From Digital Lyceum Wiki

This version of the bibliography has been organized according to a specific framework. Alternatively you can visit the Alphabetical bibliography

1. Focus on distraction as a means of organizing attention in a different way - one that can cultivate new kinds of wisdom. (Goffman is proving very helpful on that front)
2. Convincingly argue for a theorhetical premise of these tools, why they have so much potential to do so much good.
3. Backchannels can bring visibility, relation, and co-presence to the intellectual experience.
4. Argue for structure in architecting conversations, providing a structure for social activity to take place.
5. Argue for the importance of the work, THEN promote dl as a platform for exploration.

Contents 1 COMMUNITY, RELATING, AND COLLABORATION 2 ESTABLISHING IMPORTANCE 3 TOOLS AND ARCHITECTING THE EXPERIENCE 4 WISDOM AND KNOWLEDGE BUILDING 5 ATTENTION AND PERSITENCE 6 LANGUAGE 7 LOCATION, SPACE AND PLACE

COMMUNITY, RELATING, AND COLLABORATION

Billinghurst, Mark, S Hayes, A Gupta, Y Sannohe, H Kato, and K Kiyokawa. Communication Behaviors of Co-Located Users in Collaborative AR Interfaces. ISMAR, 2002. 29 Nov. 2007.

• Discusses two experiments performed to learn about how people communicate within augmented reality. The two main topics it addresses are the importance of non-verbal communication and that of spatial relationships.

Blascovich, Jim. "Social Influence with Immersive Virtual Environments," {http://tinyurl.com/ynp66m The Social Life of Avatars]. 2002, pp 127-144. In this passage Jim Blascovich talks about social influence in Immersive Virtual Environments and follows along a more sociological study than anything else. Using terms, graphs, and empirical data he aims to show the factors that effect social influence and how even in virtual worlds people aim to do things that are socially good and acceptable. His research found that even with avatars, people seek assessment from others for their good or bad deeds, just like in real life.

Childress, M. & Braswell, R. (August 2006). Using Massively Multiplayer Online Role-Playing Games for Online Learning. Distance Education, 27(2). Retrieved November 20, 2007, from Academic Search Premier database.

• This article addresses the use of a massively multiplayer online role-playing game to foster communication and interaction and to facilitate cooperative learning in an online course. The authors delineate the definition and history of massively multiplayer online games and describe current uses of MMORPGs in education, including their experiences with constructing and using the MMORPG Second Life

Farrell, L. and B. Holkner (2004). "Points of vulnerability and presence: knowing and learning in globally networked communities." Discourse: Studies in the Cultural Politics of Education 25(2): 133-144.

• This is a paper about knowledge, learning and the idea of community in what we call ‘hybrid workspaces’. Hybrid workspaces ‘bring together physical place and cyber place’ in communication networks (Castells, 2001, p. 131). Many people work in various kinds of hybrid workspaces. A person working on a production line might have real-time co-workers in their own town, just as a colleague might work in a hybrid workspace and rely upon others who communicate asynchronously via a website to help them solve problems. Hybrid workspaces, like most workspaces, are centrally concerned with the global production and diffusion of certain kinds of routine and innovative working knowledge. In this paper we think about knowledge as social action that is generated, mediated, negotiated and traded among people in the politically charged dynamic of hybrid workspace communities. We consider the ways people adopt, modify and are changed by the technologies they implement in these workspaces. We are especially interested in what people have to learn to know, and to be, to operate effectively in these hybrid communities, and what role formal, informal and non-formal education has to play in negotiating what counts as knowledge, and who can say so, in virtual workspaces. [ABSTRACT FROM AUTHOR]

Farrell, L., & Holkner, B. (2006). Making language work in hybrid workspaces: three tensions. Studies in Continuing Education, 28(3), 305-320.

