Towards computer supported cooperative design

This thesis first reviews the literature about the nature of cooperative design activity and its technological support. It is noted that knowledge of how designers work together in real-world settings is less than complete. Moreover, after over a decade of developments in Computer Supported Cooperative Work, the state-of-the-art in collaborative technology does not fully support such activities. Two substantial case studies are presented. The first draws upon fieldwork with designers at a large, distributed engineering design company, where a pilot study of collaborative technologies was carried out, focusing on the organisational context for such interventions and the reasons behind the qualified success of the experimental technology. In the light of the lack of use of synchronous tools in particular, a second case study was carried out. This was a complementary analysis of face-to-face co-working in a series of meetings held by a small design group. The results of both pieces of fieldwork are analysed in the context of existing studies of designers in both real-world and laboratory settings. This leads to the identification of a number of important characteristics of cooperative design, some newly identified, others confirming or extending the results of existing work. They include the identification of tension between traditional engineering design culture and the underlying assumptions of new technology; the intrinsic difficulties in sharing some types of design artefacts; and the way in which design entails an interweaving of individual and group activity, with consequences for resource exploitation, distributed cognition and workspace navigation in group sessions. The findings are integrated into an organising framework for cooperative design, with emphasis on the support of coworking designers distributed across multiple sites. Current technologies are reviewed against scenarios based on the framework and recommendations are made for further work

The Maker Movement, the Promise of Higher Education, and the Future of Work

abstract: The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education.Dissertation/ThesisDoctoral Dissertation Human and Social Dimensions of Science and Technology 201

Cinema Server = s/t (story over time) : an interface for interactive motion picture design

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1993.Includes bibliographical references (leaves 146-148).by Stephan J. Fitch.M.S

Designing Persuasively using Playful Elements

Alongside productivity and communication, computers are a valuable tool for diversion and amusement. Game Designers leverage the multifaceted world of computing to create applications that can be developed persuasively; designs can be formulated to compel users towards actions and behaviours which range from engaging in the game’s mechanics, micro-transactions, or in more complex manifestations such as encouraging reflection via the evaluation of the moral argument presented in the gameplay narrative. In my dissertation, I explore how to create compelling experiences during playful interactions. Particularly, I explore how design decisions affect users’ behaviours, and evaluations of the gaming experience to learn more about crafting persuasive mechanics in games. First, I present research on calibrating aspects of difficulty and character behaviour in the design of simple games to create more immersive experiences. My work on calibration of game difficulty, and enemy behaviour contribute insight regarding the potential of games to create engaging activities, which inspire prolonged play sessions. Further work in my dissertation explores how players interact with in-game entities they perceive as human and explores the boundaries of acceptable player interaction during co-located gaming situations. My early work gives rise to deeper questions regarding perspectives on co-players during gaming experiences. Specifically, I probe the question of how players perceive human versus computer-controlled teammates during a shared gaming experience. Additionally, I explore how game design factors in the context of a tightly-coupled shared multi-touch large display gaming experience can influence the way that people interact and, in turn, their perspectives on one another to ask: ‘how can games be used persuasively to inspire positive behaviours and social interaction?’. Issues of perspectives are a theme I carry forward in my work by exploring how game dynamics – in particular the use of territoriality – can be used to foster collaborative behaviours. Further, I discuss how my work contributes to the study of persuasive game design, games with purpose, and cement my findings in relation to the games studies and computer science literature. Last, I discuss future work, in which I discuss my ambitions for using persuasive design for social good via Games4Change

Proceedings of the 1st European conference on disability, virtual reality and associated technologies (ECDVRAT 1996)

The proceedings of the conferenc

Design and semantics of form and movement (DeSForM 2006)

Design and Semantics of Form and Movement (DeSForM) grew from applied research exploring emerging design methods and practices to support new generation product and interface design. The products and interfaces are concerned with: the context of ubiquitous computing and ambient technologies and the need for greater empathy in the pre-programmed behaviour of the ‘machines’ that populate our lives. Such explorative research in the CfDR has been led by Young, supported by Kyffin, Visiting Professor from Philips Design and sponsored by Philips Design over a period of four years (research funding £87k). DeSForM1 was the first of a series of three conferences that enable the presentation and debate of international work within this field: • 1st European conference on Design and Semantics of Form and Movement (DeSForM1), Baltic, Gateshead, 2005, Feijs L., Kyffin S. & Young R.A. eds. • 2nd European conference on Design and Semantics of Form and Movement (DeSForM2), Evoluon, Eindhoven, 2006, Feijs L., Kyffin S. & Young R.A. eds. • 3rd European conference on Design and Semantics of Form and Movement (DeSForM3), New Design School Building, Newcastle, 2007, Feijs L., Kyffin S. & Young R.A. eds. Philips sponsorship of practice-based enquiry led to research by three teams of research students over three years and on-going sponsorship of research through the Northumbria University Design and Innovation Laboratory (nuDIL). Young has been invited on the steering panel of the UK Thinking Digital Conference concerning the latest developments in digital and media technologies. Informed by this research is the work of PhD student Yukie Nakano who examines new technologies in relation to eco-design textiles

Seventh Annual Workshop on Space Operations Applications and Research (SOAR 1993), volume 2

This document contains papers presented at the Space Operations, Applications and Research Symposium (SOAR) Symposium hosted by NASA/Johnson Space Center (JSC) and cosponsored by NASA/JSC and U.S. Air Force Materiel Command. SOAR included NASA and USAF programmatic overviews, plenary session, panel discussions, panel sessions, and exhibits. It invited technical papers in support of U.S. Army, U.S. Navy, Department of Energy, NASA, and USAF programs in the following areas: robotics and telepresence, automation and intelligent systems, human factors, life support, and space maintenance and servicing. SOAR was concerned with Government-sponsored research and development relevant to aerospace operations

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with