Carroll / Karat / Vanderdonckt Learning in Communities

Interdisciplinary Perspectives on Human Centered Information Technology
1. Auflage 2009
ISBN: 978-1-84800-332-3
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 266 Seiten

Reihe: Human-Computer Interaction Series

Most learning takes place in communities. People continually learn through their participation with others in everyday activities. Such learning is important in contemporary society because formal education cannot prepare people for a world that changes rapidly and continually. We need to live in learning communities. This volume gathers together all of the scholarly materials directly emanating from a workshop held in August 2005, when a multidisciplinary group of scholars met at Penn State's College of Information Sciences and Technology to discuss 'learning in communities'. Initially, a sectioned report on the workshop was published as a special section in the Journal of Community Informatics in 2006. Subsequently, a special issue of 5 full papers was published in the Journal of Computer-Supported Cooperative Work, and a special section of 2 full papers was published in the International Journal of Computer-Supported Collaborative Learning.

John M. Carroll is Edward M. Frymoyer Chair Professor of Information Sciences and Technology at Pennsylvania State University. His research interests include methods and theory in human-computer interaction, particularly as applied to networking tools for collaborative learning and problem solving, and design of interactive information systems. Carroll serves on several editorial and advisory boards and is Editor-in-Chief of the ACM Transactions on Computer-Human Interactions.  He received the Rigo Award and the CHI Lifetime Achievement Award from the Association for Computing Machinery (ACM), the Silver Core Award from International Federation of Information Processing (IFIP), and the Goldsmith Award from the Institute of Electrical and Electronics Engineers (IEEE). He is a fellow of the ACM, the IEEE, and the Human Factors and Ergonomics Society.

Autoren/Hrsg.

Karat, John

Vanderdonckt, Jean

Carroll, John M.

