Radiologists are expected to expediently communicate critical and unexpected findings to referring clinicians to prevent delayed diagnosis and treatment of patients. However, competing demands such as heavy workload along with lack of administrative support resulted in communication failures that accounted for 7% of the malpractice payments made from 2004 to 2008 in the United States. To address this problem, we have developed a novel machine learning method that can automatically and accurately identify cases that require prompt communication to referring physicians based on analyzing the associated radiology reports. This semi-supervised learning approach requires a minimal amount of manual annotations and was trained on a large multi-institutional radiology report repository from three major external healthcare organizations. To test our approach, we created a corpus of 480 radiology reports from our own institution and double-annotated cases that required prompt communication by two radiologists. Our evaluation on the test corpus achieved an F-score of 74.5% and recall of 90.0% in identifying cases for prompt communication. The implementation of the proposed approach as part of an online decision support system can assist radiologists in identifying radiological cases for prompt communication to referring physicians to avoid or minimize potential harm to patients.

In this paper we present findings from a laboratory study of teams of three, collaborating to complete a complex information sharing, synthesis, decision-making task. We use interaction analysis, communication analysis, and task analysis methods to identify the primary activities teams engaged in as they solved a complex information dependant decision-making task. These activities serve as the foundation to present findings related to common team problems and patterns of interaction associated with team performance. We found differences between high and low performing teams related to verbal equity and how they shared and synthesized information.

We describe our case-based, usability engineering teaching practice and a design of online workspace system that supports various class activities.

In this paper we describe the design and first deployment experiences of a platform-independent, interactive video commenting system, ClassCommons, using a large public display in two sections of a large-enrollment university class. Our preliminary evaluation suggests that students enjoyed the activity of commenting, that they participated a great deal, and that their sense of community was greater after using the system. Further analysis revealed that reading the comments and posting relevant comments are associated with increases in community members' sense of community. We discuss lessons learned and describe further work we are planning using this and similar interactive activities.

We describe work on developing workshop activities that are part of wConnect, a project that is building an online community of women in computer and information science. The workshops are designed by college women for high school girls, with hands-on construction of dynamic web sites. Because of limited workshop time, the activities use scaffolding to help girls achieve the in-tended learning objectives. In this paper we describe the design of the activities, their formative evaluation in a series of four work-shops, and how we are using these results in the larger project.

We study the development of common ground in an emergency management planning task. Twelve three-person multi-role teams performed the task with a paper prototype in a controlled setting; each team completed three versions of the task. We use converging measures to document the development of common ground in the teams and present an in-depth analysis of the characteristics of the common ground development process. Our findings indicate that in complex collaborative work, process common ground increases, thus diminishing the need for acts like information querying or strategy discussions about how to organize the collaborative activities. However, content common ground is created and tested throughout the three runs; in fact dialogue acts used to clarify this content increase over time. Discussion of the implications of these findings for the theory of common ground and the design of collaborative systems follows.

Through the past two decades, education in computer and information science and technology (CISE) has moved toward a model that pervasively incorporates programming projects and other engaging student activity. Realistic activities and materials are intrinsically motivating because they vividly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. A realistic activity, however, does not ipso facto reveal its own rationales, deeper lessons, cultural meanings and origins, or its roles in a coherent professional practice. In order for realistic activities to serve as effective learning opportunities, underlying rationale and expert thinking behind problem solving, core concepts and techniques must be made available to students (Collins, 1991; Brown & Collins, 1989).

We describe our work on seeding and building a developmental learning community for recruiting and retaining women in educational programs and careers related to computing and information science (CIS). Our approach is explicitly participatory: we work with young women to better understand how they view and approach CIS and to build activities that may attract women who would otherwise be disinclined toward computing. In this paper we focus primarily on the software tools aspects of this research project.

