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|Title:||Action Context and Target Context Representations: A Case Study on Collaborative Design Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Artman, H., Ramberg, R., Sundholm, H., & Cerratto-Pargman, T. (2005). Action Context and Target Context Representations: A Case Study on Collaborative Design Learning. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 1-7). Taipei, Taiwan: International Society of the Learning Sciences.|
|Abstract:||This paper focuses on the concept of representations produced in the context of collaborative design. More specifically, on the interplay between collaborative creation of sketches (design proposals), and argumentation and negotiation processes taking place in the design activity. The question raised in this paper is how sketches produced during a design session reflect and mediate dialogues and argumentation in the design activity and how the sketches feed into an envisioned use context or vice versa. The concepts of action context- and target context representations are introduced and used to illustrate shifts of focus during a design session. We have studied a group of students working on a design task in an interactive space for two weeks. The purpose of the study was to investigate how an environment meant to support collaborative work and learning support collaborative and creative learning of interaction design. The results indicate that students attending a course on interaction design did not pay enough attention to target representations. Furthermore the results suggest that "action context representations" to a large extent occupy student activities as a result of either complex technology or as a result of the students thrust to do something instrumental. We suggest that pedagogical programs for collaborative learning of design may relieve some of the mapping, or interplay, of design proposals and the target context representation.|
|Appears in Collections:||CSCL 2005|
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