The forgotten majority of computing have-nots

People have falsely regarded the computing working environment as dedicated to the confines of a building with availability of electricity, high-speed info-structure, and the latest computer technology. In reality, there are many computing have-nots in the real world living in challenged computing environments. Current computing curricula are designed to prepare graduates for more urban and best-case business scenarios where learning takes place within campus boundaries. To prepare computing graduates better to survive in harsh environments and to contribute meaningfully to society, their learning should also take place out of the classroom and into challenged computing environments where active and experiential learning could take place. Confronted with the harsh realities of life, students learn quickly to adapt themselves for survival and for their future career. Many generic skills can be reinforced here to make computing graduates more versatile, entrepreneurial, effective, and ever ready to face the real world

Experiential Role of Artefacts in Cooperative Design

The role of material artefacts in supporting distributed and co-located work practices has been well acknowledged within the HCI and CSCW research. In this paper, we show that in addition to their ecological, coordinative and organizational support, artefacts also play an ‘experiential’ role. In this case, artefacts not only improve efficiency or have a purely functional role (e.g. allowing people to complete tasks quickly), but the presence and manifestations of these artefacts bring quality and richness to people’s performance and help in making better sense of their everyday lives. In a domain like industrial design, such artefacts play an important role for supporting creativity and innovation. Based on our prolonged ethnographic fieldwork on understanding cooperative design practices of industrial design students and researchers, we describe several experiential practices that are supported by mundane artefacts like sketches, drawings, physical models and explorative prototypes – used and developed in designers’ everyday work. Our main intention to carry out this kind of research is to develop technologies to support designers’ everyday practices. We believe that with the emergence of ubiquitous computing, there is a growing need to focus on personal, emotional and social side of people’s everyday experiences. By focusing on the experiential practices of designers, we can provide a holistic view in the design of new interactive technologies

Post-digital humanities: computation and cultural critique in the arts and humanities

Today we live in computational abundance whereby our everyday lives and the environment that surrounds us are suffused with digital technologies. This is a world of anticipatory technology and contextual computing that uses smart diffused computational processing to create a fine web of computational resources that are embedded into the material world. Thus, the historical distinction between the digital and the non-digital becomes increasingly blurred, to the extent that to talk about the digital presupposes an experiential disjuncture that makes less and less sense. Indeed, just as the ideas of “online” or “being online” have become anachronistic as a result of our always-on smartphones and tablets and widespread wireless networking technologies, so too the term “digital” perhaps assumes a world of the past

Assessing collaborative and experiential learning

Collaborative and experiential learning has many proven merits. Team projects with real clients motivate students to put in the time for successfully completing demanding projects. However, assessing student performance where individual student contributions are separated from the collective contribution of the team as a whole is not a straightforward, simple task. Assessment data from multiple sources, including students as assessors of their own work and peers\u27 work, is critical to measuring certain student learning outcomes, such as responsible team work and timely communication. In this paper we present our experience with assessing collaborative and experiential learning in five Computer Information Systems courses. The courses were scheduled over three semesters and enrolled 57 students. Student performance and student feedback data were used to evaluate and refine our assessment methodology. We argue that assessment data analysis improved our understanding of (1) the assessment measures that support more closely targeted learning outcomes and (2) how those measures should be implemented

A collaborative and experiential learning model powered by real-world projects

Information Technology (IT) curricula\u27s strong application component and its focus on user centeredness and team work require that students experience directly real-world projects for real users of IT solutions. Although the merit of this IT educational tenet is universally recognized, delivering collaborative and experiential learning has its challenges. Reaching out to identify projects formulated by actual organizations adds significantly to course preparation. There is a certain level of risk involved with delivering a useful solution while, at the same time, enough room should be allowed for students to experiment with, be wrong about, review, and learn. Challenges pertaining to the real-world aspect of problem-based learning are compounded by managing student teams and assessing their work such that both individual and collective contributions are taken into account. Finally, the quality of the project releases is not the only measure of student learning. Students should be given meaningful opportunities to practice, improve, and demonstrate their communication and interpersonal skills. In this paper we present our experience with two courses in which teams of students worked on real-world projects involving three external partners. We describe how each of the challenges listed above has impacted the course requirements, class instruction, team dynamics, assessment, and learning in these courses. Course assessment and survey data from students are linked to learning outcomes and point to areas where the collaborative and experiential learning model needs improvement

Sonic City: Prototyping a wearable experience

Sonic City is a project exploring mobile interaction and wearable technology for everyday music creation. A wearable system has been developed that creates electronic music in real-time based on sensing bodily and environmental factors - thus, a personal soundscape is co-produced by physical movement, local activity, and urban ambiance simply by walking through the city. Applying multi-disciplinary methods, we have developed the wearable from a scenario-driven, aesthetic and lifestyle perspective. A garment has been crafted for 'trying on' interaction and wearabilty options with users on-site in the city. With this prototype, we have been able to expore and rapidly iterate context and content, social and human factors of the wearable application