Artifact
Designing Computer Support for Cooperative Work project
Description of Artifact
The modules of the Computer Support for Cooperative Work (CSCW) class built up to the task of designing a module to add to Sakai in order to improve its ability to support cooperative work. After exploring cooperative support tools such as Adobe Connect and interviewing other class members, I decided to improve the Sakai chat tool by adding a video function. In order to address some issues such as chat functions require synchronous interaction, I added the ability to archive chats so group members who could not be a part of the chat could review what was accomplished. In addition, the instructor can review the chats as a formative assessment tool to check for learner understanding.
Explanation
This artifact demonstrates my competency in all four competency areas.
- Conducting needs assessment and evaluating learning systems.
- Designing learning environments, including systems for direct instruction, constructivist learning, collaborative work, and performance support.
- Developing learning systems applications or components of applications.
- Systematically evaluating a selected artifact.
The first competency is to conduct a needs assessment and evaluate learning systems. The assignment allowed us to choose either Sakai or design a new system. We had to interview another classmate about their use of Sakai. Prior to the interview we did a quick evaluation of how Sakai supported cooperative work and chose a function or two that could be improved. While this is not a full needs assessment, we did conduct analysis of Sakai. From the results of the interview and our evaluation, we designed an improved tool for Sakai to support cooperative work. The work demonstrates my competency in designing learning environments, including systems for direct instruction, constructivist learning, collaborative work, and performance support, plus developing learning systems applications or components of applications.
Then we posted our tool for other classmates to evaluate. In addition, we were to find two other potential Sakai users to evaluate our proposed design.
While we did not actual code and build a working piece of software, we used paper prototyping that was designed to mimic what our design was to demonstrate. Our prototype underwent design changes once we completed all evaluation activities and we were to submit reports based on the feedback. This demonstrates my competency in systematically evaluating a selected artifact.
Process
At each step of the design and development, Dr. Laffey had assigned other classmates in which we evaluated and provided feedback to each other.
1. Interview with other classmate to evaluate Sakai
2. Create Prospectus Document for new tool
3. Incorporate feedback from Prospectus Document into Requirements Document
4. Incorporate feedback from Requirements Document (documents and feedback combined into one document) into Video Chat Tool prototype
5. Incorporate feedback from Video Chat Prototype and outside user feedback into Video Chat Final Prototype.
Framework
Four articles guided our work in designing and developing an new tool for Sakai. Two of the articles are by Thomas Erikson: A Social Proxy for Distributed Tasks: Design and Evaluation of a Working Prototype, and Social translucence: designing social infrastructures that make collective activity visible. In addition, Coordination Mechanisms: Toward a Conceptual Foundation of CSCW Systems Design by Kjeld Schmidt and Human Centered Design Considered Harmful by Don Norman helped me design and develop the video chat prototype.
Roles and Responsibilities
During the class, we worked together in various teams. But, for this lesson development the work was completed individually.
Application and Programs
- Microsoft PowerPoint
- Microsoft Word
- Sakai chat and discussion board
- Skype chat
- Adobe Acrobat
Formative and Summative Evaluation
The prospectus document and feedback plus the requirements document and feedback are combined into one document. The video chat prototype and feedback. The protocol for usability testing and feedback. The final video chat prototype and log of changes.
Reflection
Prior to this class, I had also taken Dr. Laffey's Computer Supported Collaborative Learning class. In both classes, my thinking about learning theory was challenged. For the Cooperative class, the work with different computer based tools opened my eyes to what was available for my students.
Part of my classroom objectives is for students to work with design principles. One assignment is to participate in the Exploravision project. The project has students choose a technology and foresee what that technology would be like 20 years in the future. The students work in cooperative groups using technology to complete the assignment. I have a Moodle class set up that all of my students have access to. Not all students have access to the Internet at home, but all have access to the Internet at school. I need to incorporate some of the principles learned in class about coordination and cooperation in order to help students work more efficiently in their groups. With the use of Moodle, it helps students that have to depend on others to drive them to their destination.
In regard to my final project, if I had to do it over again, I would use the links within PowerPoint to move my project from a paper only to having some limited interactivity. I think that with more interactivity, users would have been able to see more clearly my project ideas. I also wish that I had a better answer to the issue of video chatting tools requiring synchronous activity. If users are in the same or nearby time zones, there is not as much issue with synchronous work. But, if a user is across the world, then there is more difficulty in accomplishing the task. Google Wave has offered some answer by making it possible for users to reply to parts of a previous written post. But there is no help with a video component.