• This article focuses on the kinds of work that language does in contemporary workplaces, the discursive resources that are available to workers, and the challenges that they face, as they learn to build on established language practices, and develop new language practices, in order to do their work. In particular, we are interested in the ways in which workers learn to use language and communications technologies to make and use knowledge in contested workspaces. We argue that it is more helpful to think about contemporary workplaces as workspaces; networks of people, technologies and practices stretched across countries and regions and joined up by communications technologies. A distinguishing feature of these networks is that different generations of communications technologies sit side by side, demanding and permitting different kinds of language practice. Through a case study we focus on the ways in which new language practices emerge and become significant in shaping working knowledge and working relationships. [ABSTRACT FROM AUTHOR]

Gero, J., M.L. Maher, Z. Bilda. D. Merchant, L. Candy, and K. Namprempree. "Studying Collaborative Design in High Bandwidth Virtual Environments." Queensland University of Technology, Australia Retrieved November 21, 2007 ().

• The authors at the University of Sydney present their findings from a study involving high-bandwidth collaborative design processes across both physical and virtual spaces. The results of video data captured across both spaces reveal the nature of group collaboration including the various types of communication methods employed. Furthermore, the authors recommend that a single software platform with multiple video channels shouldbe considered to best aid distributed group work online.

Koper, R., Giesbers, B., Rosmalen, P. V., Sloep, P., Bruggen, J. V., Tattersall, C., et al. (2005). A design model for lifelong learning networks. Interactive Learning Environments, 13(1/2), 71-92.

• The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions. [ABSTRACT FROM AUTHOR]

Leh, A., Kouba, B., & Davis, D. (2005). Twenty-first century learning: communities, interaction and ubiquitous computing. Educational Media International, 42(3), 237-250.

• Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and ubiquitous computing. It will also present work conducted by a teacher who used a hand-held device, one of the 21st century tools, in a sixth grade classroom in the USA. The authors suggest that 21st century learning involves five types of interactions: (a) learner–content, (b) learner–teacher, (c) learner–learner, (d) learner–interface and (e) learner–community. They also recommend that professionals explore the potential of hand-held devices in education and conduct research on its effectiveness in learning.

Liang, J., Liu, T., Wang, H., Chang, B., Deng, Y., Yang, J., et al. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21(3), 181-189.

• 1 : 1 educational computing refers to a scenario where every student in a group or class uses a computing device equipped with wireless communication capability to conduct a learning task. This paper, drawing from design experiences with our digital classroom environment series and other studies, attempts to describe a few valuable 1 : 1 design perspectives for educational computing inside the classroom. We try to describe the major components of the 1 : 1 digital classroom environment and classify the most important component, student devices, according to a set of features. Furthermore, based on the notion of computing affordance, a set of communication affordances are described. This set underpins three basic educational activities, namely: teacher-directed instruction, small group learning and individual learning. Finally, scenarios are exemplified for a few typical educational computing devices. This study concludes with a discussion of short- and long-term research possibilities. [ABSTRACT FROM AUTHOR]

Page, K., Michaelides, D., Roure, D. D., Shadbolt, N., Yun-Heh, C.-B., Dalton, J., et al. (2005). Collaboration in the semantic grid: A basis for e-learning. Applied Artificial Intelligence, 19(9/10), 881-904.

• The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge-based tools that have been deployed to augment exiting collaborative environments, and the ontology that is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and during a collaboration. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centered design approach to e-Learning. [ABSTRACT FROM AUTHOR]

Rice, R., & Bunz, U. (2006). Evaluating a Wireless Course Feedback System: The Role of Demographics, Expertise, Fluency, Competency, and Usage. Simile, 6(3), 3.

• Current pedagogical theory emphasizes convergent, collaborative and participative learning, and the use of new computer-based instructional technologies to support these approaches. However, it is necessary to evaluate these technologies, especially to identify any student factors that might foster digital divides or differential outcomes. This study analyzes the influences on the student evaluation of a wireless course feedback system in two Master's classes, using a baseline influence survey, two later evaluation surveys, system data about answering review questions, and ratings and open-ended comments on the final course evaluation. Influences studied include demographics, variety of computer usage, web expertise, computer-email-web fluency (three dimensions), computer-mediated competency (eight dimensions), levels of exposure to the system, and use of the system for in-class reviews and discussions. The four evaluation dimensions (training, easy to use, validity, fun, overall) were predicted (from 25% to 51%) by different combinations of prior web use, computer classes, exposure to the system, and dimensions of computer-mediated competency. [ABSTRACT FROM AUTHOR]

Weinberger, D. (2004). The backchannel world. KM World, 13, 18 27.

