Designing interaction
Designing the user interface (2nd ed.): strategies for effective human-computer interaction
Designing the user interface (2nd ed.): strategies for effective human-computer interaction
Portholes: supporting awareness in a distributed work group
CHI '92 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Transforming work: collaboration, learning, and design
Communications of the ACM
Computer-mediated activity: functional organs in social and developmental contexts
Context and consciousness
Studying context: a comparison of activity theory, situated action models, and distributed cognition
Context and consciousness
Re-place-ing space: the roles of place and space in collaborative systems
CSCW '96 Proceedings of the 1996 ACM conference on Computer supported cooperative work
Designing Interaction: Psychology at the Human-Computer Interface
Designing Interaction: Psychology at the Human-Computer Interface
Social Science, Technical Systems and Cooperative Work: The Great Divide
Social Science, Technical Systems and Cooperative Work: The Great Divide
Computer-Supported Cooperative Work: Introduction to Distributed Applications
Computer-Supported Cooperative Work: Introduction to Distributed Applications
Effective Videoconferencing: Techniques for Better Business Meetings
Effective Videoconferencing: Techniques for Better Business Meetings
Activity Theory and Distributed Cognition: Or What Does CSCW Need to DO with Theories?
Computer Supported Cooperative Work
Workflow from within and without: technology and cooperative work on the print industry shopfloor
ECSCW'95 Proceedings of the fourth conference on European Conference on Computer-Supported Cooperative Work
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Where the attention is: Discovery learning in novel tangible environments
Interacting with Computers
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The paper reports a study of a videoconference-based environment in decentralized university education and factors contributing to the success of teaching and learning in the environment. The focus of the paper is on the role of a person having the formal responsibilities of a technician. An ethnographic study conducted over the course of a year revealed that the contribution of this person far exceeded the scope of formal responsibilities. The person, who was acting in the setting as a facilitator, was found to possess expertise, which was critically important for supporting interaction between remote participants at several levels, such as attention management, time management, acquisition of setting-specific skills, and coordination within a larger institutional context. The findings suggest that "supra-situational" activities can be important factors for the successful functioning and development of emerging learning environments.