Advertisement

Support Case-Based Authentic Learning Activities: A Collaborative Case Commenting Tool and a Collaborative Case Builder

  • Lu Xiao
  • John M. Carroll
  • Mary Beth Rosson
Part of the Lecture Notes in Computer Science book series (LNCS, volume 4553)

Abstract

Cases are stories about specific activities of a real world practice with a purpose to educate. Often providing contextual background information, cases present problem situations and expert solutions. Studying cases offers students the authentic learning experience of “seeing” how experts carry out design projects in the practice. In this paper, we present our ongoing work of designing case-based authentic learning activities in usability engineering (UE) courses, and developing collaborative tools to support the activities. We describe a collaborative case commenting tool that enables students to collaboratively browse and comment on the documents from an existing usability case library both synchronously and asynchronously, and a collaborative case builder tool that provides a virtual workspace for the students to collaboratively build a case based on their authentic design project. We discuss three collaborative case commenting activities in the UE course of Spring 2006, and a collaborative case building activity in the UE course of Fall 2006.

Keywords

Student Group Design Project Usability Engineering Text Editor Real World Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Brown, J.S., Collins, A., Duguid, P.: Situated cognition and the culture of learning. Educational Research 18(1), 32–42 (1989)Google Scholar
  2. 2.
    Carroll, J.M., Rosson, M.B.: A case library for teaching usability engineering: Design rationale, development, and classroom experience. Journal of Educational Resources in Computing 5(1), Article 3, 1–22 (2005)Google Scholar
  3. 3.
    Carroll, J.M., Neale, D.C., Isenhour, P.L., Rosson, M.B., McCrickard, D.S.: Notification and Awareness: Synchronizing Task-Oriented Collaborative Activity. Int’l Journal of Human-Computer Studies 58, 605–632 (2003)CrossRefGoogle Scholar
  4. 4.
    Denning, P.J., Comer, D.E., Gries, D., Mulder, M.C., Tucker, A.B., Turner, A.J., Young, P.R.: Computing as a Discipline. Communications of the ACM 32, 9–23 (1989)CrossRefGoogle Scholar
  5. 5.
    Dewey, J.: Democracy and education. In: Dewey, J. (ed.) An introduction to the philosophy of education, 1966th edn., Free Press, New York (1916)Google Scholar
  6. 6.
    Donovan, S.M., Bransford, J.B., Pellegrino, J.W. (eds.): How People Learn: Bridging Research and Practice. National Research Council National Academy Press, Washington, DC (1999), http://newton.nap.edu/html/howpeople2/ Google Scholar
  7. 7.
    Goodyear, P.: Psychological foundations for networked learning. In: Goodyear, P. (ed.) Networked Learning: Perspectives and Issues, ch.4, pp.49–76. Springer, London (2002)Google Scholar
  8. 8.
    Hewitt, T., Baecker, R., Card, S., Carey, T., Gasen, J., Mantei, M., Perlman, G., Strong, G., Verplank, W.: ACM SIGCHI Curricula for Human-Computer Interaction. ACM Press, New York, NY (1992)Google Scholar
  9. 9.
    Johnson, R., Johnson, D.: An Overview of cooperative learning. In: Thousand, J., Villa, R., Nevin, A. (eds.) Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers, pp. 31–43. Paul H. Brookes Publishing Co., Baltimore, MD (1994)Google Scholar
  10. 10.
    McCrickard, S.D., Chewar, C.M.: Designing Attention-Centric Notification Systems: Five HCI Challenges. In: Forsythe, J.C., Bernard, M.L., Goldsmith, T.E. (eds.) Cognitive Systems: Human Cognitive Models in Systems Design, pp. 67–89. Lawrence Earlbaum, Mahwah, NJ (2006)Google Scholar
  11. 11.
    Mennecke, B.E.: Using group support systems to discover hidden profiles: an examination of the influence of group size and meeting structures on information sharing and decision quality. International Journal of Human-Computer Studies 47(3), 387–405 (1997)CrossRefGoogle Scholar
  12. 12.
    Rosson, M.B., Carroll, J.M.: Usability Engineering: Scenario-based Development of Human-Computer Interaction. Morgan Kaufmann, San Francisco (2002)Google Scholar
  13. 13.
    Slavin, R.E.: Cooperative Learning Theory, Research, and Practice. Prentice-Hall, Englewood Cliffs (1990)Google Scholar
  14. 14.
    Stahl, G., Herrmann, T.: Intertwining perspectives and negotiation. Proceedings of the ACM SIGGROUP Conference on Supporting Group Work, Phoenix, Arizona, pp. 316–325. ACM Press, New York (1999)Google Scholar
  15. 15.
    Stasser, G., Taylor, L.A., Hanna, C.: Information sampling in structured and unstructured discussions of three- and six-person groups. Journal of Personality and Social Psychology 57, 67–78 (1989)CrossRefGoogle Scholar
  16. 16.
    Strong, G., Gasen, J.B., Hewett, T., Hix, D., Morris, J., Muller, M.J., Novick, D.G., et al.: New Directions in Human-Computer Interaction Education, Research, and Practice. A report of a workshop sponsored by the NSF-ISP, NSF-AATP, and ARPA-SIST (1994)Google Scholar
  17. 17.
    Tucker, A.B., Turner, A.J.: A summary of the ACM/IEEE-CS Joint Curriculum Task Force Report: Computing Curricula 1991. Communications of the ACM 34, 68–84 (1991)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2007

Authors and Affiliations

  • Lu Xiao
    • 1
  • John M. Carroll
    • 1
  • Mary Beth Rosson
    • 1
  1. 1.College of Information Sciences and Technology, The Pennsylvania State University 

Personalised recommendations