Thoughts during the process of creating slides:
- Consultation matters were clarified.
- The reasons for taking notes were understood.
- Without notes, it is difficult to have a purpose for writing, like “tsukkomi” in a Nico Nico Douga video.
- Writing notes can be overlapped with the existing concept. Thoughts during discussions:
- It’s good to have discussions. Thoughts while observing others:
- It might be good to clarify “things to do before the next meeting.”
- The “purpose” should be made clear.
Miscellaneous notes:
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The difference between “Nico Nico” and “Kineto” in terms of purpose.
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When the purpose becomes clear, the direction becomes visible.
- Even if the content seems similar, the essence is different if the purpose is different.
- The interaction between synchronous and asynchronous is interesting.
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Aim for an override, not just a clone of Nico Nico.
- Will Natsuno-san be happy too? LOL
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The last blackboard of danger (blu3mo)
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If you don’t stick to the pen, you can scale more.
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It means that there is no need to be attached to the pen, and just the concept of “interaction between synchronous and pseudo-synchronous” is enough.
- In fact, it’s better because it’s fixed to one.
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Platforms:
- Mac, Android, etc.
Exploring the space between synchronous and asynchronous seems quite interesting and promising. Even without being fixated on the pen, if we promote this concept…
- Even in the interaction between synchronous and pseudo-synchronous, we should consider delving deeper into the experience of “synchronous” because that’s the essence.
- It can be considered non-essential to think about the unique problems of handwriting?
- Emotions, etc.
Prototyping and dogfooding period.
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Videos, etc.
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Professor Inami: Wizard of Oz method (it is possible to convey the experience of the prototype with fake videos).
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(blu3mo) It would be nice if we could have an overview from the teacher’s side even though the screen is not enough.
- The teacher too.
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It would be nice to be able to convey emotions (affect).
- The teacher is happy when they know whether the students understand.
- The tweets displayed on the slides, it’s actually the teacher who is really happy, LOL.
- We can use the emoji recommendation from the Ohara project here.
- Read the context (atmosphere) of the class and recommend emojis.
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drinami: The interface changes depending on whether you want to share emotions or information, right?
- (blu3mo) For now, it’s mainly about sharing information.
- Then it should be useful for sharing information?
- Emotions might also be effective.
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It would be nice if the leading person could see the previous one too.
- Like being visible in the upper right corner.
- (blu3mo) I want to come up with a good way to display this.
- (blu3mo) It can also be used where the teacher can see.
- (blu3mo) You can see up to 5 seconds ahead, just in case.
- dr.inami: Why 5 seconds? I want to try it in a user test.
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On Nico Nico, comments are made for tsukkomi (different from YouTube).
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What about Kineto?
- (blu3mo) It’s a collection of not (textbook information).
- You can write in the traditional note-taking style.
(blu3mo) Things I want to do by the 8th meeting:
Class sources:
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Preparatory school-like classes are different.
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In the hallway: It might be worth asking YouTubers for advice.
- Haichi, Yobinori, etc.
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The experience of going back and forth between synchronous and pseudo-synchronous, can it be used outside of classes?
- When working, for example.
- An extension of flextime.
- Pseudo-synchronous -> What do you want to re-experience?