Dillenbourg / Huang / Cherubini Interactive Artifacts and Furniture Supporting Collaborative Work and Learning

1. Auflage 2008
ISBN: 978-0-387-77234-9
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 10, 176 Seiten

Reihe: Computer-Supported Collaborative Learning Series

This book reveals how advances in computer science and human-computer interaction impact Computer-Supported Collaborative Learning (CSCL) environments. The underlying theme of the contributions is the social affordances of physical objects. The collaborative situations illustrated in the book are not necessarily learning situation in a school sense. In summary, this book illustrates a turn in the field of CSCL and emphasizes an important message for a generation of CSCL users.

Autoren/Hrsg.

Dillenbourg, Pierre

Huang, Jeffrey

Cherubini, Mauro

Inhaltsverzeichnis

1;Acknowledgements;6
2;Contents;7
3;Contributors;9
4;Why Would Furniture Be Relevant for Collaborative Learning?;16
4.1;1 Interactive Furniture;17
4.2;2 Collaborative Learning;19
4.3;3 Precedents;21
4.4;4 Interactive Furniture Framework;22
4.4.1;4.1 Geography of Interactions;23
4.4.2;4.2 Input/Output;24
4.4.3;4.3 Purpose;25
4.5;5 Book Overview;26
4.6;6 Synthesis;27
4.7;References;27
5;Design of Systems for Supporting Collaborative Learning Augmented with Physical Artefacts;30
5.1;1 Introduction;30
5.2;2 Key Issues Collaborative Learning in Designing Systems for Supporting Children’s Collaborative Learning;31
5.2.1;2.1 Designing User Interfaces That Allow Physical Manipulations;31
5.2.2;2.2 Designing Computational Media That Enhance Interactions Between Learners;32
5.2.3;2.3 Introducing a Sense of Play for Learners’ Engagement;32
5.3;3 Prototype System for Identifying Design Requirements ;32
5.3.1;3.1 Overview;32
5.3.2;3.2 A Prototype System: Paperboard and Software;33
5.4;4 How Designs of the Systems Evolved ;35
5.4.1;4.1 Design of Sensing Board;35
5.4.2;4.2 Epro: Integrating Physical and Virtual Spaces to Enhance Children’s Interactions;36
5.4.3;4.3 Epro2: Supporting Collaborative Learning by Integrating Face- To- Face and Networked Environments;37
5.5;5 Carettakids: Face-To-Face Collaborative Learning by Integrating Personal and Shared Spaces;42
5.6;6 Discussion;46
5.7;7 Conclusion;47
5.8;References;48
6;Do Fewer Laptops Make a Better Team?;50
6.1;1 Introduction;50
6.2;2 Related Work;51
6.2.1;2.1 Tabletop Systems;51
6.2.2;2.2 Collaborative Processes;53
6.3;3 Questions;55
6.4;4 Methods;56
6.4.1;4.1 Task;56
6.4.2;4.2 Participants;57
6.4.3;4.3 Analysis;57
6.4.4;4.4 Coding and Counting;57
6.4.5;4.5 Qualitative Analysis;58
6.5;5 Quantitative Results: How Much Laptops Attract Visual Gaze;58
6.6;6 Qualitative Analysis;61
6.6.1;6.1 A Case Study;61
6.6.2;6.2 Identifying Roles;64
6.7;7 Comparison between Experiments;66
6.7.1;7.1 Groups with Four Laptops;66
6.7.2;7.2 Groups with Three Laptops;66
6.7.3;7.3 Groups with Two Laptops;68
6.8;8 Conclusions;69
6.8.1;8.1 Cognitive and Social Territories;69
6.8.2;8.2 Critical Thinking Performance and Learning;70
6.8.3;8.3 Limits and Recommendations;71
6.9;References;72
7;The Disappearing Computer: Consequences for Educational Technology?;74
7.1;1 Introduction: A Redefinition of Computers in Education?;74
7.2;2 Computer-Integrated Classrooms;76
7.3;3 Principles for Introducing Digital Media to the Classroom;80
7.3.1;3.1 Unification of Media and Learning Activities on a Digital Platform;80
7.3.2;3.2 Supporting the Classroom as a Whole Through an Integrated Networked Infrastructure;80
7.3.3;3.3 Design for Reflection;80
7.3.4;3.4 Priority of Pedagogy over Technology;81
7.3.5;3.5 Consequences for Teachers’ Roles and Competence;81
7.4;4 Patterns of Disappearance;81
7.4.1;4.1 “Computers in Disguise” (Mimicry);82
7.4.2;4.2 Hidden Computers and Conceptual Disappearance;82
7.4.3;4.3 Computers Outside Classrooms;83
