The F@ Framework of Designing Awareness Mechanisms in Instant Messaging

This paper presents our research on awareness support in Instant Messaging (IM). The paper starts with a brief overview of empirical study of IM, using an online survey and face-to-face interviews to identify user needs for awareness support. The study identified a need for supporting four aspects of awareness, awareness of multiple concurrent conversations, conversational awareness, presence awareness of a group conversation, and visibility of moment-to-moment listeners and viewers. Based on the empirical study and existing research on awareness, we have developed the F@ (read as fat) framework of awareness. F@ comprises of the abstract level and the concrete level. The former includes an in-depth description of various awareness aspects in IM, whilst the latter utilises temporal logic to formalise fundamental time-related awareness aspects. F@ helps developers gain a better understanding of awareness and thereby design usable mechanisms to support awareness. Applying F@, we have designed several mechanisms to support various aspect of awareness in IM

Computer-mediated knowledge communication

New communication technologies enable an array of new working and learning scenarios in which knowledge is being communicated. This article deals with the question to what extent these technologies can impede or facilitate knowledge communication. First, the various computer-based communication technologies will be classified. Second, effects of the medium on knowledge communication will be discussed based on results of studies of the current special priority program "Net-based Knowledge Communication in Groups". Third and last, computer-based possibilities to facilitate computer-mediated knowledge communication will be reviewNeue Kommunikationstechnologien ermöglichen eine Reihe neuer Arbeits- und Lernszenarien in denen Wissen kommuniziert wird. Dieser Beitrag beschäftigt sich damit, inwiefern diese Technologien Wissenskommunikation einschränken oder fördern können. Dazu werden in einem ersten Schritt die verschiedenen computerbasierten Kommunikationstechnologien untergliedert. In einem zweiten Schritt werden Wirkungen des Mediums auf die Wissenskommunikation diskutiert. Dazu werden u. a. die Ergebnisse von Studien des aktuellen Forschungsschwerpunkts "Netzbasierte Wissenskommunikation in Gruppen" berichtet. In einem dritten und letzten Schritt werden computerbasierte Möglichkeiten zusammengefasst, computervermittelte Wissenskommunikation zu förd

Social Intelligence Design for Mediated Communication

Without abstract

The efects of peer corrective feedback trainning in face to face interaction and synchronousvideo-based computer-mediated comunication

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This quasi-experimental study was conducted in a private school, in Santiago, Chile, with four groups formed by 9th graders with the same L1 (Spanish) immersed in an EFL context. The purpose of the study was to examine ways in which the potential of peer interaction on learning is maximized. Specifically, the study examined two instructional techniques, both of which have been gaining increasing attention from second language acquisition researchers: (a) training learners how to correct each other (corrective feedback: CF), and (b) synchronous communicative interaction via video-based computer-mediated communication (SVCMC). Participants were divided into four groups depending on their experimental conditions. Group A (SVCMC+CF training) engaged in communicative peer interaction via SVCMC and received CF training. Group B (SVCMC-CF training) was given the same peer interaction tasks but did not receive any CF training. Groups C (FTF+CF training) and D (FTF-CF training) engaged in the same tasks in face-to-face in the classroom while only Group C received CF training. The intervention period lasted two weeks, consisting of four classes of 45 minutes for each of the four groups. The analysis involved (a) learners’ interactional behaviors, namely, language-related episodes, (b) their developmental outcomes with pre- and posttests focusing on past tense and locative usages, and (c) their perceptions based on exit questionnaire with close- and open-items. The results of this study reflected 3 main findings in peer interaction, corrective feedback, and SVCMC. With regard to interactional patterns (peer interaction), corrective feedback training promotes collaboration and so FTF environments, yet in SVCMC dominant patterns were more likely to arise. Meanwhile, CF training helped enhance learners’ language development as their results in the post-test were higher than in the pre-test and, in turn, SVCMC groups outperformed FTF groups. Concerning students’ perceptions, they overtly expressed positive beliefs regarding Peer Corrective Feedback and SVCMC activities. In short, clear differences were found among groups with different interventions resulting in distinct patterns, L2 development outcomes, and learner perceptions.Este estudio cuasi-experimental fue conducido en un colegio privado en Santiago de Chile, con cuatro grupos formados por estudiantes de primer año medio, cuya lengua nativa es el español. Los estudiantes estuvieron inmersos en un contexto EFL. El propósito del estudio fue examinar medios por las cuales el potencial de la interacción entre pares en el aprendizaje sea maximizado. Específicamente, este estudio examinó dos técnicas instructivas, las cuales han recibido recientemente atención paulatina de los investigadores en el campo de la adquisición de un segundo idioma: (a) capacitar a los estudiantes en como corregir a sus pares (retroalimentación), e (b) interacción comunicativa sincronizada a través de video conferencias (ICSV) mediadas por computadores. Los participantes fueron divididos en cuatro grupos según sus condiciones experimentales. El Grupo A (ICSV+ capacitación en retroalimentación) involucrado en interacción comunicativa— entre pares— a través de ICSV y recibieron instrucción en retroalimentación entre pares. Al Grupo B (ICSV – capacitación en retroalimentación) se le dio las mismas tareas, pero no recibió capacitación en retroalimentación. El Grupo C (cara a cara + capacitación en retroalimentación) y el Grupo D (cara a cara – capacitación en retroalimentación) participaron en las mismas tareas cara a cara en la sala de clases mientras que solo el Grupo C recibió capacitación en retroalimentación. El periodo de intervención fue de 2 semanas, compuesto de 4 clases de 45 min para cada uno de los grupos. Este análisis involucró (a) comportamientos interaccionales de los estudiantes, es decir, episodios relacionados con el lenguaje, (b) los resultados que reflejaron el desarrollo del lenguaje de los estudiantes fueron obtenidos mediante una evaluación previa a la intervención y otra posterior a la intervención; las evaluaciones se enfocaron en el uso del pasado simple y locativos, finalmente (c) las percepciones de los estudiantes obtenidas mediante un cuestionario de preguntas cerradas y abiertas. Los resultados de este estudio reflejaron 3 hallazgos principales en cuanto a interacción entre pares, retroalimentación, e ICSV. En cuanto a los patrones interacciónales (interacción entre pares), la retroalimentación y la comunicación cara a cara resultaron promover la colaboración, a diferencia de ICSV en la cual los patrones dominantes tuvieron más probabilidades de surgir. Mientras tanto, la capacitación en retroalimentación ayudó al mejoramiento del desarrollo del lenguaje de los estudiantes ya que sus resultados a lo largo de las evaluaciones pre y post presentaron un alza y, en consecuencia, los grupos que interactuaron a través de ICSV superaron a los grupos que interactuaron cara a cara. Tomando en cuenta las percepciones de los estudiantes, ellos expresaron abiertamente ideas positivas en cuanto a las actividades la capacitación en retroalimentación e ICSV. En resumen, diferencias claras fueron encontradas entre los grupos con diferentes intervenciones resultando en distintos patrones de interacción, resultados en el desarrollo del lenguaje, y percepciones de los estudiantes

