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Marcus Winter is a researcher and lecturer at the University of Brighton. His work is about enabling people to take ownership of emerging technologies and use them as creators and producers rather than consumers.
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marcus.winter@brighton.ac.uk | +44 1273 643512 | 525 Cockcroft Building, Brighton, BN2 4GJ, UK

Projects     - click images -

Social Object Labels

This project develops design guidelines for Social Object Labels (SOLs); an in-gallery commenting system aiming to foster public debate around exhibits. SOLs are small, interactive, e-ink screens that complement the museum voice with a public visitor voice. From a domain perspective, the project researches social interpretation as a way to foster engagement and learning in museums. From an application perspective, the project adresses issues around user-generated content. From an HCI perspective, the project investigates how we can we attach digital information to physical objects and places in a way that is easily discoverable and encourages interaction. Visit the website.

Related publications

Winter, M. (2019). Requirements for an in-gallery social interpretation platform: a museum perspective. Proceedings of the 3rd International Conference on Computer-Human Interaction Research and Applications (CHIRA 2019). DOI:10.5220/0008354400660077.

Winter, M. (2018). Visitor perspectives on commenting in museums. Museum Management and Curatorship, 33:5, 484-505, DOI: 10.1080/09647775.2018.1496354.

Winter, M., Brunswick, I. and Williams, D. (2018). Quantifying the attention potential of pervasive display placements. Proceedings of the 2nd International Conference on Computer-Human Interaction Research and Applications, Volume 1, 70-80. DOI:10.5220/0007223800700080.

Winter, M., Gorman, M.J., Brunswick, I., Browne, D., Williams, D. and Kidney, F. (2015). Fail Better: Lessons Learned from a Formative Evaluation of Social Object Labels. Proceedings of 8th International Workshop on Personalized Access to Cultural Heritage, co-located with the ACM Intelligent User Interfaces 2015 Conference (IUI 2015), March 29–April 1, 2015, Atlanta, USA. CUER Workshop Proceedings Volume 1352.

Winter, M. (2014). Ad-hoc Registration and Configuration of Social Object Labels. Proceedings of the 3rd International Symposium on Pervasive Displays (PerDis 2014), Jun. 3-4, Copenhagen, Denmark. DOI: 10.1145/2611009.2614396

Winter, M. (2014). Social Object Labels: Supporting Social Object Annotation with Small Pervasive Displays. Proceedings of the 2014 IEEE International Conference on Pervasive Computing and Communications (PerCom 2014), Mar. 24-28, Budapest, Hungary, pp. 489-494. DOI: 10.1109/percomw.2014.6815255

Winter, M. (2013). Inch-scale Interactive Displays for Social Object Annotation. Adjunct Proceedings of the 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing (UbiComp 2013), Sep. 8-12, Zurich, pp. 183-186. DOI: 10.1145/2494091.2494151

Winter, M. (2013). Artwork-centred sociality in museums and galleries. Poster and Demo at iSay international workshop series: Visitor-Generated Content in Heritage Institutions, 31 Jan – 1 Feb 2013, University of Leicester, UK.

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10 Most Wanted

This project crowd-sources aspects of curatorial research in a playful way and integrates public contributions of new knowledge about collection items with curated content. Funded by the Digital R&D Fund for the Arts, 10 Most Wanted addresses shared challenges across the arts sector such as sustaining audience engagement over longer periods, verifying and integrating user contributions with professionally curated content and acknowledging the copyright of contributors without blocking future re-use. Visit the website.

Related publications

Winter, M., Lambert, S., Blume, P. and Pemberton, L. (2014). Case Notes: Turning crowdsourced information into evidence trails for collection metadata. Proceedings of Digital Research in the Humanities and Arts (DRHA 2014), Greenwich, London, ISBN 978-1-291-97878-0, pp. 173-176.

Winter, M., Lambert, S. and Blume, P. (2014). Collaborative mystery solving in museum collections. Poster, presentation and podium discussion at the AHRC Creative Economy Showcase 2014, 12 March 2014, London.

Winter, M., Lambert, S. and Blume, P. (2013). Ten Most Wanted: Hunting down missing information about cultural artefacts. Presentation at UK Museums on the Web 2013: Power to the people (UKMW13), 15 Nov 2013, Tate Modern, London.

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Situated Mobile Language Learning

This project integrates informal situated learning with formal classroom-based education for international students and migrant communities in the EU. The project develops the mobile and web-based knowledge sharing application Lingobee, together with related teaching materials in seven languages. The platform is evaluated in seven European countries plus Japan as an associate project partner. Funded under the EU Lifelong Learning Programme, Grant No. LLP 511776-LLP-1-2010-1-UK-KA3-KA3MP. Visit the website.

Related publications

Cacchione, A., Procter-Legg, E., Petersen, S.A. and Winter, M. (2015). A Proposal for an Integrated Evaluation Framework for Mobile Language Learning: Lessons Learned from SIMOLA - Situated Mobile Language Learning. Journal of Universal Computer Science JUCS, 21(10) pp. 1248-1268.

Procter-Legg, E., Cacchione, A., Petersen, S.A. and Winter, M. (2014). Mobile language learners as social networkers. In D.G. Sampson, D. Ifenthaler, J. Michael Spector and P. Isaias (eds.), Digital Systems for Open Access to Formal and Informal Learning, pp. 121-137. Springer International Publishing. DOI: 10.1007/978-3-319-02264-2_9

Pemberton, L. and Winter, M. (2012). Lingobee: A mobile app for in-situ Language Learning. Proceedings of the IADIS International Conference on Mobile Learning, Berlin, Germany, March 11-13, 2012. pp. 383-384.