7.5;5 Focusing on the Expressive Function of Interactive Educational Media;83
7.6;6 Interactive Media in Educational Settings;85
7.7;7 Conclusion;88
7.8;References;89
8;Supporting Collaboration with Augmented Environments;92
8.1;1 Introduction;93
8.2;2 Don’t Try to Change the People, Simply Change the Affordances;95
8.2.1;2.1 New Affordances Modify Behaviour;95
8.2.2;2.2 Addressing the Activity by Adapting the Context;98
8.3;3 Guiding Micro-Decisions Along the Activity Path: Cognitive Attractors ;98
8.3.1;3.1 A Pinball Model of the Office Worker;98
8.3.2;3.2 Cognitive Attractors;99
8.3.3;3.3 Data in the Environment and Lata in the Mind;100
8.3.4;3.4 Tuning Attractors;101
8.4;4 Experimental Reality Design of Augmented Meeting- Rooms;102
8.4.1;4.1 Experimental Reality;102
8.4.2;4.2 Design Strategy;105
8.4.3;4.3 Zeroing Adoption Costs;106
8.5;5 Disseminating Practice: Trickle Down and Social Anchoring;108
8.5.1;5.1 Social Anchoring;109
8.6;6 Conclusion: A Design Process Uneasy to Plan;110
8.7;References;111
9;Rethinking the Podium;112
9.1;1 Introduction;112
9.2;2 Context: Rethinking the Conference Room;114
9.2.1;2.1 Function Follows Form: Interactive Furniture for Meeting Rooms;116
9.2.2;2.2 Related Work;116
9.3;3 Rich Media and Active Meeting Participation;118
9.4;4 Operation: Functionality Follows Form;119
9.4.1;4.1 Mode 1: Rich Media Presentation;119
9.4.2;4.2 Mode 2: Image and Data Capture;119
9.4.3;4.3 Modes 3 and 4: Avatar/Interactive Whiteboard;121
9.4.4;4.4 Post-Laptop Design;121
9.5;5 Physical Design and Technology;121
9.5.1;5.1 Custom Electronics and Software;122
9.5.2;5.2 CNC-Machined Parts, Custom Modules;124
9.6;6 Next Steps;124
9.7;References;124
10;Collaborative Tabletop Research and Evaluation;126
10.1;1 Introduction;126
10.2;2 Usability Challenges;127
10.2.1;2.1 Tabletop Content Orientation;127
10.2.2;2.2 Occlusion and Reach;128
10.2.3;2.3 Gestural Interaction;131
10.2.4;2.4 Legacy Application Support;133
10.2.5;2.5 Group Interaction Techniques;135
10.2.6;2.6 Walk-up and Walk-away Usage Issues;136
10.3;3 Evaluations, Experiences, and Reflections;138
10.3.1;3.1 Orientation Side Effects;138
10.3.2;3.2 Input Precision;139
10.3.3;3.3 Non-speech Audio Feedback;140
10.4;4 Conclusion;141
10.5;References;141
11;Interpersonal Computers for Higher Education;144
11.1;1 Personal and Interpersonal Computers;144
11.2;2 Designing Computers that Scaffold Productive Interactions;147
11.3;3 DOCKLAMP, A Portable Projector-Camera System;148
11.4;4 REFLECT, A Conversation Board;151
11.5;5 Other Technologies for Interpersonal Computers;152
11.5.1;5.1 Input Tools;153
11.5.2;5.2 Public Displays;154
11.5.3;5.3 Context-Awareness;155
11.6;6 Interpersonal Computers As Key Components for Integrated Learning;156
11.7;References;156
12;Exploratory Design, Augmented Furniture;162
12.1;1 Introduction;162
12.2;2 The Poetics of Everyday Objects, and Their Abilities to Elicit Meaningful Interactions;163
12.2.1;2.1 The Beauty in the Eyes of the Beholder?;163
12.2.2;2.2 Objects’ Presence?;164
12.3;3 Designing Objects with a “Presence” and “Personality”: Physical, Relational and Cultural;165
12.3.1;3.1 Characteristics of Furniture;165
12.4;4 Augmented Furniture: Incongruous Chairs and Tables Designed to Elicit “ Small Moments”;168
12.4.1;4.1 Therapeutic Furniture: Robotic Massage Chairs and Squeeze Chairs;169
12.4.2;4.2 Mediating: Conversation Table, Stealing Table and Table Childhood;172
12.5;5 Taxonomy of Augmented Furniture: Functional, Relational and Poetic ;175
12.5.1;5.1 Functional;175
12.5.2;5.2 Relational;176
12.5.3;5.3 Poetic;177
12.6;6 What Kinds of User Evaluations are Appropriate?;177
12.7;7 Concluding Remarks;179
12.7.1;7.1 On People;179
12.7.2;7.2 On Things;179
12.7.3;7.3 On the Poetics of Playful Interactions, Or “Small Moments”;180
12.8;References;180
13;Author Index;182
14;Subject Index;186