Based on qualitative analysis of three groups collaborating on a research task in a distributed setting, we identify four breakdowns in creativity: (1) Minority ideas were under-considered; (2) Novel ideas were easily lost; (3) There was a lack of critical evaluation of perspectives; (4) Reflexivity was weak during convergence. We propose two design strategies, illustrated with mock-ups, to support creativity with awareness: (1) Automatically summarize and recommend ideational activities from system logs; (2) Allow collaborators to enter status of work activity, making these activity updates visible on social and temporal dimensions. Our analysis also suggests an integrated framework of metrics to evaluate creativity as a long-term collaborative activity.

To improve existing social bookmarking systems and to design new ones, researchers and practitioners need to understand how to evaluate tagging behavior. In this paper, we analyze over two years of data from CiteULike, a social bookmarking system for tagging academic papers. We propose six tag metrics-tag growth, tag reuse, tag non-obviousness, tag discrimination, tag frequency, and tag patterns-to understand the characteristics of a social bookmarking system. Using these metrics, we suggest possible design heuristics to implement a social bookmarking system for CiteSeer, a popular online scholarly digital library for computer science. We believe that these metrics and design heuristics can be applied to social bookmarking systems in other domains.

Community computing supports human – computer interaction among neighbours in geographical or place-based community organizations. Using a case study of such an organization, we investigate the process of designing their website. Our long-term participatory design approach, integrating developmental informal learning, allowed us to understand how this community organization adopts, evaluates, and sustains website technology. Based on our case study analysis, we present three design heuristics for developing community-based technology: align and afford new possibilities for participation, dynamically manage organizational knowledge and learning, and enhance social capital within community organizations and with the broader community.

Journal Article Awareness and teamwork in computer-supported collaborations Get access John M. Carroll, John M. Carroll * School of Information Sciences and Technology and Center for Human–Computer Interaction, The Pennsylvania State University, University Park, PA 16802, USA * Corresponding author. Tel.: +1 8148632476; fax: +1 8146353556. E-mail address:[email protected] (J.M. Carroll). Search for other works by this author on: Oxford Academic Google Scholar Mary Beth Rosson, Mary Beth Rosson School of Information Sciences and Technology and Center for Human–Computer Interaction, The Pennsylvania State University, University Park, PA 16802, USA Search for other works by this author on: Oxford Academic Google Scholar Gregorio Convertino, Gregorio Convertino School of Information Sciences and Technology and Center for Human–Computer Interaction, The Pennsylvania State University, University Park, PA 16802, USA Search for other works by this author on: Oxford Academic Google Scholar Craig H. Ganoe Craig H. Ganoe School of Information Sciences and Technology and Center for Human–Computer Interaction, The Pennsylvania State University, University Park, PA 16802, USA Search for other works by this author on: Oxford Academic Google Scholar Interacting with Computers, Volume 18, Issue 1, January 2006, Pages 21–46, https://doi.org/10.1016/j.intcom.2005.05.005 Published: 14 July 2005 Article history Received: 24 April 2005 Accepted: 17 May 2005 Published: 14 July 2005

We are interested in supporting creativity in distributed scientific communities through socio-technical interventions. Based on a synthetic literature analysis of creativity and collaborative groups, we present and justify three requirements for supporting creativity: support for divergent and convergent thinking, development of shared objectives, and reflexivity. We discuss our collaboratory prototype and its existing functionality to support creativity. We propose three design implications to support creativity in CSCW: integrate support for individual, dyadic, and group brainstorming, leverage cognitive conflict by preserving and reflecting on minority dissent, and support flexibility in granularity of planning.

Classroom BRIDGE supports activity awareness by facilitating planning and goal revision in collaborative, project-based middle school science. It integrates large-screen and desktop views of project times to support incidental creation of awareness information through routine document transactions, integrated presentation of awareness information as part of workspace views, and public access to subgroup activity. It demonstrates and develops an object replication approach to integrating synchronous and asynchronous distributed work for a platform incorporating both desktop and large-screen devices. This paper describes an implementation of these concepts with preliminary evaluation data, using timeline-based user interfaces.