A framework for understanding the workspace activity of design teams

Abstract ’ Small group design sessions were empirically studied to understand better collaborative workspace activity. A conventional view of workspace activity may be characterized as concerned only with storing information and conveying ideas through text and graphics. Empirical evidence shows that this view is deficient in not accounting for how the workspace is used: a) in a group setting, rather than by an individual, and b) as part of a process of constructing artifacts, rather than just a medium for the resulting artifacts themselves. An understanding of workspace activity needs to include the role of gestural activity, and the use of the workspace to develop ideas and mediate interaction. A framework that helps illustrate an expanded view of workspace activity is proposed and supported with empirical data

Designing a novel virtual collaborative environment to support collaboration in design review meetings

Project review meetings are part of the project management process and are organised to assess progress and resolve any design conflicts to avoid delays in construction. One of the key challenges during a project review meeting is to bring the stakeholders together and use this time effectively to address design issues as quickly as possible. At present, current technology solutions based on BIM or CAD are information-centric and do not allow project teams to collectively explore the design from a range of perspectives and brainstorm ideas when design conflicts are encountered. This paper presents a system architecture that can be used to support multi-functional team collaboration more effectively during such design review meetings. The proposed architecture illustrates how information-centric BIM or CAD systems can be made human- and team-centric to enhance team communication and problem solving. An implementation of the proposed system architecture has been tested for its utility, likability and usefulness during design review meetings. The evaluation results suggest that the collaboration platform has the potential to enhance collaboration among multi-functional teams

An Activity Based Workspace Project: A study to explore how actual user behaviour reflects original design intention

Today, many organisations are implementing Activity Based Workplaces (ABW), which offer an open and transparent workspace with flexible seating configurations to enhance numerous work activities. Whilst many researchers propose the ABW facilitates interaction, collaboration, concentration, privacy and distractions, existing literature also evidences inconsistencies and contradictions as to the benefits and the potential to enhance specific behaviours. Human behaviour can be unpredictable, it is influenced by a diverse range of factors, i.e. attitude, emotion, culture, values, accordingly, users’ perceptions, use and needs are often not aligned with the presuppositions and expectations of designers and leadership teams. The success of the ABW implementation is commonly assessed through satisfaction and productivity, with negligible focus on how the workspaces are being used in comparison to design intention expectations. This study explores the events, factors and characteristics of an activity based workspace, which users consider facilitate positively or negatively upon their day to day activities. Through its objective to understand how individuals use the workspaces, as against original design intention, this study brings a new focus within workplace research. It explores, through the lens of the individual, how they adapt the workspace to best meet their requirements, compared with the conventional benchmark of how workspace impacts users. The repertory grid technique, an innovative method within workplace research, was used to enable individuals to share their tacit thoughts and meanings explicitly, enhancing the understanding of the congruency between the original design intentions and actual use. Key findings revealed, through the exploration of preferences and needs, that participants frequently used workspaces in ways which were not assigned by the original design intention, appropriating them in accordance with their preferences and needs. Daily work activities were dynamic and predominantly aligned with a more informal way of working. Motivation to collaborate was perceived as a fundamental component of their job role and self determined, and not purely shaped through the provision of collaborative spaces. The findings advocate a need for continued detailed inquiry and a deeper understanding of ABW workplace features and characteristics, which either enable or hinder daily working activities, through contextual user behavioural feedback. A framework is presented which introduces a more user centric approach to the ABW design implementation process, through the exploration and in-depth assessment of user perceptions and meanings of how they use and adapt to the workspace. Design decisions are simply hypotheses of desired performance parameters, therefore fundamental to the design process framework is the commitment to measuring their success. This study also offers two original contributions to knowledge and practice. The first, through the repertory grid technique, which encompasses a robust and structured approach to elicit findings. This method acknowledges the uniqueness of individuals, delivers in-depth understanding which adds value to the design process and enhances the assessment of project success. Secondly, through a different study approach which explores how individuals’ use, adapt and modify the environment to meet their personal needs, preferences and activities. The unique findings, through the understanding of congruency between the original design intention and actual use, challenge and add to existing workplace design knowledge and practice

Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation

Evaluating groupware support for software engineering students

Software engineering tasks, during both development and maintenance, typically involve teamwork using computers. Team members rarely work on isolated computers. An underlying assumption of our research is that software engineering teams will work more effectively if adequately supported by network-based groupware technology. Experience of working with groupware and evaluating groupware systems will also give software engineering students a direct appreciation of the requirements of engineering such systems. This research is investigating the provision of such network-based support for software engineering students and the impact these tools have on their groupwork. We will first describe our experiences gained through the introduction of an asynchronous virtual environment ­ SEGWorld to support groupwork during the Software Engineering Group (SEG) project undertaken by all second year undergraduates within the Department of Computer Science. Secondly we will describe our Computer Supported Cooperative Work (CSCW) module which has been introduced into the students' final year of study as a direct result of our experience with SEG, and in particular its role within Software Engineering. Within this CSCW module the students have had the opportunity to evaluate various groupware tools. This has enabled them to take a retrospective view of their experience of SEGWorld and its underlying system, BSCW, one year on. We report our findings for SEG in the form of a discussion of the hypotheses we formulated on how the SEGs would use SEGWorld, and present an initial qualitative assessment of student feedback from the CSCW module

Enhancing design learning using a digital repository

The process of design is context dependent and open-ended, and therefore does not revolve around a specific body of information or knowledge. The educational paradigm shift in the area of engineering design from teaching to coaching and the increased use of social constructivist learning ideals requires students to have access to as wide a range of information as possible. Digital resources provide an excellent opportunity for extending the range of information available to design students and to this end, as part of a joint research program with Stanford University, the University of Strathclyde has developed a groupware product called LauLima to provide students with a collaborative environment which allows them to gather, organise, store and share information. This paper describes the improvement to design learning, based on a Design Knowledge Framework, in a 3rd year product design engineering project from session 03/04 to 04/05 which has been facilitated by the implementation of this technology

Mobile support in CSCW applications and groupware development frameworks

Computer Supported Cooperative Work (CSCW) is an established subset of the field of Human Computer Interaction that deals with the how people use computing technology to enhance group interaction and collaboration. Mobile CSCW has emerged as a result of the progression from personal desktop computing to the mobile device platforms that are ubiquitous today. CSCW aims to not only connect people and facilitate communication through using computers; it aims to provide conceptual models coupled with technology to manage, mediate, and assist collaborative processes. Mobile CSCW research looks to fulfil these aims through the adoption of mobile technology and consideration for the mobile user. Facilitating collaboration using mobile devices brings new challenges. Some of these challenges are inherent to the nature of the device hardware, while others focus on the understanding of how to engineer software to maximize effectiveness for the end-users. This paper reviews seminal and state-of-the-art cooperative software applications and development frameworks, and their support for mobile devices