Posts Tagged ‘distributed cognition’

LUCI members get many papers accepted by CHI 2011 - January 27th, 2011

Moleskins and Pens

Photo courtesy of paulworthington

The LUCI lab has had several papers accepted to CHI 2011. The list of accepted works was just released and includes the following by students, researchers, and faculty:

Full Papers:

Situating the Concern for Information Privacy through an Empirical Study of Responses to Video Recording by David Nguyen (LUCI Ph.D.), Aurora Bedford and Alex Bretana (Informatics undergrads) and Gillian R. Hayes (LUCI faculty)

Unpacking Exam-Room Computing: Negotiating Computer-Use in Patient-Physician Interactions by Yunan Chen (LUCI faculty), Victor Ngo and Sidney Harrison (Informatics Masters students) and Victoria Duong (UCI undergrad).

Comparing Activity Theory with Distributed Cognition for Video Analysis: Beyond “Kicking the Tires.” by Eric Baumer (former LUCI post-doc) and Bill Tomlinson (LUCI faculty)

Infrastructures for low-cost laptop use in Mexican schools
Ruy Cervantes (Informatics Ph.D.), Mark Warschauer (Ed. Dept.), Bonnie Nardi (LUCI Faculty), and Nithya Sambasivan (Informatics Ph.D.)

Designing a Phone Broadcasting System for Urban Sex Workers in India
Nithya Sambasivan (Informatics Ph.D.) and Ed Cutrell (Microsoft)

Classroom-Based Assistive Technology: Collective Use of Interactive Visual Schedules by Students with Autism
Meg Cramer (LUCI Ph.D.), Sen Hirano (LUCI M.S.), Monica Tentori (UABC), Michael Yeganyan (LUCI M.S.), and Gillian R. Hayes (LUCI Faculty)

Homebrew Databases: Complexities of Everyday Information Management in Nonprofit Organizations
Amy Voida (Informatics PostDoc), Ellie Harmon (LUCI Ph.D.), Ban Al-Ani (Informatics Faculty)

Why Do I Keep Interrupting Myself?: Environment, Habit and Self-Interruption
Laura Dabbish (CMU), Gloria Mark (Informatics Faculty), Victor Gonzalez, (ITAM)

Refraining from Technological Intervention by by Eric Baumer (former LUCI post-doc) and Six Silberman (former LUCI Ph.D. Student)

Congratulations
Alex, Aurora, Bill, David, Eric, Gillian, Sidney, Six, Victor, Yunan, Ruy, Bonnie, Nithya, Meg, Sen, Monica, Michael, Amy, Ellie, Ban, and Gloria!

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Posted: 1/27/11 7:36 pm UTC by Add Your Comment
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An Ethnographic Study of the Social Impacts of Video Blogging - April 19th, 2007

The Informatics Seminar is held on Fridays at 3:00pm in ICS2 136
followed by a social hour at 4:00pm. See you there!

Abstract

In the past decade, digital technology has become widely integrated into
many professional training settings, yet at present we lack a detailed
understanding of how new technology alters networks of social and
technology-mediated interactions present in such environments. I have
been engaged in a multi-year ethnography-for-design study in a dental
hygiene training program in San Diego, CA. During the project, I helped
design a new clinical training laboratory, equipped with embedded
digital media technology, such as flat-panel monitors, computer
workstations and overhead cameras. Here, I detail the ethnographic
motivations for the design of the technology integrated into the
training program.

Decisions about the usefulness of a technology are socially constructed
throughout the entire design and use cycles of a technology by the
various actors who participate in communities of practice. Studying the
cultural processes behind the appropriation of technology can help us
understand how to design technology that is more likely to be
appropriated and used by the community. Distributed cognition theory
posits that cognitive processes extend across the traditional boundaries
of the skin and the skull as various kinds of coordination are
established and maintained between bodily, material, and social
resources. Data from multimodal interaction can provide information
about the underlying cognitive architecture. Moreover, larger patterns,
like social organization and the context of activity may also be viewed
as important parts of the cognitive ecology.

I will present an analysis of how a collaborative video blogging system
(a ‘vlog’), used in an introductory clinical instruction course,
affected the network of social and technology-mediated interactions in
the training clinic. In particular, I examine how interactions with
videos structured the way students and instructors worked with each
other. Additionally, I report how the faculty’s appropriation of the
vlog technology was influenced by the presentation of divergent
methodology in the videos on the vlog.

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Posted: 4/19/07 3:01 pm UTC by Make the First Comment
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