Computers in the Classroom: Moving from Tool to Medium

Perrone, Corrina; Repenning, Alexander; Spencer, Sarah; Ambach, James

doi:10.1111/j.1083-6101.1996.tb00187.x

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…The convergence of technological and institutional factors is contributing to this rise in interest. At the technological level, rapid advances in telecommunications are linking not only individual students with their peers and instructors (Hiltz, 1994), but also entire schools with their counterparts in other locations (Perrone, et al 1996; Wheeler, et al 1995).…”

Section: Introductionmentioning

confidence: 99%

Educational Applications of CMCS: Solving Case Studies through Asynchronous Learning Networks

Benbunan‐Fich

Hiltz

2006

Journal of Computer-Mediated Communication

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Case studies are an important component of many business curricula. However, in‐class discussion of case studies suffers from temporal and geographical limitations. Computer‐mediated communication systems (CMCS) can be used to overcome these constraints. An Asynchronous Learning Network, a CMCS supporting “anytime/anywhere” interaction and tailored for educational activities, may be used to expand and enrich case discussions. ALN‐mediated discussions allow students and instructors from remote locations to participate in the discussion at their own convenient times. A field experiment was conducted to test the effectiveness of an ALN vs. traditional manual methods in individuals and groups discussing and solving a case study. Findings indicate that groups working in an asynchronous networked environment produced better and longer solutions to the case study, but were less satisfied with the interaction process.

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Section: Introductionmentioning

confidence: 99%

Educational Applications of CMCS: Solving Case Studies through Asynchronous Learning Networks

Benbunan‐Fich

Hiltz

2006

Journal of Computer-Mediated Communication

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“…WebQuest [6,7] is a software environment that allows middle school students to create educational simulation games that use the World Wide Web as a research resource.…”

Section: Webquest and Visual Agentalkmentioning

confidence: 99%

“…For these uses, the game is set up as a model representation for a situation, whether it is how to spend neighborhood improvement grant money, or modeling how roads are built through a state to teach school children about the integration of manmade structures with geographic features. Kafai, Bruckman and Resnick, and Perrone et.al., [2,3,4,7] demonstrate the educational and communicative benefits of the construction of simulation games as models for the real world. The act of constructing a model, it is generally agreed, 1 ) promotes learning about the system being modeled (i.e.…”

Section: Introductionmentioning

confidence: 99%

Mr. Rogers Sustainable Neighborhood: a visual language case study for community education

Perrone

Spencer²,

Arias³

Proceedings. 1997 IEEE Symposium on Visual Languages (Cat. No.97TB100180)

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Physical board games and the construction of physical models have been shown to be a valuable vehicle for education and communication, for use in the classroom as well as for issues of collaboration and conflict resolution. However, they are limited by their own physical nature. The use of a physical board game is limited to one location.Our research posed the question: Can we bring the benefits of these situationbased physical games to a computational mediumadding the new benefits of the World Wide Webwhile preserving the accessibility and usefulness of the games? This case-study paper outlines our work on Mr. Rogers Sustainable Neighborhood and its journey from physical board game to a computational version, using the Visual AgenTalk (VAT) visual language, and the Agentsheets-based educational system WebQuest. W e describe Mr. Rogers Sustainable Neighborhood as a physical game and its stakeholders, and discuss the applicability and effectiveness of the VAT language for this problem.

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“…Generally in IS, technology has evolved from being considered a tool for certain work tasks to a medium for inter-personal interaction and social communication (Perrone, Repenning, Spencer & Ambach (1996). In this thesis, virtual team activities (on which this research is focused) involves technology as a medium for sensemaking.…”

Section: Virtuality Continuummentioning

confidence: 99%

Sensemaking in virtual settings: a practice-based approach

Marshall¹

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Since the mainstream uptake of computers and the internet, our world has become increasingly virtualised. Modern organisations are deeply reliant on virtual technologies to carry out their business across time and distance. Indeed, virtual technologies are now implicated in almost all organisational activities, from (virtual) meetings to (online) collaboration. Many scholars have been drawn to investigate the new organisational phenomena that have resulted from the virtualisation of our world, such a virtual learning, virtual leadership and virtual decision making.My research, however, tackles a more fundamental question about how organising more generally is accomplished in the virtual age. Namely, the research question is, "How does sensemaking, as the basis of organising, take place in virtual settings?" To explain, sensemaking -a foundational concept in Organisation Studies -underpins all organisational activities. Therefore understanding how sensemaking takes place in virtual settings will necessarily illuminate how organising more generally is accomplished virtually.To date, how sensemaking takes place in virtual settings has hardly been studied. Further, the studies that do exist impose Weick's (1969Weick's ( , 1979Weick's ( , 1995 theory of sensemaking (which was developed at a time pre-dating virtual technologies) on to the new context. As a result, existing studies do not illuminate what is new, unique and interesting about how we make sense in virtual settings. In this thesis I develop an alternative, practice-based conception of sensemaking (which serves as the theoretical framework for the study) that sensitises me to previously overlooked but critical concepts, namely materiality, embodiment and ongoing accomplishment. First, materiality describes how things, which in virtual settings are often digital, are implicated in sensemaking.Second, embodiment describes how physical bodies, and their digital representations in virtual settings, are involved in accomplishment of activities. Finally, ongoing accomplishment describes how sensemaking takes place in the flow of activities as they are carried out in the physical world, the virtual world, or combination of both. This framework also enables me to position activities as the unit of analysis for sensemaking. Taken together, this is a novel approach that reveals new facets of the phenomenon of sensemaking in virtual settings.This theoretical framework is applied in three different fieldsites (of varying levels of virtuality) which are selected using a virtuality continuum developed within the thesis. These fieldsites are Yammer (a social media platform), telepresence (a video-based collaboration platform), and Second Life (a three-dimensional virtual world). The methodology is a hybrid traditional-virtual ethnography in which data is collected through participant observation, ii complemented by interviews. Empirical data are presented in the form of accounts that exemplify the key activities of practitioners in each fieldsite. The analysis rev...

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Computers in the Classroom: Moving from Tool to Medium

Cited by 6 publications

References 13 publications

Educational Applications of CMCS: Solving Case Studies through Asynchronous Learning Networks

Educational Applications of CMCS: Solving Case Studies through Asynchronous Learning Networks

Mr. Rogers Sustainable Neighborhood: a visual language case study for community education

Sensemaking in virtual settings: a practice-based approach

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