Inhaltsverzeichnis

1;Preface;6
2;Community Inquiry and Informatics: Collaborative Learning Through ICT;17
3;The Participant-Observer in Community-Based Learning as Community Bard;20
4;Learning in Communities: A Distributed Intelligence Perspective;24
4.1;Distributed Intelligence: Transcending the Individual Human Mind;24
4.2;Social Creativity;24
4.3;Exploiting Diversity and Distances by Making All Voices Heard;25
5;Spiders in the Net: Universities as Facilitators of Community-Based Learning;30
6;Designing Technology for Local Citizen Deliberation;34
7;Supporting the Appropriation of ICT: End-User Development in Civil Societies;37
7.1;Introduction;37
7.2;Active Support for Technology Appropriation;38
7.3;Supporting “Virtual Communities of Technology Practice”;39
8;Developmental Learning Communities;40
8.1;Introduction;40
8.2;Examples of Learning Communities;41
8.3;Supporting Developmental Learning Communities;42
8.4;Final Words;43
9;Social Reproduction and Its Applicability for Community Informatics;45
9.1;Introduction;45
9.2;Social Reproduction Theory;46
9.3;Breaking the Reproductive Cycle;48
10;Communities, Learning, and Democracy in the Digital Age;50
10.1;The Historical Importance of Access;50
10.2;The Challenge of Achieving Access in the Information Age;50
10.3;The Components of Access: Context, Connectivity,Capability, and Content;51
10.3.1;Context;51
10.3.2;Connectivity;51
10.3.3;Capability;52
10.3.4;Content;52
10.4;Lifelong Learning – The Persistent Challenge of Access;53
11;Radical Praxis and Civic Network Design;54
12;Local Groups Online: Political Learningand Participation;63
12.1;Introduction;63
12.2;Prior Research;65
12.2.1;Local Groups and Community Participation;65
12.2.2;The Role of Opinion Leaders;66
12.2.3;Group Communication and Involvement;67
12.3;Research Method;68
12.3.1;Sampling and Stratification;68
12.3.2;Survey Variables and Constructs;69
12.3.3;Statistical Analyses;72
12.4;Results;72
12.4.1;Demographics and Background;72
12.4.2;Opinion Leaders: Bridges vs. Nonbridges;73
12.4.3;Communication in Different Types of Groups;75
12.4.4;Changes in Local Participation and Internet Use;77
12.4.4.1;Expressive Groups;77
12.4.4.2;Instrumental Groups;78
12.5;Discussion;78
13;Community-Based Learning: The Core Competency of Residential, Research-Based Universities;82
13.1;Introduction;82
13.2;Conceptual Frameworks;83
13.2.1;Communities: Transcending the Individual Human Mind;84
13.2.2;Communities of Practice and Communities of Interest;85
13.2.2.1;Communities and Networks of Practice;85
13.2.2.2;Communities of Interest;86
13.2.2.3;Comparing CoPs, NoPs, and CoIs;87
13.3;Social Capital;89
13.3.1;Social Creativity;90
13.4;Metadesign;90
13.5;Approaches to Community-Based Learning;91
13.5.1;University of Colorado;91
13.5.1.1;Structure and Description of the Local Context;91
13.5.1.2;Courses-as-Seeds;92
13.5.1.3;Learning to Be: Undergraduate Research Apprenticeship Program;93
13.5.1.4;Transdisciplinary Education;94
13.5.1.5;Social Networks: Lifelong Learning;95
13.5.2;University of Siegen;96
13.5.2.1;Structure and Description of the Local Context;96
13.5.2.2;Courses in Practice: Enculturation of Students into Regional Industries’ CoPs;96
13.5.2.3;Learning to Be: Enculturation of Students into Faculty Research CoPs;98
13.5.2.4;Transdisciplinary Education: Interdisciplinary Courses for Students from Different Backgrounds;99
13.5.2.5;Social Networks: Regional Learning Between Academia and Different Firms;99
13.5.3;Complementary Approaches to Community-Based Learning;100
13.5.4;Empirical Findings;101
13.5.5;University of Colorado;101
13.5.5.1;Cultural Change and Risk-Taking;103
13.5.5.2;Student Reactions to the “Community-of-Learners” Concept;104
13.5.6;University of Siegen;106
13.5.6.1;Research Methods;106
13.5.6.2;Courses in Practice;106
13.5.6.3;Regional NoPs;109
13.6;Discussion;110
13.7;Conclusion;113
14;Sustaining a Community Computing Infrastructure for Online Teacher Professional Development: A Case Study of Designing Tapped In;118
14.1;Introduction;118
14.2;Related Work;119
14.3;Methodological Approach and Research Methods;122
14.3.1;Data Collection;123
14.3.2;Data Analysis;124
14.3.3;Data Evaluation;125
14.4;Background of Tapped In;125
14.5;Case Description and Analysis;126
14.5.1;Contact and Bug Forms;127
14.5.2;Needed Features Group;130
14.5.3;Task List;133
14.5.4;Help Desk Volunteers and Long-Standing Members;136
14.5.5;Summary;138
14.6;Discussion;138
15;Expert Recommender: Designing for a Network Organization;146
15.1;Introduction;146
15.2;Technical Support for Second-Generation Knowledge Management;147
15.3;Setting;150
15.4;Research Methods;152
15.5;Empirical Findings;154
15.5.1;Working for Member Companies;154
15.5.2;Tools for Expertise Sharing;155
15.5.3;Obstacles to Expertise Sharing;156
15.6;Requirements for Technical Support;157
15.6.1;Basic Requirements;158
15.6.2;Indicators for Expertise;158
15.6.3;Privacy Issues;160
15.6.4;Feedback Component;160
15.6.5;Bringing It All Together;161
15.7;Expert Recommender for NIA;162
15.7.1;Expert Finding Framework;163
15.7.2;Software Architecture;164
15.7.2.1;Matching Keyword Profiles;165
15.7.2.2;Matching Personal Data and User Feedback;166
15.7.3;User Interface;166
15.7.3.1;Searching for Experts;167
15.7.3.2;Creating the User Profile;169
15.8;Conclusion;171
16;Patterns as a Paradigm for Theory in Community-Based Learning;179
16.1;Introduction;179
16.2;Informal Developmental Learning;181
16.2.1;Problem: Lack of Control Over IT;181
16.2.2;Context: American Society and the Internet;182
16.2.3;Forces: Lack of Resources and Rich Social Capital;183
16.2.4;Solution: Informal Developmental Learning;184
16.2.5;Resulting Context;186
16.2.5.1;Example: Spring Creek Watershed Community;187
16.3;Scaffolded Documentation;188
16.3.1;Problem: Managing Tacit Knowledge Held by Nonorganizational Stakeholders;189
16.3.2;Context: Technology Sustainability Through Participatory Design;190
16.3.3;Force: Volunteer-Driven Workforce;190
16.3.4;Solution: Lightweight Knowledge Management;191
16.3.5;Resulting Context;192
16.3.5.1;Example;193
16.4;Discussion and Program;194
17;Architecture, Infrastructure, and Broadband Civic Network Design: An Institutional View1;201
17.1;Introduction;202
17.1.1;Background to the Research;207
17.2;Architecture and Infrastructure;210
17.2.1;Infrastructure;212
17.2.2;Infrastructure: An Institutional View;214
17.2.3;The Services Reference Architecture (SRA);216
17.2.4;The Demonstration/Trial Program;219
17.2.5;Microsocial Architecture;223
17.3;Conclusion;225
18;Supporting Community Emergency Management Planning Through a Geocollaboration Software Architecture;231
18.1;Introduction;231
18.2;Studying Local Emergency Management;233
18.3;Local Emergency Management Planning Activities;235
18.3.1;Exercise Planning;236
18.3.2;Post-Incident Planning;238
18.3.3;Awareness Presentations;238
18.3.4;Tabletop Exercises;239
18.3.5;Staging Area Planning;239
18.3.6;Summary;240
18.4;Geocollaboration Scenarios in Emergency Management Planning;240
18.4.1;Geocollaboration Scenarios in Staging Area Planning;241
18.4.2;Geocollaboration Scenarios in Awareness Presentation;242
18.4.3;Geocollaboration Scenarios in Tabletop Exercises;243
18.4.4;Summary;244
18.5;Geocollaborative Feature Requirements for Emergency Management Planning;244
18.5.1;Enhancing Staging Area Planning Activities;246
18.5.2;Enhancing Plan Dissemination and Awareness;248
18.5.3;Enhancing Tabletop Exercise Activities;249
18.5.4;Supporting Different Activities with Similar Geographic Locations;250
18.5.5;A Comparison to Existing Software;250
18.6;Geocollaborative Software Architecture;251
18.6.1;Geospatial Data;252
18.6.2;Awareness;253
18.6.3;Building Blocks of Geospatial Activities;254
18.7;Applying the Architecture in a Multiple Role Geocollaboration Tool;255
18.8;Related Work;257
18.9;Conclusions and Opportunities for Geocollaboration in Emergency Planning;259