The literature regarding studio-based education suggests that personal space is an integral component of a studio-based pedagogy (Brandt et al., 2010; Demirbaş and Demirkan, 2000). However, the extant studio designed for a Human-Computer Interaction design (HCI/d) programme at the Masters level examined in this study does not offer any apparent provision for such space. This study aimed to determine if and how students in a studio-based HCI/d programme create and maintain personal space in a publicly accessible studio that does not explicitly provide space dedicated to individuals. The results of this study indicated a tendency toward group territoriality, with individual territoriality as a non-normative behaviour. These groups were generally ad hoc in construction, which presents a number of possible curriculum features by which students loosely form groups. The student's personal computer and other personal items often indicated individual boundaries as well. The faculty design focused on integration of faculty and student spaces, public display of student work and studio-based classes. At this early stage, there are gaps between implementation and design. Opportunities for further research are explored.

As an instructor employing group projects, my students and I have been frustrated by my inability to allocate credit for individuals' contributions to a group's projects. This design case details my efforts to design a method of equitably grading group work and addressing student concerns with respect to distribution of effort and, in tandem, to develop a tool that implements a substantial portion of that method. The method asks students involved in group projects to report the contributions of group members, including themselves, on a weekly basis. The web-based tool reminds students via email to enter numbers or use sliders to represent effort. Reported values are interdependent, meaning a low contribution from one member must be balanced by high contributions from others.As the sole designer and developer on this project, I found little distinction between design and development activities. The design of the method evolved rapidly as it met with the reality of the tool being developed to support it. While the tool was initially considered for summative assessment purposes, the result focuses on formative assessment capabilities. Conflicting goals resulted in a functional prototype that would serve me for testing acceptance of the method and usefulness of the data, but the tool itself would not evolve further. This prototype uncovered avenues for research and the second iteration begins my exploration of some of these questions while addressing weaknesses. The decisions in the next iteration will focus on implementation of the method and related research resulting in a product that is easier to work with. Micah Gideon Modell is a Ph.D. candidate in Instructional SystemsTechnology at Indiana University and an Instructional Designer at Option Six, a Division of GP Strategies. His research interests include performance support tools and meaningful assessment.

Purpose The purpose of this paper is to investigate how instructors approach the task of diagnosing collaborative learning group dysfunction when presented with an opportunity and a request to do so. Design/methodology/approach This mixed methods study asked instructors experienced in using group work to sequentially respond to weekly instalments of reflective journal entries representing a fictional member of a collaborative learning group working through a group project. A web-based instrument captured quantitative and qualitative data during the first phase where instructors worked on their own and in the second phase where participants used a think-aloud protocol while engaging in the same task. The data were analysed to understand their professional vision (what they notice and how they make sense of it as well as consistency across instructors) for collaborative group projects. Findings This study found that instructors were consistent neither in what they noticed nor in how they made sense of what they perceived. This resulted in a tendency not to label dysfunctional groups as such. Social implications If the instructors lack professional vision for group projects, the students are unlikely to learn to work in groups and the instructors will find it difficult to seek help and learn from one another. Originality/value This is an exploratory study because there was minimal extant research on the topic. Methods included the use of narrative fiction and a remote think-aloud protocol.

This design case details my efforts as an instructor to combat the fact that my students were not completingassigned readings. The first step in addressing the issue was recognizing that my students had legitimate reasons for neglecting the assignments and that this was not a situation of me against them. The design solution was based upon the Buzzword Bingo game, a game designed to mock the catchphrases so common in the world of business, and some of the subversive nature of the gamecarried over into the classroom. This lead to students trying to game the system, resulting in tension for me, the instructor, who had to remember that he welcomed these challenges to his authority into the classroom. The increased engagement—which I wanted—required me to become comfortable with the reduced level of control. Although implementation required minimal technology support and was initially piloted using only a standarddiscussion board, I iterated through multiple rounds of software enhancements to improve ease of use and make it easier to provide quality feedback to my students. These changes resulted in unexpected benefits as they enabled me to perform analytics on the captured responses resulting in a deeper sense of their progress and an ability to tailor my instruction to the student’ needs.

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