Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation

By Mitchel Resnick, Robert Berg, M. Eisenberg. 2000

351 citations recorded by the source corpus.

Subfields: Computer Vision and Pattern Recognition, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/5f56844fcd3a5b34599517aac9b720d53bb1c28c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Vision and Pattern Recognition

In Human-Computer Interaction

Citations in the corpus

Let's get physical: The learning benefits of interacting in digitally augmented physical spaces (2004, background): “To support such claims, Resnick, Berg, and Eisenberg (2000), Resnick et al. (1998), and Resnick , Martin, Sargent, and Silverman (1996) have begun to show the learning benefits of children interacting with a range of technologies that communicate with the physical world.”
Teaching Partnerships: Early Childhood and Engineering Students Teaching Math and Science Through Robotics (2005, background): “Engineering education offers an excellent platform for project-based learning (Resnick et al., 2000), that can motivate students to study math and science by illustrating relevant applications of theoretical principles in everyday contexts and promoting design processes including iteration and…”
What is AI Literacy? Competencies and Design Considerations (2020, background): “Research has shown that exposing the “inner-workings” of too many components can overwhelm users [109], whereas too few can inhibit learning [71].”
Slow Technology – Designing for Reflection (2001, background): “Slow technology is not about making technology invisible, but about exposing technology in a way that encourages people to reflect and think about it. This design challenge is, among other things, a call for more conscious aesthetics in technology [3,19, 20 ], i.e.”
Some reflections on designing construction kits for kids (2005, neutral): “But once we had developed the scaled-down version, which we called a Cricket, people kept finding more and more creative applications for it, in spite of (or perha ps because of?) its apparent limitations [9].”
Affective Learning — A Manifesto (2004, background): “In our Beyond Black Boxes project, we found that students, by building their own robotic constructions made stronger (as well as clearer) connections with the scientific concepts underlying their investigations [ 109 ].”
Digital Fabrication and Making' in Education: The Democratization of Invention (2013, methodology): “…world by making robotics accessible to children through the Lego Mindstorms kit and the Cricket (Martin, 1994; Martin & Resnick, 1993), and together with collaborators did extensive work on robotics and 'making' workshops using microcontrollers and sensors (Resnick, Berg, & Eisenberg, 2000).”
Seeing without knowing: Limitations of the transparency ideal and its application to algorithmic accountability (2018, background): “Rather, it means dynamically interacting with them in order to understand how they behave in relation to their environments (Resnick et al., 2000).”