• Presents an author's account of the conference facilitated by Microsoft Research Ltd. in 2004 in the U.S. Invitation by Microsoft of academics, practitioners, and writers to talk about social networks over the Internet; Description of presentations at the conference; Creation at the conference of an Internet relay chat backchannel, a chat session for attendees.

Yee, Nick. "The unbearable likeness of being digital: The persistence of nonverbal social norms in online virtual environments." CyberPsychology & Behavior, February 2007, p. 115-121.

• Every day, millions of users interact in real-time via avatars in online environments, such as massively-multiplayer online role-playing games (MMORPGs). These online environments could potentially be unique research platforms for the social sciences and clinical therapy, but it is crucial to first establish that social behavior and norms in virtual environments are comparable to those in the physical world. In an observational study of Second Life, a virtual community, we collected data from avatars in order to explore whether social norms of gender, interpersonal distance (IPD), and eye gaze transfer into virtual environments even though the modality of movement is entirely different (i.e., via keyboard and mouse as opposed to eyes and legs). Our results showed that established findings of IPD and eye gaze transfer into virtual environments: (1) male-male dyads have larger IPDs than female-female dyads, (2) male-male dyads maintain less eye contact than female-female dyads, and (3) decreases in IPD are compensated with gaze avoidance as predicted by the Equilibrium Theory. We discuss implications for users of online games as well as for social scientists who seek to conduct research in virtual environments.

ESTABLISHING IMPORTANCE

Carletta, J., Anderson, A., & McEwan, R. (2000). The effects of multimedia communication technology on non-collocated teams: a case study. Ergonomics, 43(8), 1237-1251.

• Collaborative teams are becoming increasingly important for industry, both within and across companies. There is a need for communication technology to support teams because many teams are non-collocated, or 'virtual'. Two automotive supply chain teams were observed while they were experimenting with multimedia conferencing in order to determine what support non-collocated teams need and the potential effects of introducing technologies on their group processes. The observations included meeting recordings and other sources that show the organizational factors affecting teams. Working in teams requires very close collaboration. Communication technology can help teams if it is used to foster close and relatively informal person-to-person interaction. Organizational constraints on how the technology is introduced favour high-technology, specialpurpose installations, but teams can best be supported using relatively modest equipment with desktop access. [ABSTRACT FROM AUTHOR]

Chih-Hsiung, T. (2005). From presentation to interaction: new goals for online learning technologies. Educational Media International, 42(3), 189-206.

• Educators have used online technology in the past as information presentation tools and information storage tools to support learning. Researchers identify online technologies with large capacities and capabilities to enhance human learning in an interactive fashion. Online learning technology should move away from the use of computer technology as presentation and storage tools and advance to the next level by using them as interactive tools. Emerging technologies should be implemented with advanced and sound instruction to promote interactive learning by engaging learners in actively analysing information and knowledge construction and applying technology to support their decision-making. Three dimensions of advanced, sound and interactive online technologies are purposed in this paper: instructional communication technology, cognitive technology and management technology. These thee dimensions engage learners in active online communication, knowledge construction and the exchange of mental models.

Dillenbourg, P., & Traum, D. (2006). Sharing Solutions: Persistence and Grounding in Multimodal Collaborative Problem Solving. Journal of the Learning Sciences, 15(1), 121-151.

• This article reports on an exploratory study of the relationship between grounding and problem solving in multimodal computer-mediated collaboration. This article examines two different media, a shared whiteboard and a MOO environment that includes a text chat facility. A study was done on how the acknowledgment rate (how often partners give feedback of having perceived, understood, and accepted partner's contributions) varies according to the media and the content of interactions. It was expected that the whiteboard would serve to draw schemata that disambiguate chat utterances. Instead, results show that the whiteboard is primarily used to represent the state of problem solving and the chat is used for grounding information created on the whiteboard. These results are interpreted in terms of persistence: More persistent information is exchanged through the more persistent medium. The whiteboard was used as a shared memory rather than a grounding tool. [ABSTRACT FROM AUTHOR]

Koper, R., Giesbers, B., Rosmalen, P. V., Sloep, P., Bruggen, J. V., Tattersall, C., et al. (2005). A design model for lifelong learning networks. Interactive Learning Environments, 13(1/2), 71-92.

