This paper introduces the Hook-ups initiative. In this initiative, young people learn by designing and constructing "Hook-ups" - physical objects that can control games, animations, and other computer programs which they create. Hook-ups can be inspired by traditional computer interfaces (e.g., joysticks) or are entirely new types of interfaces (e.g., a spaceship steering wheel). In creating Hook-ups, young people work with objects and materials that they have a strong interest in exploring. Youth become designers capable of integrating virtual media with materials from the world around them. By engaging in Hook-ups design processes, learners gain confidence and motivation to explore topics within areas such as interface design, programming, and physics.
{"title":"The Hook-ups initiative: how youth can learn by creating their own computer interfaces and programs","authors":"Amon Millner","doi":"10.1145/1052829.1052848","DOIUrl":"https://doi.org/10.1145/1052829.1052848","url":null,"abstract":"This paper introduces the Hook-ups initiative. In this initiative, young people learn by designing and constructing \"Hook-ups\" - physical objects that can control games, animations, and other computer programs which they create. Hook-ups can be inspired by traditional computer interfaces (e.g., joysticks) or are entirely new types of interfaces (e.g., a spaceship steering wheel). In creating Hook-ups, young people work with objects and materials that they have a strong interest in exploring. Youth become designers capable of integrating virtual media with materials from the world around them. By engaging in Hook-ups design processes, learners gain confidence and motivation to explore topics within areas such as interface design, programming, and physics.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124699954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a recent Workshop on community-based learning at the 6th International Conference on Learning Sciences (ICLS 2004), one persistent theme was the variety of terms used to describe collections of people (group, community, network, collective) and components of interaction (culture, identity, collaboration, cooperation) in group learning activities. Here, we describe some of the thinking that emerged in those discussions, not as a comprehensive literature review or completely elaborated socio-cultural theory, but rather as an invitation to further discussion. We suggest that a group is the most generic and general social category: all of the analytical units in the literature on collective learning - teams, social networks, and communities - are groups. We argue that these other terms have additional structural characteristics that make them distinct subsets of the generic term group. For example, a team is a group with a common task, a network is a group with strong social ties, and a community is a group with a shared culture. We propose a two-dimensional space of social organizations characterized by shared culture and shared interaction, and suggest both individuals and collectives show a developmental history through the space of collectives, moving from loose group affiliation to increasing identification with, development of, and participation in shared interactions within a shared culture. This analysis suggests, we argue, that: (a) tools to support "collaboration" may need different affordances for different kinds of collectives; (b) understanding different kinds of collectives requires different methodologies; and (c) culture plays a prominent role in the space of collectives we describe, and thus, we argue, should play a significant role in the analysis of any community. We hope that this brief discussion will lead to further work on the social entities within which group learning takes place, on the processes of learning in such settings, and on the technologies that can support such processes.
{"title":"Us, ourselves, and we: thoughts about social (self-) categorization","authors":"M. Rohde, D. Shaffer","doi":"10.1145/1052829.1052835","DOIUrl":"https://doi.org/10.1145/1052829.1052835","url":null,"abstract":"In a recent Workshop on community-based learning at the 6th International Conference on Learning Sciences (ICLS 2004), one persistent theme was the variety of terms used to describe collections of people (group, community, network, collective) and components of interaction (culture, identity, collaboration, cooperation) in group learning activities. Here, we describe some of the thinking that emerged in those discussions, not as a comprehensive literature review or completely elaborated socio-cultural theory, but rather as an invitation to further discussion. We suggest that a group is the most generic and general social category: all of the analytical units in the literature on collective learning - teams, social networks, and communities - are groups. We argue that these other terms have additional structural characteristics that make them distinct subsets of the generic term group. For example, a team is a group with a common task, a network is a group with strong social ties, and a community is a group with a shared culture. We propose a two-dimensional space of social organizations characterized by shared culture and shared interaction, and suggest both individuals and collectives show a developmental history through the space of collectives, moving from loose group affiliation to increasing identification with, development of, and participation in shared interactions within a shared culture. This analysis suggests, we argue, that: (a) tools to support \"collaboration\" may need different affordances for different kinds of collectives; (b) understanding different kinds of collectives requires different methodologies; and (c) culture plays a prominent role in the space of collectives we describe, and thus, we argue, should play a significant role in the analysis of any community. We hope that this brief discussion will lead to further work on the social entities within which group learning takes place, on the processes of learning in such settings, and on the technologies that can support such processes.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127389909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The classroom is bustling with activity and Miss Lawson calls out, "five more minutes." Scattered throughout the room are groups of four and five students crowded around each of the five low-standing circular work desks. A palpable buzz of enthusiasm fills the air as these groups deliberate amongst themselves before hurriedly filling in the large sheets of poster paper sitting on their work desks.
