In Nepal, sex-trafficking survivors and the organizations that support them have limited resources to assist the survivors in their on-going journey towards reintegration. We take an asset-based approach wherein we identify and build on the strengths possessed by such groups. In this work, we present reflections from introducing a voice-annotated web application to a group of survivors. The web application tapped into and built upon two elements of pre-existing strengths possessed by the survivors — the social bond between them and knowledge of crafting as taught to them by the organization. Our findings provide insight into the array of factors influencing how the survivors act in relation to one another as they created novel use practices and adapted the technology. Experience with the application seemed to open knowledge of computing as a potential source of strength. Finally, we articulate three design desiderata that could help promote communal spaces: make activity perceptible to the group, create appropriable steps, and build in fun choices.

Families separated by distance face the challenge of limited bonding, affecting their opportunities to connect and sustain their relationships. FamilySong is a domestic Media Space that fosters feelings of togetherness via synchronized music-listening. FamilySong was used in an experiment that ran for six months, with six distributed families. Detailed data collection, e.g. interaction routines and music sharing patterns, was gathered through the system. These data provide interesting insights into the social behavior of families separated by distance and how they connect over those distances. In this work, we built software to analyze the experiment's data. The procedures and insights described in this paper will be useful for other researchers and practitioners involved in Information and Communications Technologies projects, making the FamilySong analysis with this software an exemplar for efficient data analysis.

FamilySong aims to connect internationally distributed family groups via synchronized music-listening. It fosters feelings of togetherness and mutual belonging, that is, connection and culture. We conceptualize it as a domestic Media Space with no live audio or video. It emphasizes intimacy without intrusion, and lives within an existing ecology of interactive technologies. The design journey includes both autobiographical and research-through-design components with similarly-structured family groups (very young children with parents located in the United States and grandparents in Ecuador). Parents, children and grandparents all participated both in the moment and in subsequent interaction grounded in the FamilySong experience. Grandparents took the lead in expressing the importance of the values and goals they saw embedded in the system. This work presents a design that illuminates what it means to connect like a family in which values, needs and priorities are interdependent, and joy and delight are important.

This innovative practice paper introduces the use of personas as a design technique to guide the large-scale curriculum reform of an Electrical and Computer Engineering (ECE) program at [University X], a large Mid-Atlantic research-intensive institution. The team has created five personas to explore the potential breadth of the curriculum and expand the faculty perspective on who could be a successful ECE student in the department. The concept of personas originated in the field of human-computer interaction to represent subsets of potential users as abstracted sets of characteristics. Drawing from qualitative data including observations of team meetings and document analysis, this work describes the ethnographic inquiry designers used to develop profiles not solely based on their biases. Responses to personas during implementation show that they can be used to engage the boundaries of culture, bringing to light not only characteristics of students who are not typically present in the program, but also faculty members' assumptions about characteristics needed for success.

Making curricular decisions about critical content is fundamental to the operation of any academic unit in an institution with teaching responsibilities. The literature provides a wealth of information about how instructors plan for instruction and assessment but does not detail how instructors identify core concepts. This work in progress explores curricular decision-making from the instructor's perspective within the context of large-scale programmatic change in an Electrical and Computer Engineering department. We thematically analyzed existing data from a Content Representation (CoRe) instrument used to capture instructor pedagogical content knowledge and teaching strategies for big ideas in a curriculum. The emergent themes for teaching the big ideas concerning the faculty member's perceptions of student attitudes were: instructors valuing systems thinking (but not seeing it in students) and appreciating versatility/adaptability, as well as seeing students struggling with the value of concrete vs. abstract, and having a low tolerance for ambiguity. Teaching strategies were dominantly instructor-centered. This work in progress builds upon what is known about curricular decision-making while offering insights about faculty perceptions of content knowledge and strategies for teaching it.

The Technology on the Trail workshop will examine the encroachment of technology into hiking and outdoor adventures, with a focus on identifying and developing ways for technology to support positive and mutually beneficial connections among people. These connections include both intentional ones helpful in collecting scientific data, supporting the environment, maintaining safety, and sharing via social media. We will also explore more opportunistic connections, such as those that are leveraged when tracking and sharing biometric or geotemporal data. With the inclusion of technology in places where it is not used and sometimes not welcome, there will be mismatches of ethics and values that must be considered in the design and use of technology. The workshop will examine existing and emerging challenges of bringing technology onto the trail and reflect on ways to understand, design, and deploy appropriate technological solutions moving forward.