• The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions. [ABSTRACT FROM AUTHOR]

Liang, J., Liu, T., Wang, H., Chang, B., Deng, Y., Yang, J., et al. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21(3), 181-189.

• 1 : 1 educational computing refers to a scenario where every student in a group or class uses a computing device equipped with wireless communication capability to conduct a learning task. This paper, drawing from design experiences with our digital classroom environment series and other studies, attempts to describe a few valuable 1 : 1 design perspectives for educational computing inside the classroom. We try to describe the major components of the 1 : 1 digital classroom environment and classify the most important component, student devices, according to a set of features. Furthermore, based on the notion of computing affordance, a set of communication affordances are described. This set underpins three basic educational activities, namely: teacher-directed instruction, small group learning and individual learning. Finally, scenarios are exemplified for a few typical educational computing devices. This study concludes with a discussion of short- and long-term research possibilities. [ABSTRACT FROM AUTHOR]

Maceachren, A., & Brewer, I. (2004). Developing a conceptual framework for visually-enabled geocollaboration. International Journal of Geographical Information Science, 18(1), 34.

• Most work with geospatial data, whether for scientific analysis, urban and environmental planning, or business decision making is carried out by groups. In contrast, geographic information technologies have been built and assessed only for use by individuals. In this paper we argue that, to support collaboration with geospatial information, specific attention must be given to tools that mediate understanding and support negotiation among participants. In addition, we contend that visual representations have a particularly important role to play as mediators of geocollaborative activities. With these contentions as a starting point, we present a framework for study of visually-enabled collaboration with geospatial information and for development, implementation, and assessment of geoinformation technologies that support that collaboration. The paper concludes with a brief description of two prototype geocollaborative environments that illustrate the use of the framework developed and provide the basis for discussing goals for futher research. [ABSTRACT FROM AUTHOR]

Nardi, B. (2005). Beyond Bandwidth: Dimensions of Connection in Interpersonal Communication. Computer Supported Cooperative Work: The Journal of Collaborative Computing, 14(2), 91-130.

• Computer-mediated communication (CMC) is a keystone of computer-supported collaborative work. Current CMC theory utilizes an information channel metaphor in which media vary according to how well they afford the transfer of messages in the channel, i.e., bandwidth. This paper draws attention to a different aspect of communication argued to be equally important: a relation between people that defines a state of communicative readiness in which fruitful communication is likely. Drawing on research on instant messaging (Nardi et al., 2000) and face to face communication (Nardi et al., 2002; Nardi and Whittaker, 2003), as well as related literature, three dimensions of connection that activate readiness are proposed: affinity, commitment, and attention. These dimensions comprise a field of connection between dyads. A field of connection is conceptualized as a labile, multidimensional space in which the values of the dimensions vary according to the history of communicative activity. Affinity, commitment, and attention are constantly monitored, negotiated, and managed through social bonding, expression of commitment, and capture of attention. The management of fields of connection requires significant interactional work to sustain communication over time. [ABSTRACT FROM AUTHOR]

Ryu, Semi. "Ritualizing Interactive Media: From Motivation to Activation." Technoetic Arts: A Journal of Speculative Research, 2005.

• This paper tries to explain the essential value of interactive media by understanding the complex interactive mechanism of human experience. In the article, the author defines 'the form of ritual', to explain the fundamental human process of interaction and becoming, and also, to find the necessary potential of interactive media. Author Semi Ryu sees interactive technology as an ongoing expression of human desire, "its essential value would be found in understanding human beings, nature and cosmos. Revealing its hidden essence, historical presence and spiritual value will be the next paradigm of interactive art."

TOOLS AND ARCHITECTING THE EXPERIENCE

"Augmented Reality for Collaborative and Ubiquitous Computing." Studierstube Augmented Reality Project. 29 Nov.-Dec. 2007. Vienna University of Technology. 29 Nov. 2007.