Pemberton, L. and Winter, M. (2011). Mobile Knowledge Sharing for Language Learners. Poster presentation at the 10th European Conference on e-Learning ECEL-2011, Brighton, UK, 10-11 November 2011.

Pemberton, L. and Winter, M. (2011). SIMOLA: Helping Language Learners Bridge the Gap. Proceedings of the 4th International Conference on ICT for Language-Learning, Florence, Italy, 20 - 21 October 2011.

Pemberton, L., Winter, M. and Peterson, S.A. (2011). Learning from Formative Evaluation in Use: a Case Study of a Mobile Application for Language Learners. Proceedings of the 10th World Conference on Mobile and Contextual Learning, mLearn2011, Beijing, China, 18 - 21 October 2011, pp. 364-367.

Pemberton, L. and Winter, M. (2011). I saw this: bringing learned language into the classroom via mobile phones. Presentation at the Asian Conference on Language Learning ACLL2011, Osaka, Japan, June 10-12 2011.

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CloudBank

This project aims to build a mobile- and web-based crowd-sourced information system to help international students share their knowledge and understanding of the local language and culture. The system allows students to collect, annotate and tag interesting or intriguing language- and culture-related content found in everyday life, including text, images, audio recordings and web links. These content items are saved to an online repository, from where they are shared with other language learners. Funded under the JISC Information Environment Programme. Visit the website.

Related publications

Pemberton, L., Winter, M. and Fallahkhair, S. (2010). Collaborative Mobile Knowledge Sharing for Language Learners. Journal of the Research Center for Educational Technology, RCETJ, 6(1), pp. 144-148.

Pemberton, L., Winter, M. and Fallahkhair, S. (2009). A User Created Content Approach to Mobile Knowledge Sharing for Advanced Language Learners. Proceedings of mLearn 2009, Orlando, Florida, pp. 184-187.

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Authoring Games on the Go

This project develops an authoring system for school children to create their own location based games. The project involved workshops with developers and education professionals, heuristic evaluations of existing authoring systems and the design, development and evaluation of two location-based games. Fear on the Pier is based on Grahan Greene's novel Brighton Rock and was evaluated with participants to the CAL09 and EPDE09 conferences in Brighton. Invisible Buildings is a collaborative game-based whole-day activity for school children based on the discovery and excavation of an imaginary Roman Villa beneath their school grounds. Funded by the Technology Strategy Board, Grant No. AL018H. Visit the website.

Related publications

Winter, M. and Pemberton, L. (2011). Unearthing Invisible Buildings: Device Focus and Device Sharing in a Collaborative Mobile Learning Activity. International Journal of Mobile and Blended Learning, 11(3), pp. 1-18. DOI: 10.4018/jmbl.2011100101

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Augmented Reality in School Environments

This project explores how Augmented Reality (AR) can help learners to explore scientific and cultural content in more engaging and effective ways. Based on the AR display Spinnstube™, three educational applications were developed and evaluated between 2006 and 2008, each reflecting the evolving technological capabilities of the system and addressing different pedagogical approaches. Spinnstube AR displays can communicate with each other in realtime and support co-located as well as remote collaboration between learners in a shared workspace. Funded under the European Commission’s Sixth Framework Programme, IST, Contract No: 027039. Visit the website.

Related publications

Krauss, M., Riege, K., Pemberton, L. and Winter, M. (2009). Remote Hands-on Experience: Distributed Collaboration with Augmented Reality. In: Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009, Nice, France, Vol. 5794, Berlin/Heidelberg: Springer. DOI: 10.1007/978-3-642-04636-0_22

Pemberton, L. and Winter, M. (2009) Collaborative Augmented Reality in Schools. Proceedings of 8th International Conference on Computer Supported Collaborative Learning, CSCL2009, Rhodes, Greece, pp. 109-111. DOI: 10.3115/1599503.1599540

Winter, M. and Pemberton, L. (2009) Promise and Reality of Augmented Reality in Schools: Developing and Evaluating Educational Use Cases. International Conference on Computer Assisted Learning, CAL09, Brighton, UK. Poster Presentation.

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Backyard Brighton

This project creates a prototype mobile application based on the popular QueenSpark book Backyard Brighton, which features images and stories from people who lived in the 'slums' in central Brighton before they were demolished in the 1940s. Information in the book is geo-referenced by volunteers and presented to users via mobile alerts in relevant locations. Funded by the Community University Partnership Programme, the project involves QueenSpark Books, Brighton & Hove's community publisher, and the School of Computing, Engineering and Mathematics at the University of Brighton. Here's a poster.

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DoXz Editable Books

This project develops a one-stop publishing service for users to edit and personalise digital books online and then request small print runs of physical copies. The project bridges the void between authors of customisable content, users who produce personalised versions of that content and professional printers who can turn digital content into physical books. The developed prototype allows people with Aspergers Syndrome to personalise Marie Harder's book Illustrated Glimpses of Aspergers for Friends and Colleagues and request small runs of printed copies. Funded by the University of Brighton's Business Investment Fund. Visit the website.

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Crocodile Keyboard

Brighton-based serial-inventor David Baker asked us to develop an Android prototype of his novel Crocodile Keyboard. The keyboard, targeted at portable devices in general but developed first for smartphones, has triangular keys arranged in a way that leaves a blank area around each key. According to the inventor, the blank space around each key acts like a targeting system and helps to prevent double hitting of keys. Visit the website.

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Teaching

I currently teach web and mobile development at undergraduate and postgraduate levels. I am also external examiner at the Norwegian University of Science and Technology (NTNU).

I am interested in supervising PhD students in HCI and UbiComp in the contexts of education, cultural heritage and public engagement.

Affiliations