Interface and Interaction Design Patterns for Intercultural Collaboration

This paper reports about on-going research into interaction design patterns in intercultural remote collaboration. It proposes that interaction and interface design patterns help to communicate and generate new design knowledge in supporting intercultural teamwork. It describes methods used to observe and develop design patterns in collocated, remote and blended collaborative learning and design contexts, and reports preliminary findings of interface and interaction design patterns, which support intercultural remote collaboration

Innovative collaborative design in international interaction design summer schools

[About the book]: Design is changing, and to educate the next generation of designers, these changes need to be addressed. In light of the growing role research and interdisciplinary collaboration play in contemporary design performance, Design Integrations calls for an innovative shake up in design education. Poggenpohl asserts that design research is developed through a typology within academic and business contexts, and follows different research theories and strategies. Such issues in design collaboration are explored in-depth, with essays on an inter-institutional academic project, cross-cultural learning experiences, and a multi-national healthcare project, demonstrating the importance of shared values, interdisciplinary negotiated process and clear communication for tomorrow’s designers

Comparing inductive and deductive methodologies for design patterns identification and articulation

Design patterns offer a valuable format to communicate knowledge of successful design solutions to recurring problems. However, there is a lack of research into design patterns that differentiate the applicability of the proposed design solutions across different nations. This paper discusses inductive and deductive methodologies for analyzing qualitative data in order to identify and articulate design patterns for cross-cultural computer-supported collaborative design learning. It proposes a methodology how patterns for facilitating intercultural design education can be identified and articulated. Within this research, an inductive, deductive and comparative methodology for identifying and articulating design patterns was developed. Therein, eleven patterns for intercultural computer-supported collaboration were identified and written. This paper introduces the proposed methodology taking the design pattern “MOOD OF THE MOMENT” for example

COLLABORATIVE PORTAL MODEL FOR INTERCULTURAL TEAMS KNOWLEDGE MANAGEMENT

In the multinational organizations, more groups of individuals are being involved in the process of knowledge creation in a collaborative manner, of sharing knowledge and learning from it. These individuals can have heterogeneous cultures and they must use a common language. IT has created and is developing the infrastructure for cross-cultural communications and intercultural knowledge management. Nowadays, intercultural knowledge management can be realized with support of Collaborative Technologies and Knowledge Management Support Systems (KMSS). In this respect Collaborative Technologies and Intercultural Knowledge Management Support Systems (IKMSS) will be the appropriate way for supporting intercultural communication, learning and collaborative knowledge management in organizations. In this paper we present a conceptual model of a collaborative portal for Intercultural Team Knowledge Management as a powerful support for increasing team’s performance.: collaborative support, collaboration, knowledge management, intercultural teams, intercultural knowledge management, intercultural knowledge management portal

Introducing New Methodologies for Identifying Design Patterns for Internationalization and Localization

This paper describes a new methodology for deriving interaction design patterns from an analysis of ethnographic data. It suggests using inductive and deductive analysis processes to identify and articulate patterns that address the needs of culturally diverse users of interactive, collaborative systems. This might inform the internationalization and localization process of computer supported collaboration systems

Exploring Cultural Differences in HCI Education

The discipline of human-computer interaction has become a subject taught across universities around the world, outside of the cultures where it originated. However, the intercultural implication of its assimilation into the\ud syllabus of courses offered by universities around the world remains underresearched. The purpose of this ongoing research project is to provide insights for these implications in terms of the student and teacher experience of HCI. How this subject is socially represented across the different universities studied is a key question. In order to develop intercultural awareness of these questions\ud universities from UK, Namibia, Mexico and China are collaborating in a multiple case study involving students and lecturers engaged in evaluation and design tasks. Findings will then be used to propose an international HCI curriculum more supportive of local perspectives. This paper describes the initial steps of this study and some preliminary findings from Namibia, India and Mexico about cognitive styles and cultural attitudes

E/Valuating new media in language development

This paper addresses the need for a new approach to the educational evaluation of software that falls under the rubric "new media" or "multimedia" as distinct from previous generations of Computer-Assisted Language Learning (CALL) software. The authors argue that present approaches to CALL software evaluation are not appropriate for a new genre of CALL software distinguished by its shared assumptions about language learning and teaching as well as by its technical design. The paper sketches a research-based program called "E/Valuation" that aims to assist language educators to answer questions about the educational effectiveness of recent multimedia language learning software. The authors suggest that such program needs to take into account not only the nature of the new media and its potential to promote language learning in novel ways, but also current professional knowledge about language learning and teaching