• A Vienna University of Technology project focused on researching and developing devices, frameworks, systems, programs, and applications for augmenting reality.

Billinghurst, Mark, and Hirokazu Kato. "Collaborative Augmented Reality." Communications of the ACM 45.7 (2002): 64-70. 29 Nov. 2007.

• Notes that most work on augmented reality has focused on changing a single person’s interactions with her environment. This paper explores the potential benefits of collaboration in augmented reality and some possible interfaces.

Chih-Hsiung, T. (2005). From presentation to interaction: new goals for online learning technologies. Educational Media International, 42(3), 189-206.

• Educators have used online technology in the past as information presentation tools and information storage tools to support learning. Researchers identify online technologies with large capacities and capabilities to enhance human learning in an interactive fashion. Online learning technology should move away from the use of computer technology as presentation and storage tools and advance to the next level by using them as interactive tools. Emerging technologies should be implemented with advanced and sound instruction to promote interactive learning by engaging learners in actively analysing information and knowledge construction and applying technology to support their decision-making. Three dimensions of advanced, sound and interactive online technologies are purposed in this paper: instructional communication technology, cognitive technology and management technology. These thee dimensions engage learners in active online communication, knowledge construction and the exchange of mental models.

Childress, M. & Braswell, R. (August 2006). Using Massively Multiplayer Online Role-Playing Games for Online Learning. Distance Education, 27(2). Retrieved November 20, 2007, from Academic Search Premier database.

• This article addresses the use of a massively multiplayer online role-playing game to foster communication and interaction and to facilitate cooperative learning in an online course. The authors delineate the definition and history of massively multiplayer online games and describe current uses of MMORPGs in education, including their experiences with constructing and using the MMORPG Second Life

Dillenbourg, P., & Traum, D. (2006). Sharing Solutions: Persistence and Grounding in Multimodal Collaborative Problem Solving. Journal of the Learning Sciences, 15(1), 121-151.

• This article reports on an exploratory study of the relationship between grounding and problem solving in multimodal computer-mediated collaboration. This article examines two different media, a shared whiteboard and a MOO environment that includes a text chat facility. A study was done on how the acknowledgment rate (how often partners give feedback of having perceived, understood, and accepted partner's contributions) varies according to the media and the content of interactions. It was expected that the whiteboard would serve to draw schemata that disambiguate chat utterances. Instead, results show that the whiteboard is primarily used to represent the state of problem solving and the chat is used for grounding information created on the whiteboard. These results are interpreted in terms of persistence: More persistent information is exchanged through the more persistent medium. The whiteboard was used as a shared memory rather than a grounding tool. [ABSTRACT FROM AUTHOR]

Gero, J., M.L. Maher, Z. Bilda. D. Merchant, L. Candy, and K. Namprempree. "Studying Collaborative Design in High Bandwidth Virtual Environments." Queensland University of Technology, Australia Retrieved November 21, 2007 (). The authors at the University of Sydney present their findings from a study involving high-bandwidth collaborative design processes across both physical and virtual spaces. The results of video data captured across both spaces reveal the nature of group collaboration including the various types of communication methods employed. Furthermore, the authors recommend that a single software platform with multiple video channels shouldbe considered to best aid distributed group work online. • Leh, A., Kouba, B., & Davis, D. (2005). Twenty-first century learning: communities, interaction and ubiquitous computing. Educational Media International, 42(3), 237-250.

• Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and ubiquitous computing. It will also present work conducted by a teacher who used a hand-held device, one of the 21st century tools, in a sixth grade classroom in the USA. The authors suggest that 21st century learning involves five types of interactions: (a) learner–content, (b) learner–teacher, (c) learner–learner, (d) learner–interface and (e) learner–community. They also recommend that professionals explore the potential of hand-held devices in education and conduct research on its effectiveness in learning.

Liang, J., Liu, T., Wang, H., Chang, B., Deng, Y., Yang, J., et al. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21(3), 181-189.

