End‐user programmers, those who write code but lack formal training in computer science, are often reliant on various tools such as API documentation or searching the Web for information in order to complete a specific task. This study examines the information foraging behaviors of a group of web and graphic designers engaged in a series of code modification tasks. We find that users were largely unsuccessful in their foraging activities, with few information seeking events resulting in noticeable changes to participants' source code. Participants viewed remarkably few results generated by their queries and rarely refined queries multiple times. However, these kinds of activities were positively correlated with task success metrics. We conclude with a discussion of the study's results and their implications on the design of future programming environments and search tools for end‐user programmers.

The use of multimedia content such as video is becoming more prevalent in educational environments. However, current platforms for hosting these media provide few collaborative tools to foster social learning between students or request help from instructors. In this paper, we explore the potential of spatiotemporal anchored collaboration, and we present a prototype media-playback environment called TrACE that exemplifies the approach. We examine a first design-based research (DBR) pilot deployment of TrACE in two postsecondary courses. Results indicate that students do take advantage of the system's affordances to interact in meaningful ways, though overall student annotation authoring was limited. Using the pilot data, we propose socio-technical modifications for the next iteration in the DBR cycle. Specifically we focus on tools to support instructors' use of the system and for promoting collaboration between students.

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