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Roberto Martinez-MaldonadoPeter Goodyear
Multi device Support for Colocated Collaborative Design
for Learning
@RobertoResearch
F2F interaction is great for tasks like: Collaboration
IdeationStorytelling
Problem solvingNegotiation
DesigningCollective thinking
Team workProjects
WICKED PROBLEMS…
Many times teams failfor varied reasons like:
Inadequate tools,Social conflicts, Ill-defined tasks
Personal differences, Limited resources
….and other situations hard
to explain
…
Supporting collaboration is not
new: Collaborative Work (CSCW)
and Learning to Collaborate and by Collaborating
(CSCL)
Historical work on CSCW spaces
(iLand) Streitz et al,, 1997
Bowers& Martin, 1991 Heat & Luff, 1991
(Roomware) Streitz et al,, 2000
Understanding collaboration is getting even more complex
… as interactive surfaces become more accessible and pervasive
Analysis Alternative: EthnographyProblem: Quite expensive
What happens if:we are not ethnographers?we don’t have the resources?parts of the analysis need to be
automated?we need to provide support on the
fly? we need to combine quantitative
methods? …..
Our contribution
A toolset that sits in an ecology of resources to support collocated educational design (OZCHI’ 16).
A holistic analysis approach to support the selection of analytical tools and interpretation of results (CHI’ 16*)
*Martinez-Maldonado, R., Goodyear, P., J.Kay, Thompson, K., and Carvalho (2016) An Actionable
Approach to Understand Group Experience in Complex, Multi-surface Spaces. SIGCHI
Conference: Human Factors in Computing Systems, CHI 2016, 2062-2074.
Physical component
the place in which activity unfolds, the physical and digitalspace and objects; the input devices, screens, software, material tools, awareness tools, artefacts, etc.
Social component
types of groupings (e.g. dyads, trios, groups, networks of people); scripted roles;divisions of labour, etc,
Epistemic component
implicit and explicit knowledge-oriented elements that shape the participants’ tasks and working methods
TASK: Educational Design
An educational design describes the tasks, materials, pedagogies and social dynamics for educators and their students aimed at providing learning opportunities in students’ face-to-face or online activities, over a particular time period
DEMOGRAPHICSFour teams (A, B, C and D),- 4 male and 8 femaleExpertise teaching (4 advanced, 5 competent and 3 novice) and educational design (5 advanced)Tool experience: 8/12 participants had used an interactive tabletop 7/12 an interactive 5/12 had used both and all used tablets Goal: produce two high-level competing candidate designsRoles (Lecturer-L, Learning Designer-LD and Quality Assurance Officer-QAO)
A B C D
User experience
Set, Social, Epistemic
Tools useSet, Social, Epistemic
AttentionSet, Social, Epistemic
Space and mobility
Set, Social, Epistemic
ProcessSet, Social, Epistemic
RolesSet, Social, Epistemic
TeamsAnalyses Components
Co-configuration
ACADANALYSIS
1- Usability
Inspired by: Berkman and Karahoca. 2012. A direct touch table-top display as a multi-user information kiosk: Comparing the usability of a single display groupware either by a single user or people cooperating as a group. IwC, 24, 5 (September 1, 2012), 423-437.
