Practical strategies for integrating a conversation analyst in an iterative design process

Woodruff, Allison; Szymanski, Margaret H.; Grinter, Rebecca E.; Aoki, Paul M.

doi:10.1145/778712.778748

Cited by 14 publications

(15 citation statements)

References 23 publications

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“…CA, as a tool, helps to "identify ways in which participants themselves orient to, display and make sense of each other's cognitive states" (Drew 1995) but does not make inferences about what a learner 'is thinking'. With its roots in sociology, CA for HCI has been used since the early 1990's to investigate interaction around computers (for example, Norman and Thomas 1991; Luff et al 1990;Woodruff et al 2002). More recently, CA has formed part of a shift in HCI to allow a closer focus on embodiment, interaction and learning in order to acknowledge the impact and influence of the complexities of the total context in learning environment (Hooper et al 2012;Verdines 2012;Jewitt 2013a, 2013b).…”

Section: Conversation Analysis As An Evaluation Toolmentioning

confidence: 99%

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Preston

Balaam

Seedhouse

et al. 2015

Smart Learn. Environ.

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Smart learning environments offer rich opportunities for language learners. In particular, context-aware systems which allow learners' progress to be sensed within and across an activity, enable instructed language learning to move beyond the traditional confines of the classroom walls. In this paper we present the European Kitchen, a real-world task-based environment for cooking and language learning. In doing so, we demonstrate how specific design decisions, in the development of this longer-term iterative design project, conjoin Human Computer Interaction practice and learning theory for situated language learning. We also show how this approach is combined with Conversation Analysis, which is used as a tool to measure the impact of these decisions on the interactions taking place in and with the kitchen. Our work reveals that in order to design for and evaluate effective and meaningful language learning, there should be more balance between technologically-driven theory and theory driven research which has a strong pedagogical foundation. Our work has implications for a transferable, interdisciplinary model of task-based, situated learning which can be applied and adapted to different skill and knowledge sets.

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Section: Conversation Analysis As An Evaluation Toolmentioning

confidence: 99%

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Preston

Balaam

Seedhouse

et al. 2015

Smart Learn. Environ.

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“…The need to develop applications to support social science researchers in this area has already been recognized by HCI researchers. For example, Woodruff et al [31] and Brown et al [7] have exploited the logs from electronic guidebooks and sensors to thicken ethnographic and conversation analytic descriptions of interaction. There is of course nothing new in exploiting systems logs to understand interaction.…”

Section: A New Challenge For Ethnographymentioning

confidence: 99%

“…This requires ethnographers to supplement traditional resources external to the digital setting of interaction, such as audio and video recordings of action and talk, with resources internal to the digital setting, such as the text messages and audio files generated by users in their interactions together [2]. This paper extends interdisciplinary research concerned to support qualitative studies of technology [25,31,7]. We review four recent studies to show how ethnographers have responded to the challenge by exploiting system recordings of digital events and replaying them alongside external resources, particularly video, to provide richer portraits and understandings of interaction within ubiquitous environments.…”

Section: Introductionmentioning

confidence: 96%

Supporting ethnographic studies of ubiquitous computing in the wild

Crabtree

Benford

Greenhalgh

et al. 2006

Proceedings of the 6th Conference on Designing Interactive Systems

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Ethnography has become a staple feature of IT research over the last twenty years, shaping our understanding of the social character of computing systems and informing their design in a wide variety of settings. The emergence of ubiquitous computing raises new challenges for ethnography however, distributing interaction across a burgeoning array of small, mobile devices and online environments which exploit invisible sensing systems. Understanding interaction requires ethnographers to reconcile interactions that are, for example, distributed across devices on the street with online interactions in order to assemble coherent understandings of the social character and purchase of ubiquitous computing systems. We draw upon four recent studies to show how ethnographers are replaying system recordings of interaction alongside existing resources such as video recordings to do this and identify key challenges that need to be met to support ethnographic study of ubiquitous computing in the wild.

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“…The need to develop applications to support social science researchers in changing circumstances of design has already been recognized by IT researchers. For example, Woodruff et al (2002) and Brown et al (2003) have exploited the logs from electronic guidebooks and sensors to thicken ethnographic and conversation analytic descriptions of collaboration. There is of course nothing new in exploiting system logs to understand human-computer interaction.…”

Section: Introduction E-social Science Is a Uk Initiative Sponsored Bmentioning

confidence: 99%

Developing Digital Records: Early Experiences of Record and Replay

Crabtree

French

Greenhalgh

et al. 2006

Comput Supported Coop Work

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Abstract. In this paper we consider the development of 'digital records' to support ethnographic study of interaction and collaboration in ubiquitous computing environments and articulate the core concept of 'record and replay' through two case studies. One focuses on the utility of digital records, or records of interaction generated by a computer system, to ethnographic inquiry and highlights the mutually supportive nature of digital records and ethnographic methods. The other focuses on the work it takes to make digital records support ethnography, particularly the work of description and representation that is required to reconcile the fragmented character of interaction in ubiquitous computing environments. The work involved in 'making digital records work' highlights requirements for the design of tools to support the endeavour and informs the development of a Replay Tool. This tool enables ethnographers to visualize the data content of digital records; to extract sequences of relevance to analysis and remove non-relevant features; to marry recorded content with external resources, such as video; to add content from internal and external resources through annotation; and to reorder digital records to reflect the interactional order of events rather than the recorded order of events.

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Practical strategies for integrating a conversation analyst in an iterative design process

Cited by 14 publications

References 23 publications

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments

Supporting ethnographic studies of ubiquitous computing in the wild

Developing Digital Records: Early Experiences of Record and Replay

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