portion of the incoming tsunami of information. He describes the quality of participation that empowers the best of the bloggers, netizens, tweeters, and other online community participants; he examines how successful online collaborative enterprises contribute new knowledge to the world in new ways; and he teaches us a lesson on networks and network building.

Rheingold points out that there is a bigger social issue at work in digital literacy, one that goes beyond personal empowerment. If we combine our individual efforts wisely, it could produce a more thoughtful society: countless small acts like publishing a Web page or sharing a link could add up to a public good that enriches everybody.

Documentation framework

Produce a blog entry of 250-500 words that addresses the following questions:

What? Describe the types of online media practices you engaged with and produced today. This many include (what you listened to, watched and created online). Write this description as if you are explaining to someone step by step what you did. Explain what you did like for instance if you added a video to YouTube. What was the content of the video? This part sets up the context for the next two questions.

How? This part focuses on the authoring, publishing and distributing part of your activity. For instance, if you are adding a photo to Instagram – What did you take the photo with (what type of camera)?, How did you author the content then publish it to that service? How did you distribute the content you added? Did you link it to other social media services like Facebook, or a blog, for example.

Why? This part concentrates on the question ‘What do I do with online media?’ For example, why did you post a photo to Facebook? Was it because you wanted to show family and friends what you were doing that day at that particular time? Another example – Why did you watch a particular video on YouTube? Was it for entertainment purposes or to learn something?