The control interface (currently rendered on a nearby workstation) mixes a variety of temporal and logical representations to display a threaded conversation. In addition to recording and playback controls, the interface organizes conversational fragments (see Figure 2). Playback can traverse the commentary tree so that all opinions can be heard and layers of images can be seen in context. Playback can also be by time sequence, speaker, or topic.
Also visible in this example are some textual note markers and a "radar" view of the commentary tree. The textual notes are placed, like the commentary flags, on a segment of video and pop-up when clicked on or when playback crosses their reference marker. In the figure, the notes are URLs that the participants were discussing. The radar view in the top right selects the viewable portion of the body of recorded material.
The DrawStream Station sits in a larger context; users can gesture and mark over images from a variety of sources. The electronic work surface can display a remote user in real time (that is, be a shared work surface), display a computational screen (such as a web browser or a CAD system), or replay recorded digital video material (see Figure 1). Note that while the work surface can play out images from various sources, the recording is only made of the appearance of the work surface and objects above it.1
To better explain how the DrawStream Station works, let us take a look at the observational study of its use that closed this round of the development cycle. The tool was used in a one semester architectural design class at MIT, partly taught by the authors, from their Lab at PARC. The DrawStream Station was part of a suite of tools being used in the course and needed to interoperate with other media: video teleconferencing, CAD systems, and the paper ephemera of the studio. Remote work included presentations, discussions, and most importantly, design crits. During the project, the DrawStream Station was used in myriad ways in design crits. It worked with existing process ephemera of the studio and created new process ephemera in the form of recordings and indices.
PARC critics gestured over the images so that the students could understand what was being referred to and get feedback about how well the critics understood the idea. PARC users could also offer suggestions about modifying the design or how the students might alter the presentation in progress so as to better convey whatever aspect of the design was under discussion.____________________