"It's Just a Method!": a pedagogical experiment in interdisciplinary design
DIS '06 Proceedings of the 6th conference on Designing Interactive systems
Human-Machine Reconfigurations: Plans and Situated Actions
Human-Machine Reconfigurations: Plans and Situated Actions
Playground games: a design strategy for supporting and understanding coordinated activity
Proceedings of the 7th ACM conference on Designing interactive systems
Human-Computer Interaction
Ethnography considered harmful
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
FEATURE: Transcending disciplinary boundaries in interaction design
interactions - Citizen-Centered Design (Slowly) Revolutionizes the Media and Experience of U.S. Elections
Ethnography considered useful: situating criticality
Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction
When the implication is not to design (technology)
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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Socio-cultural analysis [18], design practice [20], and philosophy, stretching back at least to Rogoff, Rittle, and Heidegger, all point out that we arrive at different pictures of difficult problems depending on the frames within which we examine them [16]. Yet after all this time, this truism remains difficult to approach. What can we make of these different perspectives? This paper explores how one system, for classroom mathematics education, looks different from experimental, ethnographic, and ethnomethodological frames during the investigation and different again as we try to put the frames into relationship with one another, that is, as we create a framespace. These different frames contend with one another in defining the meaning and the design brief going forward. We coin the term framespace to describe the constituent set of frames and the relationships between them that must be understood to describe the summative results of the project.