12,439 research outputs found
The Impact of User Interface Design on Idea Integration in Electronic Brainstorming: An Attention-Based View
This paper introduces an attention-based view of idea integration that underscores the importance of IS user interface design. The assumption is that presenting ideas via user interface plays a key role in enabling and motivating idea integration in electronic brainstorming (EBS), and thus advances productivity. Building upon Cognitive Network Model of Creativity and ability-motivation framework, our attention-based theory focuses on two major attributes of user interface: visibility and prioritization. While visibility enables idea integration via directing attention to a limited set of ideas, prioritization enhances the motivation for idea integration by providing individuals with a relevant and legitimate proxy for value of the shared ideas. The theory developed in this paper is distinct from previous research on EBS in at least two ways: (1) this theory exclusively focuses on idea integration as the desired outcome and studies it in the context of IS user interface; and (2) rather than debating whether or not EBS universally outperforms verbal brainstorming, the proposed theory revisits the links between user interface and idea integration as an attention-intensive process that contributes to EBS productivity. Idea integration by individuals within a group is an essential process for organizational creativity and thus for establishing knowledge-based capabilities. Lack of such integration significantly reduces the value of idea sharing, which has been a predominant focus of the EBS literature in the past. The current theory posits that the ability of electronic brain-storming to outperform nominal or verbal brainstorming depends on its ability to leverage information system (IS) artifact capabilities for enhancing idea integration to create a key pattern of productivity. The developed theory provides a foundation for new approaches to EBS research and design, which use visibility and prioritization, and also identify new user interface features for fostering idea integration. By emphasizing idea integration, designers and managers are provided with practical, cognition-based criteria for choosing interface features, which can improve EBS productivity. This theory also has implications for both the practice and research of knowledge management, especially for the attention-based view of the organization.
The dialogic aspects of Mantle of the Expert pedagogy used to teach devising at NCEA Level 2 in a Year 12 classroom "I don't think it's about credits- definitely not about credits"
This inquiry sets out to gather and consider student and teacher perceptions about the affordances and constraints of using Mantle of the Expert pedagogy, to support teaching and learning, through the process of devising drama at NCEA Level in a Year 12 classroom.
Questions about the role of the teacher in a senior secondary drama classroom, and the epistemological frames used in the exploration of creative drama making formed the basis of the inquiry. The notion of a “learning community” (Ministry of Education, 2007, p.34) in which everyone “including the teacher, is a learner” is identified and the idea of “shared learning” is explored in contrast to traditional transmission models of teaching.
The case study was conducted in a North Island secondary school where teachers and students were positioned together as members of THEATRON, a fictional professional theatre company. THEATRON, commissioned by an artistic director of a national arts festival, were to develop original, devised drama for festival audiences which captured the essence of “What it means to be human”.
This qualitative study generated data from interviews with the class teacher and the students, observations of the lessons throughout the devising process and student documentation developed in both electronic and hard copy formats.
Findings from the study, considered in the light of Bakhtin’s theory of dialogism, indicated that the dialogic aspects of the core elements of the Mantle of the Expert pedagogy could provide rich opportunities for purposeful creative collaboration, through student autonomy, to develop more effectively in the performance groups
Improving Requirements Generation Thoroughness in User-Centered Workshops: The Role of Prompting and Shared User Stories
The rise of stakeholder centered software development has led to organizations engaging users early in the development process to help define system requirements. To facilitate user involvement in the requirements elicitation process, companies can use Group Support Systems (GSS) to conduct requirements elicitation workshops. The effectiveness of these workshops for generating a valuable set of requirements for system developers has been previously demonstrated. However, a more representative measure of progress towards a system that will meet users’ needs-- the completeness of the requirements generated by such groups has not been explored. We explore two process design considerations for increasing the completeness of requirements generated by these users: increased sharing of user stories (individual electronic brainstorming groups vs. shared user stories electronic brainstorming groups), and the use of reflective inducement prompts (unprompted vs. prompted groups). Using the Search for Ideas in Active Memory model, we predict that prompted electronic brainstorming groups will outperform any other group, including prompted, shared user stories groups at generating a more thorough set of requirements. To test the hypotheses an experiment with 56 groups consisting of 197 users was conducted. The users were asked to generate requirements for a fictitious online textbook exchange website. All hypotheses received support. The study has implications for GSS-Supported workshop design and for future research on collaborative performance in requirements elicitation
Anchored Discussion: Development of a Tool for Creativity in Online Collaboration
Open innovation and crowdsourcing rely on online collaboration tools to enable dispersed people to collaborate on creative ideas. Research shows that creativity in online groups is significantly influenced by the interaction between group members. In this paper, we demonstrate how theory can be effectively used to design and evaluate a tool for creative online collaboration. Specifically, we use the body of knowledge on creativity support systems to inform the development of a tool to support anchored discussions. Anchored discussions represent a new mode for creative interaction. In anchored discussion every comment is tied to some aspect of an idea. We evaluated the anchored discussion tool in a laboratory experiment, which generated insights for additional and refined research. Our results indicate that anchored discussion leads to a more structured discussion amongst group members and consequently to more creative outcomes. In a post session survey, participants made several suggestions on how to improve anchored discussion. This paper concludes that anchored discussion is promising as a new tool to aid online groups in creative collaboration. This paper extends a previous version presented at CRIWG 2015 [Link, 2015]
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