We report on an initial ethnographic exploration of the situation of sex-trafficking survivors in Nepal. In the course of studying trafficking survivors in a protected-living situation created by a non-governmental organization in Nepal, we adapted photo-elicitation to hear the voices of the survivors by making the technique more communal. Bringing sociality to the forefront of the method reduced the pressure on survivors to assert voices as individuals, allowing them to speak. We make three contributions to research. First, we propose a communal form of photo-elicitation as a method to elicit values in sensitive settings. Second, we present the complex circumstances of the survivors as they undergo rehabilitation and move towards life with a "new normal". Third, our work adds to HCI and CSCW literature on understanding specific concerns of trafficking survivors and aims to inform designs that can support reintegration of survivors in society. The values that the survivors hold and their notion of future opportunities suggest possession of limited but important social capital in some domains that could be leveraged to aid reintegration.

Virginia Tech is in the process of an intensive restructuring of its Electrical and Computer Engineering (ECE) department, driven by an NSF Revolutionizing Engineering Department (RED) grant. As a natural first step, discussion has centered on how the curriculum can be meaningfully enhanced to go beyond a mere reshuffling of core content without tangible changes in pedagogy. Accordingly, we have adopted the threshold concept framework, initially developed by Meyer and Land, as a lens to view elements of the curriculum that are often considered “troublesome” for students to learn and are both transformative and integrative in nature. We opted to frame the discussion of threshold concepts in terms of pedagogical content knowledge (PCK), the knowledge associated with communicating concepts in such a way that others — primarily students — can understand. To capture PCK, we used an instrument called a “content representation” (CoRe). This paper describes one element of our sequential qualitative investigation, which had three primary stages: an individual reflection with CoRe, a series of focus groups discussing and synthesizing the CoRes, and the development of a culminating card sort workshop. The findings from the focus groups will be presented, which include the set of big ideas and the associated threshold concepts within ECE from the literature.

The design space for intimate partners has largely been populated with technologies that support distant partners via abstracted presence. We seek to expand the design space to include a wider range of potential users and designs. To this end, we present findings from qualitative interviews with Family Studies experts in the form of a stage-based model of couple connection---Re-pattern, Reflect, Re-story, Reconnect. From this analysis, we identify two new regions in the couples design space, local partners and deep interpersonal sharing. Finally, we share the design of a technology that sits at the intersection of these regions. These findings present new opportunities for designers of intimate collaborative technologies.

In this workshop, we wish to explore how design processes extending longer periods of time, weeks to several months, can be captured and documented, how this data can be analyzed, and what types of research insights such work can yield. Such topics include, but are not limited to, how ideas emerge, how design concepts are manifested in different forms, how interaction between different participants and stakeholders unfold, etc.

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.

Technologies increasingly inhabit evermore mundane and personal settings, a fact that has caused some designers to reflect upon the emergent, inaccessible nature of context. We present the notion of processlessness as a design value. The examples given here are intended to provoke thought about current design priorities and practices, and spur design discourse regarding the issue of context. Two cases illustrate how the absence of process in mediating artifacts can make room for users to discover, construct, and reconfigure context through and around their technologies. This argument is related to the notion of Zensign, that what we omit from technology designs is as important as what we put in; by adding features to computational systems, designers might be removing interactional possibilities.

How is it that groups of people can complete joint tasks without the expected observable markers of "successful" coordination? The relationship between micro-level, situated actions and broader outcomes such as opportunities for learning is under-explored. We investigated co-located groups as they played a collaborative, problem-solving game using distributed technology on laptops. There was considerable variety in how groups accomplished the work. Some satisfied groups talked a lot but other satisfied groups did not. Talk was diagnostic of satisfaction but lack of talk was not diagnostic of dissatisfaction. In fact, groups that had little or no discourse differed considerably from one another. One kind of group completes the joint tasks very well without observable markers frequently associated with success. Others are less successful in the task goal but man-age difficult interpersonal situations.

Video conferencing allows distance-separated family members to interact somewhat akin to being together at the same place and time. Yet most video conferencing systems are designed for phone-like calls between only two locations. Using such systems for long interactions or social gatherings with multiple families is cumbersome, if not impossible. For this reason, we wanted to explore how families would make use of a video system that permitted sharing everyday life over extended periods of time between multiple locations. We designed a media space called Family Portals that provides shared video between three locations and deployed it within the homes of six families. Results show that the media space increased feelings of connectedness and the focus on a triad, in contrast to a dyad, caused new styles of interaction to emerge. Despite this, families experienced new privacy challenges and non-adoption by some family members, not previously seen in dyadic family media spaces.

