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Jane L. E

Publications and source records attributed to Jane L. E.

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MuTable: Composable and Reusable Table Transformations for In-Situ Data Exploration

Tables are central to data work to support precise lookup and full detail, but they can be limiting for overview and pattern-finding tasks. Visualizations are then created to gain richer perceptual support. In practice, moving between tables and charts often requires maintaining parallel representations, introducing context switching, and extra coordination work. Building on prior hybrid table-visualization systems, we present MuTable, a prototype that reifies transformations as persistent, composable, and reusable modifiers to support in-situ data exploration. Users can reshape the table while retaining and adapting intermediate forms as their questions evolve. An expert interview with eight data workers suggests that MuTable can support coordination between representations, rapid exploration, and greater user agency in constructing visualizations, as a low-commitment exploration space.

cs.HC

Reshaping Undergraduate Computer Science Education in the Generative AI Era

Generative AI represents a turning point for Computer Science (CS) education. In recent decades, post-secondary CS education has largely focused on what has been seen as practical software engineering skills: implementation-level programming, debugging, testing, and software design, analysis, and documentation. However, this framing is becoming less tenable as generative AI automates many of these tasks, challenging their centrality in CS education. To keep pace with advances in AI technology, CS curricula should consider a shift toward understanding and verifying AI-generated artifacts. This white paper outlines the findings of two international NUS-Google Workshops in Singapore, where we convened faculty members, industry practitioners, and students, and proposes a strategic response to reshape how CS should be taught at the undergraduate level. Based on the findings, we identify critical skills that must be preserved and those that are becoming less important. By incorporating these skills as "breadcrumbs," we can provide helpful nudges and engaging exercises within the current curriculum, enhancing learning experiences for everyone. We believe that to effectively prepare future computer science graduates, capable of creating, solving problems, and managing, as well as co-creating, artifacts with AI. It is important to consider a shift in curricula. Emphasizing system design, abstraction, and critical evaluation could greatly enhance their education and readiness for the challenges ahead. We propose prerequisites for solutions to reform CS education by fostering AI-native competencies, re-centering fundamental education, enhancing advanced pathways, embracing new pedagogies, and shifting institutional support.

cs.CY

(De)composing Craft: An Elementary Grammar for Sharing Expertise in Craft Workflows

Craft practices rely on evolving archives of skill and knowledge developed through generations of craftspeople experimenting with designs, materials, and techniques. Better documentation of these practices enables the sharing of knowledge and expertise between sites and generations. However, most documentation focuses on the linear steps leading to final artifacts, neglecting the distinct tacit knowledge, improvisational actions, and situated adaptations needed to meet the unique demands of each craft project. This omission limits knowledge sharing and reduces craft to a mechanical endeavor, rather than a sophisticated and contextual way of seeing, thinking, and doing. Drawing on expert interviews and literature from HCI, CSCW and the social sciences, we develop an elementary grammar to document improvisational actions of real-world craft practices. We demonstrate the utility of this grammar with a MLLM-powered interface called CraftLink that can be used to analyze expert videos and generate documentation to share material and contextual variations of practices with other knowledgeable but non-master craftspeople. Our user study with expert crocheters (N=7) evaluates our grammar's effectiveness in capturing and sharing expert knowledge with other craftspeople, offering new pathways for computational systems to support collaborative archives of knowledge and practice across time, space, and skill levels. We conclude by showing how our grammar address four key tensions of the craft learning environment: personal and shareable documentation, fragmented and discoverable expertise, linear and iterative practices, and data privacy and ownership.

cs.HC

VizCrit: Exploring Strategies for Displaying Computational Feedback in a Visual Design Tool

Visual design instructors often provide multi-modal feedback, mixing annotations with text. Prior theory emphasizes the importance of actionable feedback, where "actionability" lies on a spectrum--from surfacing relevant design concepts to suggesting concrete fixes. How might creativity tools implement annotations that support such feedback, and how does the actionability of feedback impact novices' process-related behaviors, perceptions of creativity, learning of design principles, and overall outcomes? We introduce VizCrit, a system for providing computational feedback that supports the actionability spectrum, realized through algorithmic issue detection and visual annotation generation. In a between-subjects study (N=36), novices revised a design under one of three conditions: textbook-based, awareness-centered, or solution-centered feedback. We found that solution-centered feedback led to fewer design issues and higher self-perceived creativity compared with textbook-based feedback, although expert ratings on creativity showed no significant differences. We discuss the implications for AI in Creativity Support Tools, including the potential of calibrating feedback actionability to help novices balance productivity with learning, growth, and developing design awareness.

cs.HC

Towards a Drone Cinematographer: Guiding Quadrotor Cameras using Visual Composition Principles

We present a system to capture video footage of human subjects in the real world. Our system leverages a quadrotor camera to automatically capture well-composed video of two subjects. Subjects are tracked in a large-scale outdoor environment using RTK GPS and IMU sensors. Then, given the tracked state of our subjects, our system automatically computes static shots based on well-established visual composition principles and canonical shots from cinematography literature. To transition between these static shots, we calculate feasible, safe, and visually pleasing transitions using a novel real-time trajectory planning algorithm. We evaluate the performance of our tracking system, and experimentally show that RTK GPS significantly outperforms conventional GPS in capturing a variety of canonical shots. Lastly, we demonstrate our system guiding a consumer quadrotor camera autonomously capturing footage of two subjects in a variety of use cases. This is the first end-to-end system that enables people to leverage the mobility of quadrotors, as well as the knowledge of expert filmmakers, to autonomously capture high-quality footage of people in the real world.

cs.GR