22 Feb

Tenth International Conference on Computer Supported Collaborative Learning, Madison, WI.

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I’m very excited to have five submissions to the Tenth International Conference on Computer Supported Collaborative Learning (CSCL 2013) in Madison, WI. I’m co-author on a full paper, a short paper, a symposium, and two workshop papers for Human-Computer Interaction and the Learning Sciences. This is my first time going to CSCL, so I’m looking forward to knowing more about this community and how they attempt to design learning technologies to help collaboration in learning.

Full paper

Clegg, T., Yip, J., Ahn, J., Bonsignore, E., Gubbels, M., Lewittes, B., & Rhodes, E.  (2013). When face-to-face fails: Opportunities for social media to foster collaborative learning. In Proceedings of the Tenth International Conference on Computer Supported Collaborative Learning, Madison, WI.
[PDF – Full paper]

Abstract: Productive collaboration is an integral component of socially constructed perspectives of learning. Yet effective collaboration is quite challenging and not without its own risks. Collaboration, both distributed and face-to-face, must be nurtured; technologies can support or undermine its positive growth in learning communities. In this paper, we present an exploratory investigation of the types of social interactions that are both productive and non-productive in face-to-face informal science learning contexts. We include an analysis of the ways in which social media technologies can be designed to support more collaborative interactions.

Short paper

Ryan, S., Yip, J.C., Stieff, M. & Druin, A. (2013). Cooperative inquiry as communities of practice. In Proceedings of the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Short paper]

Abstract: Many researchers in the learning sciences collaborate with teachers in work circles to develop curricula. However, we argue that students have been overlooked as participants in the design process. In this paper, we demonstrate how direct student involvement in the design of curricular interventions and educational technologies not only produces meaningful and creative designs, but also allows students to question their own assumptions about learning and to develop a deeper understanding of content. We adhered to the perspective of participatory design, that is, students were treated as partners in the design process. In doing so, students were encultured into a community of practice with the shared goal of developing and improving a large-scale chemistry curriculum. Using a set of exit interviews, we describe the perceived experiences of four student partners regarding participation. We outline three major themes (learning outcomes, community and philanthropic outlet) and their implications for future design research.

Symposium

Bonsignore, E., Ahn, J., Clegg, T.L., Guha, M.L., Hourcade, J.P., Yip, J.C. & Druin, A. (2013) Embedding participatory design into designs for learning: An untapped interdisciplinary resource? In Proceedings of the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Symposium full paper] 

Abstract: Given the rapid evolution of social networks and online communities, interest in participatory cultures—online and offline social spaces with low barriers to entry and support for creating and sharing knowledge—is increasing. Design-based research (DBR) that invites children to share in the process of designing the technologies that support their learning is a natural extension of this participatory cultures movement. In this symposium, we establish a rationale for using Participatory Design (PD) techniques that can inform and enrich the process of designing technologies that support collaborative learning. We provide empirical examples from our own research of the ways in which PD can be incorporated into learner centered technology designs. Our experiences demonstrate that PD is not only a key contributor in the design of learning technologies themselves, it can also be valuable resource that sheds light on the learning processes of the children who use them.Work

Workshop – Human-Computer Interaction and the Learning Sciences

Yip, J.C., Bonsignore, E., Ahn, J., Clegg, T.L., & Guha, M.L. (2013) Building ScienceKit through Cooperative Inquiry. Workshop paper for the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Workshop paper]

Abstract: This paper outlines the design process we followed with ScienceKit, a mobile application that supports learners’ engagement in scientific inquiry. Our system, ScienceKit is evolving through a Cooperative Inquiry (CI) approach in which children (7-11 years old) and adults contribute as equal partners in all iterations of design. We integrate research and practices in the Learning Sciences and HCI to develop several key combinations of design elements that craft a balance of 1) social engagement with personal narrative; 2) diverse points of entry into the scientific inquiry process with collaborative, community views, and 3) scaffolds that support inquiry tasks such as scientific measurement with the freedom of playful, personally meaningful memory capture. The HCI and Learning Sciences workshop format is an ideal venue in which to share our new and emerging understandings at the intersection of participatory design and learning.

Bonsignore, E., Yip, J.C., Ahn, J., Clegg, T.L., & Guha, M.L. (2013). Designing for learners, with learners: Toward a theory of Cooperative Inquiry in the design of learning technologies. Workshop paper for the Tenth Computer Supported Collaboration Learning Conference (CSCL 2013).
[PDF – Workshop paper]

Abstract: In this paper, we establish a rationale for integrating traditionally HCI-oriented Participatory Design techniques with Learner-Centered Design principles from the Learning Sciences (LS). Our focus is on a specific Participatory Design approach known as Cooperative Inquiry, in which children (typically 7-11 years old) and adults work together as full partners to design technologies intended for use by children. In our experience as members of an interdisciplinary HCI/LS research team, we have found parallels between CI practices in HCI and learner-centered, design-based research paradigms in LS. These commonalities offer pockets of opportunity for advancing a more integrated and mutually generative relationship between our two disciplines. We also touch upon opportunities and challenges that researchers in HCI and LS may face in crafting a complementary research agenda to develop learning interaction design (LID) theories that actively involve learners in the process of designing the technologies they themselves will use.

08 Feb

ACM SIGCHI Conference on Human Factors in Computing Systems (CHI2013)

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From April 27 to May 2, 2013, I will be attending CHI 2013 in Paris, France.

I’m very excited to go to my first CHI 2013 in which I co-authored a full paper. This is also my first experience in Paris.

The full reference to the paper is:

Walsh, G., Foss, E., Yip, J. & Druin, A. (in press). FACIT PD: A framework for analysis and creation of intergenerational techniques for participatory design. In Proceedings of the 31st International Conference on Human Factors in Computing Systems (CHI 2013). New York, NY: ACM.

Check out our brief video:

The abstract to our paper is below:

In this paper, we present a framework that describes commonly used design techniques for Participatory Design with children. Although there are many currently used techniques for designing with children, researchers working in differing contexts and in a changing technological landscape find themselves facing difficult design situations. The FACIT PD framework presented in this paper can aid  in choosing existing design techniques or in developing new techniques regardless of the stage in the design cycle, the technology being developed, or philosophical approach to design method. The framework consists of eight dimensions, concerning the design partners, the design goal, and the design technique. The partner dimensions are partner experience and need for accommodation. The design goal dimensions are design space and maturity of design. The technique dimensions include: cost, portability, technology and physical interaction. Three cases will be presented which describe new techniques developed using the framework and two cases will describe existing techniques.

I worked together with Greg Walsh, Ph.D., Elizabeth Foss, and my adviser, Allison Druin, Ph.D. I hope that our work can help many design researchers and human-computer interaction researchers develop new techniques for working with children in designing technologies.