Making Space for Stories: Ambiguity in the Design of Personal Communication Systems

Pervasive personal communication technologies offer the potential for important social benefits for individual users, but also the potential for significant social difficulties and costs. In research on face-to-face social interaction, ambiguity is often identified as an important resource for resolving social difficulties. In this paper, we discuss two design cases of personal communication systems, one based on fieldwork of a commercial system and another based on an unrealized design concept. The cases illustrate how user behavior concerning a particular social difficulty, unexplained unresponsiveness, can be influenced by technological issues that result in interactional ambiguity. The cases also highlight the need to balance the utility of ambiguity against the utility of usability and communicative clarity.Comment: 10 page

Network-Based Classrooms

Computer-mediated communication is an increasingly familiar part of the educational experiences of students from elementary school through graduate school. This is not surprising, because electronic mail, bulletin boards, gopher servers, and other forms of telecommunication offer conveniences and exciting new possibilities for learning. The rapid expansion of the Internet, the availability of low-cost modems and high-speed data lines, and a growing awareness of the educational possibilities are leading to major changes in classrooms. The many ways in which network-based classrooms are used highlights questions about the goals and means of education that are too often pushed aside. By affording new ways of communicating, these classrooms ask us to rethink questions such as: What role should the teacher have in the classroom? How can students support each other???s learning? What kinds of writing should students learn to do? How should we accommodate, or balance, student interests with other curricular concerns? What is needed to make a classroom become a true learning community? In addition to raising these questions, they provide us with new possibilities for answering them.published or submitted for publicationis peer reviewe

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Encounters on the social web: Everyday life and emotions online

Encounters also happen online nowadays and, yes, they are still difficult to describe, even though it is sometimes easier to observe them-and obtain data about them- than in the past. The internet is crucially 'shaping the interactions people have with one another' (Johns 2010: 499). With the recent explosion and popularity of Web 2.0 services and the social web, such as Facebook (FB), Twitter, and various other types of social media, internet users now have at their disposal an unprecedented collection of tools to interact with others. These modes of online sociability allow users to pursue social encounters with variable levels of involvement, attention, and activity (Papacharissi and Mendelson 2010). For many of us it is now difficult to imagine our social relationships without access to the internet. The social web plays an important role in relationships among internet users (Boyd 2006), with the expression, management and experience of emotions being key to the maintenance of these relationships