{"title":"Can we use a complex systems framework to model community-based learning?","authors":"E. Charles","doi":"10.1145/1052829.1052837","DOIUrl":"https://doi.org/10.1145/1052829.1052837","url":null,"abstract":"The classroom is bustling with activity and Miss Lawson calls out, \"five more minutes.\" Scattered throughout the room are groups of four and five students crowded around each of the five low-standing circular work desks. A palpable buzz of enthusiasm fills the air as these groups deliberate amongst themselves before hurriedly filling in the large sheets of poster paper sitting on their work desks.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129073856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interaction, as an important computing paradigm, is far beyond incremental technological development. Various models such as interaction machines and process algebras have been developed to help design and analyze interaction systems. However, little is reported on the computability theory of interaction, and the design and analysis still have to be performed in an ad hoc way. Hence, the question is: how to uniformly evaluate the power of interaction? Roughly, I plan to explore this question in three steps. The first is to find out a universal formal model for interaction. The second is to abstract the tasks of interaction. The third is to evaluate the capability of interaction in terms of the results of step 1 and 2. The anticipated result may be expressed as a hierarchy that extends Chomsky hierarchy from above. Possible application of the hierarchy is also presented.
{"title":"Evaluation of the capability of interaction","authors":"Xingwu Liu","doi":"10.1145/1052829.1052851","DOIUrl":"https://doi.org/10.1145/1052829.1052851","url":null,"abstract":"Interaction, as an important computing paradigm, is far beyond incremental technological development. Various models such as interaction machines and process algebras have been developed to help design and analyze interaction systems. However, little is reported on the computability theory of interaction, and the design and analysis still have to be performed in an ad hoc way. Hence, the question is: how to uniformly evaluate the power of interaction? Roughly, I plan to explore this question in three steps. The first is to find out a universal formal model for interaction. The second is to abstract the tasks of interaction. The third is to evaluate the capability of interaction in terms of the results of step 1 and 2. The anticipated result may be expressed as a hierarchy that extends Chomsky hierarchy from above. Possible application of the hierarchy is also presented.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116211767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We recognize that a variety of tools and groupware used by distributed teams can strongly influence the manner in which team members can obtain awareness of the project. Considering that is often a necessity and even advantageous to use a variety of applications as well as the fact that project awareness is most essential, we propose an "Awareness Framework" that seeks to bind heterogeneous tools and groupware. This research discusses the architecture of the framework as well as a process that is necessary to manage it and project awareness.
{"title":"A framework to support collaboration in heterogeneous environments","authors":"V. Bharadwaj, Y. Reddy","doi":"10.1145/1052829.1052852","DOIUrl":"https://doi.org/10.1145/1052829.1052852","url":null,"abstract":"We recognize that a variety of tools and groupware used by distributed teams can strongly influence the manner in which team members can obtain awareness of the project. Considering that is often a necessity and even advantageous to use a variety of applications as well as the fact that project awareness is most essential, we propose an \"Awareness Framework\" that seeks to bind heterogeneous tools and groupware. This research discusses the architecture of the framework as well as a process that is necessary to manage it and project awareness.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115654707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents an innovative approach to sustain collaborative hands-on activities in flexible engineering education. The paper presents our research context, our objectives as well as some preliminary results. The main issues addressed include (i) object-oriented model for collaboration in Web-based learning environment for engineering education (ii) continuity of interaction in flexible engineering education (iii) awareness in Web-based learning environment, and (iv) evaluation methods and metrics. This doctoral research work is currently performed at the School of Engineering, EPFL.
{"title":"Web-based collaboration in flexible engineering education","authors":"A. Nguyen, D. Gillet","doi":"10.1145/1052829.1052853","DOIUrl":"https://doi.org/10.1145/1052829.1052853","url":null,"abstract":"This paper presents an innovative approach to sustain collaborative hands-on activities in flexible engineering education. The paper presents our research context, our objectives as well as some preliminary results. The main issues addressed include (i) object-oriented model for collaboration in Web-based learning environment for engineering education (ii) continuity of interaction in flexible engineering education (iii) awareness in Web-based learning environment, and (iv) evaluation methods and metrics. This doctoral research work is currently performed at the School of Engineering, EPFL.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114670650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scholarly communication in the humanities heavily depends on the discursive nature of knowledge creation and the media that is in use. This communication has changed over the centuries due to the evolution of media, altering not only the communicational culture of scholars regarding their archives and text production strategies but also the communication situation in society, leading to scientific, artistic, and societal revolutions. The change from scroll to book in the edition of the Babylonian Talmud is a good example of such a medium revolution. The interdisciplinary collaborative research center "Media and cultural communication"1 was founded in 1999 to research the nature and impact of media on the discourses in cultural communication. Historically, and by creating new interdisciplinary workplaces for scientists in the 21st century, our subproject analyzes the impact of networked information systems on cooperation and knowledge organization in scientific communities and public debates.