Storyboards offer designers a way to illustrate a narrative. Their creation can be enabled by tools supporting sketching or widget collections. As designers often incorporate previous ideas, we contribute the notion of blending the reappropriation of artifacts and their design tradeoffs with storyboarding. We present PIC-UP, a storyboarding tool supporting reappropriation, and report on two studies--a long-term investigation with novices and interviews with experts. We discuss how it may support design thinking, tailor to different expertise levels, facilitate reappropriation during storyboarding, and assist with communication.

Epistemological issues have long been debated by feminist philosophers aiming to answer the question, ''what difference does it make to take gendered points of view seriously in the construction of knowledge?'' Coming out of this history, a strand of work in feminist science studies has argued for the necessity of ''successor science:'' new forms of science based in standpoint epistemology, i.e. a recognition of the necessarily situated points of view of scientific knowledge-makers. In this paper, we argue that such a successor science has already come into being within the field of HCI, though it is perhaps not recognized as such by its practitioners. In particular, we identify a cluster of research we term the 'third paradigm.' This cluster of research cuts across HCI research areas as typically organized by topic area. Instead, this research shares an underlying epistemological orientation closely aligned with standpoint epistemology, focused around an acknowledgment of the social, cultural, and physical situatedness of both users and analysts. Feminist philosophers of science argue that a logical outcome of standpoint epistemology is the need for science to reflexively grapple with the limitations of its own ways of knowing; we conclude such an outcome may also be in store for the third paradigm.

Artifacts can be used to inspire, guide, and create new designs. As approaches to design can range from focusing on inspiration to formalized reasoning, we seek to create and study artifacts that combine the use of images and rationale. In this paper, we contribute an understanding of the relationship between imagery and rationale through an investigation of an artifact made of both. Through a study of group design sessions, we find images can provide access to rationale, moments of inspiration can be balanced with rationale, and differences between images and rationale must be reconciled. We conclude with thoughts on how such artifacts might be leveraged by the design community.

Collaborative drumming is a creative human activity that requires a high degree of coordination among the participants. In this study, inexperienced drummer and experienced drummer participants were paired with a computer or experienced human drummer counterpart and given the task of producing musical rhythms on the fly. We found differing patterns of music production across the computer and human conditions. Participants intentionally and unintentionally assumed leadership roles depending on the dyad dynamic. Also noted were differences in the needs of inexperienced and experienced participants for visual and verbal cues for coordination. In our study, participants did not treat computers as other humans, but seemed to engage a more complex evaluation of the situation. This study contributes to the growing body of knowledge on how people respond to and interact with technology to accomplish complex, collaborative tasks.

tutorial Share on Connecting families: new technologies, family communication, and the impact on domestic space Authors: Carman Neustaedter Simon Fraser University, Surrey, BC, Canada Simon Fraser University, Surrey, BC, CanadaView Profile , Tejinder K. Judge Virginia Tech, Blacksburg, VA, USA Virginia Tech, Blacksburg, VA, USAView Profile , Steve Harrison Virginia Tech, Blacksburg, VA, USA Virginia Tech, Blacksburg, VA, USAView Profile , Abigail Sellen Microsoft Research Cambridge, Cambridge, United Kingdom Microsoft Research Cambridge, Cambridge, United KingdomView Profile , Xiang Cao Microsoft Research Cambridge, Cambridge, United Kingdom Microsoft Research Cambridge, Cambridge, United KingdomView Profile , David Kirk University of Nottingham University of NottinghamView Profile , Joseph Kaye Nokia Research Nokia ResearchView Profile Authors Info & Claims GROUP '10: Proceedings of the 16th ACM international conference on Supporting group workNovember 2010 Pages 363–366https://doi.org/10.1145/1880071.1880152Online:07 November 2010Publication History 8citation633DownloadsMetricsTotal Citations8Total Downloads633Last 12 Months38Last 6 weeks3 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Using a multi-media work of art, SenSpace, we investigate the relationship of meaning making and meaning-understanding to interaction. SenSpace is a multimedia installation that uses visual, audio and tactile cues to convey the Greek myth of Narcissus to the user. As opposed to books, audio-books, oral literature and other traditional means of conveying a story, Sen-Space embeds the myth within a physical space, engaging the user in an exercise in meaning-making that can involve multiple senses at the scale of the human body. The SenSpace installation uses projections, water reflections, sound, and distorted visual imagery to present a scripted experience of fixed duration. Following a visit to SenSpace, visitors were surveyed on their expectations and interpretations to help us answer the following research questions: (1) how and to what extent does interaction with the work of art encourage engagement with ideas and interpretation? (2) how and to what extent does content ambiguity encourage engagement and interpretation? (3) does social interaction encourage interpretation?