• 1 : 1 educational computing refers to a scenario where every student in a group or class uses a computing device equipped with wireless communication capability to conduct a learning task. This paper, drawing from design experiences with our digital classroom environment series and other studies, attempts to describe a few valuable 1 : 1 design perspectives for educational computing inside the classroom. We try to describe the major components of the 1 : 1 digital classroom environment and classify the most important component, student devices, according to a set of features. Furthermore, based on the notion of computing affordance, a set of communication affordances are described. This set underpins three basic educational activities, namely: teacher-directed instruction, small group learning and individual learning. Finally, scenarios are exemplified for a few typical educational computing devices. This study concludes with a discussion of short- and long-term research possibilities. [ABSTRACT FROM AUTHOR]

Maceachren, A., & Brewer, I. (2004). Developing a conceptual framework for visually-enabled geocollaboration. International Journal of Geographical Information Science, 18(1), 34.

• Most work with geospatial data, whether for scientific analysis, urban and environmental planning, or business decision making is carried out by groups. In contrast, geographic information technologies have been built and assessed only for use by individuals. In this paper we argue that, to support collaboration with geospatial information, specific attention must be given to tools that mediate understanding and support negotiation among participants. In addition, we contend that visual representations have a particularly important role to play as mediators of geocollaborative activities. With these contentions as a starting point, we present a framework for study of visually-enabled collaboration with geospatial information and for development, implementation, and assessment of geoinformation technologies that support that collaboration. The paper concludes with a brief description of two prototype geocollaborative environments that illustrate the use of the framework developed and provide the basis for discussing goals for futher research. [ABSTRACT FROM AUTHOR]

Page, K., Michaelides, D., Roure, D. D., Shadbolt, N., Yun-Heh, C.-B., Dalton, J., et al. (2005). Collaboration in the semantic grid: A basis for e-learning. Applied Artificial Intelligence, 19(9/10), 881-904.

• The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge-based tools that have been deployed to augment exiting collaborative environments, and the ontology that is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and during a collaboration. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centered design approach to e-Learning. [ABSTRACT FROM AUTHOR]

Rice, R., & Bunz, U. (2006). Evaluating a Wireless Course Feedback System: The Role of Demographics, Expertise, Fluency, Competency, and Usage. Simile, 6(3), 3.

• Current pedagogical theory emphasizes convergent, collaborative and participative learning, and the use of new computer-based instructional technologies to support these approaches. However, it is necessary to evaluate these technologies, especially to identify any student factors that might foster digital divides or differential outcomes. This study analyzes the influences on the student evaluation of a wireless course feedback system in two Master's classes, using a baseline influence survey, two later evaluation surveys, system data about answering review questions, and ratings and open-ended comments on the final course evaluation. Influences studied include demographics, variety of computer usage, web expertise, computer-email-web fluency (three dimensions), computer-mediated competency (eight dimensions), levels of exposure to the system, and use of the system for in-class reviews and discussions. The four evaluation dimensions (training, easy to use, validity, fun, overall) were predicted (from 25% to 51%) by different combinations of prior web use, computer classes, exposure to the system, and dimensions of computer-mediated competency. [ABSTRACT FROM AUTHOR]

Reitmayr, Gerhard, Chris Chiu, Alexander Kusternig, Michael Kusternig, and Hannes Witzmann. IOrb - Unifying Command and 3D Input for Mobile Augmented Reality. IEEE VR 2005 Workshop on New Directions in 3D User Interfaces, 2005, Vienna University of Technology. 29 Nov. 2007

• Details of a prototype spherical interaction to help augmented reality interface get over 2D challenges.

Skiba, D. J. (2006). Think Spots: Where Are Your Learning Spaces?. Nursing Education Perspectives, 27(2), 103-104.

• The article discusses the learning spaces of the Net generation and how the faculty could innovate to cope up with the needs of this generation. Suggestions such as redesigning classrooms, focusing on getting smarter teachers and implementation of the Conceive, Design, Implement and Operate (CDIO) engineering process were tackled. The use of laptops, handheld PDAs, cell phones and iPods of the Net generation to stay connected to the digital network was also suggested to be considered in designing the learning environment. It concluded by providing a guide to the design process of the learning space.

Wallace, Mark. "The Future of You." PC World, November, 2006.