{"title":"Supporting communication and knowledge creation in digitally networked communities in the humanities","authors":"R. Klamma, M. Spaniol","doi":"10.1145/1052829.1052842","DOIUrl":"https://doi.org/10.1145/1052829.1052842","url":null,"abstract":"Scholarly communication in the humanities heavily depends on the discursive nature of knowledge creation and the media that is in use. This communication has changed over the centuries due to the evolution of media, altering not only the communicational culture of scholars regarding their archives and text production strategies but also the communication situation in society, leading to scientific, artistic, and societal revolutions. The change from scroll to book in the edition of the Babylonian Talmud is a good example of such a medium revolution. The interdisciplinary collaborative research center \"Media and cultural communication\"1 was founded in 1999 to research the nature and impact of media on the discourses in cultural communication. Historically, and by creating new interdisciplinary workplaces for scientists in the 21st century, our subproject analyzes the impact of networked information systems on cooperation and knowledge organization in scientific communities and public debates.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130172528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The term "community-based learning" can refer to a variety of forms of learning. One can, for instance, insist on an individualistic notion of learning and argue that individual learning can be enhanced by factors that may influence it from a supportive community environment. At the other theoretical extreme, one can propose a social conception of learning and claim that most important knowledge building takes place at the community level, while individual learning is a secondary matter of internalization, acculturation or increased participation in community. Here, we will stake out a middle ground: that community-based learning should be analyzed at the intermediate level of small groups of individuals within the community. We point out that small groups typically mediate the relationship of communities to their members and we propose a consideration of small group cognition as an alternative methodological focus to either cognition in the head of individuals or the cultural knowledge of a whole community. This approach has practical implications for CSCL and CSCW: collaboration is taken to be a potential emergent phenomenon of small group interaction, and the computer support of collaboration is analyzed as an enabling technology whose design and use forms and transforms the nature of the interactions.
{"title":"Mediation of group cognition","authors":"G. Stahl","doi":"10.1145/1052829.1052834","DOIUrl":"https://doi.org/10.1145/1052829.1052834","url":null,"abstract":"The term \"community-based learning\" can refer to a variety of forms of learning. One can, for instance, insist on an individualistic notion of learning and argue that individual learning can be enhanced by factors that may influence it from a supportive community environment. At the other theoretical extreme, one can propose a social conception of learning and claim that most important knowledge building takes place at the community level, while individual learning is a secondary matter of internalization, acculturation or increased participation in community. Here, we will stake out a middle ground: that community-based learning should be analyzed at the intermediate level of small groups of individuals within the community. We point out that small groups typically mediate the relationship of communities to their members and we propose a consideration of small group cognition as an alternative methodological focus to either cognition in the head of individuals or the cultural knowledge of a whole community. This approach has practical implications for CSCL and CSCW: collaboration is taken to be a potential emergent phenomenon of small group interaction, and the computer support of collaboration is analyzed as an enabling technology whose design and use forms and transforms the nature of the interactions.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124787763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past decade and a half, work in the field of education on communities of practice [20] and/or communities of learners [2] has focused on how individual development takes place within the larger context of the norms and activities of a community. Recognizing this, educators working within the sociocultural tradition have focused on documenting the practices of extant communities [12; 18--20; 35] and/or on ways in which the "community of practice" of the classroom can be improved [2; 25]. Broadly speaking, this work looks at how the traditional intellectual disciplines (such as math, science, and history) are mobilized in the context of real-world practices, or how importing more authentic practices into school settings can develop disciplinary understanding more effectively.
{"title":"Pedagogical praxis: using technology to build professional communities of practice","authors":"D. Shaffer","doi":"10.1145/1052829.1052838","DOIUrl":"https://doi.org/10.1145/1052829.1052838","url":null,"abstract":"Over the past decade and a half, work in the field of education on communities of practice [20] and/or communities of learners [2] has focused on how individual development takes place within the larger context of the norms and activities of a community. Recognizing this, educators working within the sociocultural tradition have focused on documenting the practices of extant communities [12; 18--20; 35] and/or on ways in which the \"community of practice\" of the classroom can be improved [2; 25]. Broadly speaking, this work looks at how the traditional intellectual disciplines (such as math, science, and history) are mobilized in the context of real-world practices, or how importing more authentic practices into school settings can develop disciplinary understanding more effectively.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131579896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of \"Temporal Matters in Social Psychology: Examining the Role of Time in the Lives of Groups and Individuals by Joseph E. McGrath and Franziska Tschan\"; American Psychological Association, Washington DC, 2004, ISBN 1-59147-053-6.","authors":"Umer Farooq, Nicolai Pogrebnyakov","doi":"10.1145/1052829.1052856","DOIUrl":"https://doi.org/10.1145/1052829.1052856","url":null,"abstract":"","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133774525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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