The Jupiter audio/video architecture: secure multimedia in network places
Proceedings of the third ACM international conference on Multimedia
Context and consciousness: activity theory and human-computer interaction
Context and consciousness: activity theory and human-computer interaction
Evolutionary engagement in an ongoing collaborative work process: a case study
CSCW '96 Proceedings of the 1996 ACM conference on Computer supported cooperative work
The social-technical design circle
CSCW '96 Proceedings of the 1996 ACM conference on Computer supported cooperative work
Moose crossing: construction, community, and learning in a networked virtual world for kids
Moose crossing: construction, community, and learning in a networked virtual world for kids
Computing, Social Activity, and Entertainment: A Field Study of a Game MUD
Computer Supported Cooperative Work - Special issue on interaction and collaboration in MUDs
Virtual environments at work: ongoing use of MUDs in the workplace
WACC '99 Proceedings of the international joint conference on Work activities coordination and collaboration
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Afterword: from this revolution to the next
Smart machines in education
Network Community Design: A Social-Technical DesignCircle
Computer Supported Cooperative Work
Over the Shoulder Learning: Supporting Brief Informal Learning
Computer Supported Cooperative Work
Network community: virtual space for physical bodies
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
MOOSE goes to school: a comparison of three classrooms using a CSCL environment
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
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We discuss design considerations in moving practice through the boundaryfrom physical to virtual places. Although the examples are grounded in aschool environment, we believe that the design tradeoffs apply to anynetworked collaborative space. The context for discussion is Pueblo, aMOO-based, cross-generation network learning community centered around aK-6 elementary school. The development of practice in Pueblo draws uponteachers‘ and students‘ experience with semi-structured classroomparticipation frameworks – informal structures of social interactionwhich foster certain ways of thinking, doing, and learning through guidedactivities and conversations. We have translated several familiar frameworksinto the Pueblo setting, using the classroom versions as models to beadapted and transformed as they are aligned with the affordances of the MOO.We identify four design dimensions that have emerged as particularlyinteresting and important in this process: audience, asynchrony andsynchrony, attention and awareness, and prompts for reflection. Weillustrate design choices in each dimension using several of theparticipation frameworks that have been translated into Pueblo. We discussthe relation between MOO affordances and design choices and provide examplesof successful and unsuccessful alignment between them.