• This article takes a look at the future of virtual reality. Wallace discusses how Three-dimensional virtual worlds like Second Life are becoming a very real component of the lives of people, and over the next ten years they will begin to shape the way people work, play and define their identities. Second Life is looked at as a new means of human expression. The collision between the virtual world and data, the metaverse is also looked at.

Young, Jeffrey R. (August 16, 2007) "Colleges are Building in Second Life, but is Anyone Visiting?" Retrieved November 18, 2007.

• An article from the Chronicle of Higher Education, this piece discusses the growing number of school sponsored spaces in SL. It talks about Wired editor Chris Anderson and his switch from being a supporter of SL to a skeptic, and how his change of opinion may alter schools and their support of the space. Are the investments that schools have made in their SL spaces worth it in terms of usefulness and number of visitors?

WISDOM AND KNOWLEDGE BUILDING

Farrell, L. and B. Holkner (2004). "Points of vulnerability and presence: knowing and learning in globally networked communities." Discourse: Studies in the Cultural Politics of Education 25(2): 133-144.

• This is a paper about knowledge, learning and the idea of community in what we call ‘hybrid workspaces’. Hybrid workspaces ‘bring together physical place and cyber place’ in communication networks (Castells, 2001, p. 131). Many people work in various kinds of hybrid workspaces. A person working on a production line might have real-time co-workers in their own town, just as a colleague might work in a hybrid workspace and rely upon others who communicate asynchronously via a website to help them solve problems. Hybrid workspaces, like most workspaces, are centrally concerned with the global production and diffusion of certain kinds of routine and innovative working knowledge. In this paper we think about knowledge as social action that is generated, mediated, negotiated and traded among people in the politically charged dynamic of hybrid workspace communities. We consider the ways people adopt, modify and are changed by the technologies they implement in these workspaces. We are especially interested in what people have to learn to know, and to be, to operate effectively in these hybrid communities, and what role formal, informal and non-formal education has to play in negotiating what counts as knowledge, and who can say so, in virtual workspaces. [ABSTRACT FROM AUTHOR]

Leh, A., Kouba, B., & Davis, D. (2005). Twenty-first century learning: communities, interaction and ubiquitous computing. Educational Media International, 42(3), 237-250.

• Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and ubiquitous computing. It will also present work conducted by a teacher who used a hand-held device, one of the 21st century tools, in a sixth grade classroom in the USA. The authors suggest that 21st century learning involves five types of interactions: (a) learner–content, (b) learner–teacher, (c) learner–learner, (d) learner–interface and (e) learner–community. They also recommend that professionals explore the potential of hand-held devices in education and conduct research on its effectiveness in learning.

ATTENTION AND PERSITENCE

Dillenbourg, P., & Traum, D. (2006). Sharing Solutions: Persistence and Grounding in Multimodal Collaborative Problem Solving. Journal of the Learning Sciences, 15(1), 121-151.

• This article reports on an exploratory study of the relationship between grounding and problem solving in multimodal computer-mediated collaboration. This article examines two different media, a shared whiteboard and a MOO environment that includes a text chat facility. A study was done on how the acknowledgment rate (how often partners give feedback of having perceived, understood, and accepted partner's contributions) varies according to the media and the content of interactions. It was expected that the whiteboard would serve to draw schemata that disambiguate chat utterances. Instead, results show that the whiteboard is primarily used to represent the state of problem solving and the chat is used for grounding information created on the whiteboard. These results are interpreted in terms of persistence: More persistent information is exchanged through the more persistent medium. The whiteboard was used as a shared memory rather than a grounding tool. [ABSTRACT FROM AUTHOR]

Nardi, B. (2005). Beyond Bandwidth: Dimensions of Connection in Interpersonal Communication. Computer Supported Cooperative Work: The Journal of Collaborative Computing, 14(2), 91-130.

