A survey of the trajectories conceptual framework: investigating theory use in HCI

We present a case study of how Human-Computer Interaction (HCI) theory is reused within the field. We analyze the HCI literature in order to reveal the impact of one particular theory, the trajectories framework that has been cited as an example of both contemporary HCI theory and a strong concept that sits between theory and design practice. Our analysis of 60 papers that seriously engaged with trajectories reveals the purposes that the framework served and which parts of it they used. We compare our findings to the originally stated goals of trajectories and to subsequent claims of its status as both theory and strong concept. The results shed new light on what we mean by theory in HCI, including its relationship to practice and to other disciplines

Reflections on the role of technology in city-wide collaborative learning

In this paper we investigate collaborative learning that takes place in a city with the support of mobile and wireless technology. Based on a literature review, we identify and discuss four main roles: (1) supporting performance of shared tasks, (2) supporting social networking, (3) supporting active participation, and (4) supporting visibility of learning. Each role is illustrated with a short scenario and related works are discussed. We claim that the full potential of new technology emerges from the possibility of supporting learning that comes from exploration, interaction, and serendipity. Realizing this potential however raises a number of technical challenges that are still largely unexplored. In particular, we claim that there is a need to move from applications designed to support specific learning experiences to a serviceoriented infrastructure that eases the development and adaptation of applications for multiple and interleaved learning experiences. In this perspective, we need to identify services that are common across different learning experiences and that can be used as building blocks to develop specific applications. In this perspective, the identified roles are the first step towards the definition of a design framework for informing the development of technologies supporting city-wide collaborative learning. Author Keywords City-wide learning, collaborative learning, learning scenario

Understanding Trajectories of Experience in Situated Learning Field Trips

This paper discusses the role context plays in promoting engagement and exploration in situated learning experiences during field trips. We look at field trips where children engage with the physical and social context in order to learn about cultural and social aspects of the city they live in. By drawing on empirical data collected by means of qualitative methods, we discuss how learning unfolds along trajectories of experience towards pre-defined and emerging learning objectives. We reflect of the role technology can play in supporting learning experiences outside the classroom

Exploring a city: Understanding Situated Learning ExperienceS

This paper illustrates how a particular conceptualization of experience can be used to make sense of a range of situated and informal, learning activities. By drawing on empirical data collected by means of qualitative methods, we discuss how learning experiences unfold outside the classroom, and how they connect to the particular site they occur at

A Survey of the Trajectories Conceptual Framework

We present a case study of how Human-Computer Interaction (HCI) theory is reused within the field. We analyze the HCI literature in order to reveal the impact of one particular theory, the trajectories framework that has been cited as an example of both contemporary HCI theory and a strong concept that sits between theory and design practice. Our analysis of 60 papers that seriously engaged with trajectories reveals the purposes that the framework served and which parts of it they used. We compare our findings to the originally stated goals of trajectories and to subsequent claims of its status as both theory and strong concept. The results shed new light on what we mean by theory in HCI, including its relationship to practice and to other disciplines