cocodes: multi-device support for collocated collaborative learning design @ ozchi 2016

Roberto Martinez-MaldonadoPeter Goodyear

Multi device Support for Colocated Collaborative Design

for Learning

@RobertoResearch

F2F interaction is great for tasks like: Collaboration

IdeationStorytelling

Problem solvingNegotiation

DesigningCollective thinking

Team workProjects

WICKED PROBLEMS…

Many times teams failfor varied reasons like:

Inadequate tools,Social conflicts, Ill-defined tasks

Personal differences, Limited resources

….and other situations hard

to explain

…

Supporting collaboration is not

new: Collaborative Work (CSCW)

and Learning to Collaborate and by Collaborating

(CSCL)

Historical work on CSCW spaces

(iLand) Streitz et al,, 1997

Bowers& Martin, 1991 Heat & Luff, 1991

(Roomware) Streitz et al,, 2000

Understanding collaboration is getting even more complex

… as interactive surfaces become more accessible and pervasive

Yao et al., 2006

CSCW spaces-more recent work

Wigdor et al., 2006

Luff et al., 2015Marquardt, 2013

Understanding collaboration

is still a key first step for designing better systems

Analysis Problem 1: Oversimplification, Quantification, Too much Focus

(e.g. only on tools)

Analysis Alternative: EthnographyProblem: Quite expensive

What happens if:we are not ethnographers?we don’t have the resources?parts of the analysis need to be

automated?we need to provide support on the

fly? we need to combine quantitative

methods? …..

Our contribution

A toolset that sits in an ecology of resources to support collocated educational design (OZCHI’ 16).

A holistic analysis approach to support the selection of analytical tools and interpretation of results (CHI’ 16*)

*Martinez-Maldonado, R., Goodyear, P., J.Kay, Thompson, K., and Carvalho (2016) An Actionable

Approach to Understand Group Experience in Complex, Multi-surface Spaces. SIGCHI

Conference: Human Factors in Computing Systems, CHI 2016, 2062-2074.

Our Analysis Framework

(4 pieces)

Physical component

the place in which activity unfolds, the physical and digitalspace and objects; the input devices, screens, software, material tools, awareness tools, artefacts, etc.

Social component

types of groupings (e.g. dyads, trios, groups, networks of people); scripted roles;divisions of labour, etc,

Epistemic component

implicit and explicit knowledge-oriented elements that shape the participants’ tasks and working methods

Enactmentof the

Designed Tasks

ACAD framework: Design -> Runtime

Our 3+1 components ACAD framework

Background: JiAnn Falleta

Collocated Educational Design

TASK: Educational Design

An educational design describes the tasks, materials, pedagogies and social dynamics for educators and their students aimed at providing learning opportunities in students’ face-to-face or online activities, over a particular time period

The studioCSCL Slide

Design patterns Pattern catalogue

Editing learning tasks Learning workflows

DEMOGRAPHICSFour teams (A, B, C and D),- 4 male and 8 femaleExpertise teaching (4 advanced, 5 competent and 3 novice) and educational design (5 advanced)Tool experience: 8/12 participants had used an interactive tabletop 7/12 an interactive 5/12 had used both and all used tablets Goal: produce two high-level competing candidate designsRoles (Lecturer-L, Learning Designer-LD and Quality Assurance Officer-QAO)

A B C D

User experience

Set, Social, Epistemic

Tools useSet, Social, Epistemic

AttentionSet, Social, Epistemic

Space and mobility


ProcessSet, Social, Epistemic

RolesSet, Social, Epistemic

TeamsAnalyses Components

Co-configuration

ACADANALYSIS

1- Usability

Inspired by: Berkman and Karahoca. 2012. A direct touch table-top display as a multi-user information kiosk: Comparing the usability of a single display groupware either by a single user or people cooperating as a group. IwC, 24, 5 (September 1, 2012), 423-437.

Umux

A B C D

User experience

1 frustrated 3 inefficiency

1 frustrated No issues reported1 frustrated

2 inefficiencySet, Social, Epistemic

Tools use*Set, Social, Epistemic

Attention*Set, Social, Epistemic

Space and mobility





Co-configuration

ACADANALYSIS

Method 1

2-3- Tools usage and attention

A B C D

User experience




Tools use TabletopTabletop (1 member

only)Tabletop, IWB and

WallTabletop, IWB,

dashboard and WallSet, Social, Epistemic

Attention ProjectorDashboard, IWB,

ProjectorIWB, Wall

Dashboard, Projector, IWB, Wall


Space and mobility





Co-configuration

ACADANALYSIS

5- Space and Mobility

Inspired by : Marquardt, Hinckley and Greenberg. 2012. Cross-device interaction via micro-mobility and f-formations. In UIST '12, 13-22

A B C D

User experience






WallTabletop, IWB,



ProjectorIWB, Wall



Space and mobility

Fixed: SxS at the tabletop

Fixed: 1 f2f and 2 sxd at the tabletop

Variable: sxs at all the large devices





Co-configuration

ACADANALYSIS

Variable: 1 at IWB, f2f/sxs at the tabletop,

sxs at the Wall

6- Processes

A B C D

User experience






WallTabletop, IWB,



ProjectorIWB, Wall



Space and mobility





Process Linear workLinear work +meta-analysis

Parallel and Linearwork

Parallel, Iterativework +

meta-analysis




Co-configuration

ACADANALYSIS


sxs at the Wall

Strategies1

A B C D

User experience






WallTabletop, IWB,



ProjectorIWB, Wall



Space and mobility





Process Linear workLinear work +meta-analysis

Parallel and Linearwork

Parallel, Iterativework +

meta-analysis


Roles Low differentiation Strict enactmentLoose enactment

Strong Leader

Strict enactment, Distributedworkload



Co-configuration

ACADANALYSIS


sxs at the Wall

Conclusions(Based on the

cases)

Each team worked differently

The design was enacted in different ways.

The most effective teams used a limited range of tools. The most creative ones, were the more messy.

Social (e.g. roles) and epistemic (process) components radically shaped the activity

We need more holistic approaches to understand collaborative activity in its full complexity

Not just an agglomeration of methods: making sense of the intertwined dimensions that shape group work is key

Some analysis methods can be automated, semi-automated or elicited

Design is only a proposal (see Instrumental Genesis)

Conclusions

We are hiring!

3 PHD positions available in areas of

DATA SCIENCE & HCI

At Sydney (University of Technology Sydney)

https://utscic.edu.au/research/phd/

Thanks! Acknowledgments: Peter Goodyear

Judy KayKate ThompsonLucila Carvalho

Anonymous reviewersLaia (video editing)

Contact:@RobertoResearch

Roberto.MartinezMaldonado.net