• Computer-mediated communication (CMC) is a keystone of computer-supported collaborative work. Current CMC theory utilizes an information channel metaphor in which media vary according to how well they afford the transfer of messages in the channel, i.e., bandwidth. This paper draws attention to a different aspect of communication argued to be equally important: a relation between people that defines a state of communicative readiness in which fruitful communication is likely. Drawing on research on instant messaging (Nardi et al., 2000) and face to face communication (Nardi et al., 2002; Nardi and Whittaker, 2003), as well as related literature, three dimensions of connection that activate readiness are proposed: affinity, commitment, and attention. These dimensions comprise a field of connection between dyads. A field of connection is conceptualized as a labile, multidimensional space in which the values of the dimensions vary according to the history of communicative activity. Affinity, commitment, and attention are constantly monitored, negotiated, and managed through social bonding, expression of commitment, and capture of attention. The management of fields of connection requires significant interactional work to sustain communication over time. [ABSTRACT FROM AUTHOR]

Spagnolli, A., & Gamberini, L. (2007). Interacting via SMS: Practices of social closeness and reciprocation. British Journal of Social Psychology, 46(2), 343-364.

• This paper deals with the sequential structure of communication via short message service (SMS) among adults and young adults, aged 25-35 and 50-65, respectively. A collection of 173 SMS exchanges for personal communication, spontaneously composed by participants, was gathered. Each exchange was photographed from the display of the participant's mobile phone and then analysed with the approach of conversation analysis. A questionnaire was also administered during the collection procedure. The analysis of the practices organizing the action sequence reveals that exchanges frequently lack openings and closures, show an effort towards reciprocation and use implicit or anticipated actions. Social presence seems then characterized by a sense of constant availability, symmetric commitment and shared understanding. It is concluded that the sequential structure of mediated communication may give insightful details on the nature of the social presence thereby constituted and may provide a criterion to compare different communication modes. [ABSTRACT FROM AUTHOR]

LANGUAGE

Farrell, L., & Holkner, B. (2006). Making language work in hybrid workspaces: three tensions. Studies in Continuing Education, 28(3), 305-320.

• This article focuses on the kinds of work that language does in contemporary workplaces, the discursive resources that are available to workers, and the challenges that they face, as they learn to build on established language practices, and develop new language practices, in order to do their work. In particular, we are interested in the ways in which workers learn to use language and communications technologies to make and use knowledge in contested workspaces. We argue that it is more helpful to think about contemporary workplaces as workspaces; networks of people, technologies and practices stretched across countries and regions and joined up by communications technologies. A distinguishing feature of these networks is that different generations of communications technologies sit side by side, demanding and permitting different kinds of language practice. Through a case study we focus on the ways in which new language practices emerge and become significant in shaping working knowledge and working relationships. [ABSTRACT FROM AUTHOR]

Spagnolli, A., & Gamberini, L. (2007). Interacting via SMS: Practices of social closeness and reciprocation. British Journal of Social Psychology, 46(2), 343-364.

• This paper deals with the sequential structure of communication via short message service (SMS) among adults and young adults, aged 25-35 and 50-65, respectively. A collection of 173 SMS exchanges for personal communication, spontaneously composed by participants, was gathered. Each exchange was photographed from the display of the participant's mobile phone and then analysed with the approach of conversation analysis. A questionnaire was also administered during the collection procedure. The analysis of the practices organizing the action sequence reveals that exchanges frequently lack openings and closures, show an effort towards reciprocation and use implicit or anticipated actions. Social presence seems then characterized by a sense of constant availability, symmetric commitment and shared understanding. It is concluded that the sequential structure of mediated communication may give insightful details on the nature of the social presence thereby constituted and may provide a criterion to compare different communication modes. [ABSTRACT FROM AUTHOR]

LOCATION, SPACE AND PLACE

Nardi, B. (2007). Placeless Organizations: Collaborating for Transformation. Mind, Culture & Activity, 14(1/2), 5-22.

• This article defines and discusses placeless organizations as sites and generators of learning on a large scale. The emphasis is on how placeless organizations structure themselves to carry out social transformation—necessarily involving intensive learning—on a national or global scale. The argument is made that place is not a necessary component of such activity and that lack of a sense of place may be beneficial to the work. The article is intended to contribute to elaborating the cultural-historical dimensions of activity theory by examining a social framework within which significant learning activity occurs. [ABSTRACT FROM AUTHOR]