Umux
A B C D
User experience
1 frustrated 3 inefficiency
1 frustrated No issues reported1 frustrated
2 inefficiencySet, Social, Epistemic
Tools use*Set, Social, Epistemic
Attention*Set, Social, Epistemic
Space and mobility
Set, Social, Epistemic
ProcessSet, Social, Epistemic
RolesSet, Social, Epistemic
TeamsAnalyses Components
Co-configuration
ACADANALYSIS
A B C D
User experience
1 frustrated 3 inefficiency
1 frustrated No issues reported1 frustrated
2 inefficiencySet, Social, Epistemic
Tools use TabletopTabletop (1 member
only)Tabletop, IWB and
WallTabletop, IWB,
dashboard and WallSet, Social, Epistemic
Attention ProjectorDashboard, IWB,
ProjectorIWB, Wall
Dashboard, Projector, IWB, Wall
Set, Social, Epistemic
Space and mobility
Set, Social, Epistemic
ProcessSet, Social, Epistemic
RolesSet, Social, Epistemic
TeamsAnalyses Components
Co-configuration
ACADANALYSIS
5- Space and Mobility
Inspired by : Marquardt, Hinckley and Greenberg. 2012. Cross-device interaction via micro-mobility and f-formations. In UIST '12, 13-22
A B C D
User experience
1 frustrated 3 inefficiency
1 frustrated No issues reported1 frustrated
2 inefficiencySet, Social, Epistemic
Tools use TabletopTabletop (1 member
only)Tabletop, IWB and
WallTabletop, IWB,
dashboard and WallSet, Social, Epistemic
Attention ProjectorDashboard, IWB,
ProjectorIWB, Wall
Dashboard, Projector, IWB, Wall
Set, Social, Epistemic
Space and mobility
Fixed: SxS at the tabletop
Fixed: 1 f2f and 2 sxd at the tabletop
Variable: sxs at all the large devices
Set, Social, Epistemic
ProcessSet, Social, Epistemic
RolesSet, Social, Epistemic
TeamsAnalyses Components
Co-configuration
ACADANALYSIS
Variable: 1 at IWB, f2f/sxs at the tabletop,
sxs at the Wall
A B C D
User experience
1 frustrated 3 inefficiency
1 frustrated No issues reported1 frustrated
2 inefficiencySet, Social, Epistemic
Tools use TabletopTabletop (1 member
only)Tabletop, IWB and
WallTabletop, IWB,
dashboard and WallSet, Social, Epistemic
Attention ProjectorDashboard, IWB,
ProjectorIWB, Wall
Dashboard, Projector, IWB, Wall
Set, Social, Epistemic
Space and mobility
Fixed: SxS at the tabletop
Fixed: 1 f2f and 2 sxd at the tabletop
Variable: sxs at all the large devices
Set, Social, Epistemic
Process Linear workLinear work +meta-analysis
Parallel and Linearwork
Parallel, Iterativework +
meta-analysis
Set, Social, Epistemic
RolesSet, Social, Epistemic
TeamsAnalyses Components
Co-configuration
ACADANALYSIS
Variable: 1 at IWB, f2f/sxs at the tabletop,
sxs at the Wall
A B C D
User experience
1 frustrated 3 inefficiency
1 frustrated No issues reported1 frustrated
2 inefficiencySet, Social, Epistemic
Tools use TabletopTabletop (1 member
only)Tabletop, IWB and
WallTabletop, IWB,
dashboard and WallSet, Social, Epistemic
Attention ProjectorDashboard, IWB,
ProjectorIWB, Wall
Dashboard, Projector, IWB, Wall
Set, Social, Epistemic
Space and mobility
Fixed: SxS at the tabletop
Fixed: 1 f2f and 2 sxd at the tabletop
Variable: sxs at all the large devices
Set, Social, Epistemic
Process Linear workLinear work +meta-analysis
Parallel and Linearwork
Parallel, Iterativework +
meta-analysis
Set, Social, Epistemic
Roles Low differentiation Strict enactmentLoose enactment
Strong Leader
Strict enactment, Distributedworkload
Set, Social, Epistemic
TeamsAnalyses Components
Co-configuration
ACADANALYSIS
Variable: 1 at IWB, f2f/sxs at the tabletop,
sxs at the Wall
Conclusions(Based on the
cases)
Each team worked differently
The design was enacted in different ways.
The most effective teams used a limited range of tools. The most creative ones, were the more messy.
Social (e.g. roles) and epistemic (process) components radically shaped the activity
We need more holistic approaches to understand collaborative activity in its full complexity
Not just an agglomeration of methods: making sense of the intertwined dimensions that shape group work is key
Some analysis methods can be automated, semi-automated or elicited
Design is only a proposal (see Instrumental Genesis)
Conclusions
We are hiring!
3 PHD positions available in areas of
DATA SCIENCE & HCI
At Sydney (University of Technology Sydney)
https://utscic.edu.au/research/phd/
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