What does a student need to know to be a designer? Beyond a list of separate skills, what mindset does a student need to develop for designerly action now and into the future? In the excitement of the cognitive revolution, Simon proposed a way of thinking about design that promised to make it more manageable and cognitive: to think of design as a planning problem [11, 29]. Yet, as Suchman argued long ago [32], planning accounts may be applied to problems that are not at base accomplished by planning, to the detriment of design vision. This paper reports on a pedagogy that takes Suchman's criticism to heart and avoids dressing up design methods as more systematic and predictive than they in fact are. The idea is to teach design through exposure to not just one, but rather, many methods---that is, sets of rules or behaviors that produce artifacts for further reflection and development. By introducing a large number of design methods, decoupled from theories, models or frameworks, we teach (a) important cross-methodological regularities in competence as a designer, (b) that the practice of design can itself be designed and (c) that method choice affects design outcomes. This provides a rich and productive notion of design particularly necessary for the world of pervasive and ubiquitous computing.

While predictions abound that electronic books will supplant traditional paper-based books, many people bemoan the coming loss of the book as cultural artifact. In this project we deliberately keep the affordances of paper books while adding electronic augmentation. The Listen Reader combines the look and feel of a real book - a beautiful binding, paper pages and printed images and text - with the rich, evocative quality of a movie soundtrack. The book's multi-layered interactive soundtrack consists of music and sound effects. Electric field sensors located in the book binding sense the proximity of the reader's hands and control audio parameters, while RFID tags embedded in each page allow fast, robust page identification.

Article "I'll get that off the audio": a case study of salvaging multimedia meeting records Share on Authors: Thomas P. Moran Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Leysia Palen Department of Information and Computer Science, University of California, Irvine, CA Department of Information and Computer Science, University of California, Irvine, CAView Profile , Steve Harrison Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Patrick Chiu Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Don Kimber Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Scott Minneman Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , William van Melle Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Polle Zellweger Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile Authors Info & Claims CHI '97: Proceedings of the ACM SIGCHI Conference on Human factors in computing systemsMarch 1997 Pages 202–209https://doi.org/10.1145/258549.258704Online:27 March 1997Publication History 89citation868DownloadsMetricsTotal Citations89Total Downloads868Last 12 Months22Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Article Re-place-ing space: the roles of place and space in collaborative systems Share on Authors: Steve Harrison Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Paul Dourish Apple Research Laboratories, 1 Infinite Loop MS: 301-4UE, Cupertino, CA Apple Research Laboratories, 1 Infinite Loop MS: 301-4UE, Cupertino, CAView Profile Authors Info & Claims CSCW '96: Proceedings of the 1996 ACM conference on Computer supported cooperative workNovember 1996 Pages 67–76https://doi.org/10.1145/240080.240193Online:16 November 1996Publication History 651citation8,224DownloadsMetricsTotal Citations651Total Downloads8,224Last 12 Months623Last 6 weeks68 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

Article Evolutionary engagement in an ongoing collaborative work process: a case study Share on Authors: Thomas P. Moran Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Patrick Chiu Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Steve Harrison Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Gordon Kurtenbach Alias Research, 110 Richmond, Street East, Toronto, Canada M5C 1P1 and Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Alias Research, 110 Richmond, Street East, Toronto, Canada M5C 1P1 and Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , Scott Minneman Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile , William van Melle Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CA Xerox Palo Alto Research Center, 3333 Coyote Hill Road, Palo Alto, CAView Profile Authors Info & Claims CSCW '96: Proceedings of the 1996 ACM conference on Computer supported cooperative workNovember 1996 Pages 150–159https://doi.org/10.1145/240080.240243Published:16 November 1996 40citation654DownloadsMetricsTotal Citations40Total Downloads654Last 12 Months11Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

No abstract available.

Where Were We" is a prototype system that exploits the capabilities of digital video to allow groups to include recordings of very recent events into real-time activities.The goals of the research are to see how playback-while-recording and random access capabilities might substantially alter the activity of group work, to discover what difficulties arise in using emerging digital multimedia hardware and software facilities for this kind of application, and to further explore how to base novel systems design on necessarily partial and fragmented observations of actual work activity.The implications of this work on systems architecture has been both to inform the design of digital multimedia tools and to suggest different factorings of computation, display, storage, and transmission.The prototype is now stable enough for use in exploratory settings, and we are poised to see how (and verify that) design groups can make use of these "instant replay" facilities in real working situations.