Designing for reportability: sustainable gamification,public engagement,and promoting environmental debate

There is a growing emphasis in many countries on matters such as participation in e-government, e-democracy, the provision of forums for online debate, and so on. A critical issue in all of these cases is one of encouraging engagement across a broad spectrum of potentially interested parties and stakeholders. In this paper, we use an ethnographic study of an online event, designed to encourage debate, to explore some critical issues in how the mechanisms productive of debate have shifted in company with the Web 2.0 phenomenon. By contrasting this with a prior study of how players managed their gameplay in a multiplayer pervasive game, we focus upon how different ways of constructing games and events can have serious implications for their ordinary everyday reportability in routine face-to-face interactions. We conclude that designing for reportability should be an active consideration when designing the resources for online debate and consider some ways in which that might be accomplished.     

Computer support for learning in collaborative contexts: prompted hypothesis testing in physics

An enormous amount of work has been carried out into the ways in which computers can support collaboration in the service of learning. Less attention has been paid to computer support for learning when collaboration is non-problematic, yet this is arguably of equal significance. Recognizing this, the present paper reports software which was developed to help collaborating pupils test hypotheses, an activity thought by many to be relevant to conceptual learning. The software addressed hypotheses relating to: (a) the factors which influence the pressure of water; and (b) the factors which influence the formation of shadows. It required collaborating pupils to formulate hypotheses about such factors, decide which factors must be manipulated to check correctness, formulate predictions about outcomes prior to testing, observe the results of tests, and draw conclusions across test series. Pupils were asked to input their decisions at key points as they used the software, and they received prompts to the extent that their decisions were inappropriate. The prompts became increasingly explicit as inappropriate decisions persisted. The paper describes the use of the software by 9–14-year-old pupils, comparing their activity with that of similarly aged pupils who worked with otherwise equivalent software which lacked any prompts. Evidence is presented for the value of prompting, with implications not simply for the use of hypothesis testing as an instructional strategy but also for the design of computer-based support for other complex and co-ordinated activities.     

Expect the worse or hope for the best? Prenatal diagnosis of geleophysic dysplasia

Geleophysic dysplasia is a rare, autosomal recessive disorder which causes disproportionate short stature associated with severe physical handicaps, but is compatible with survival into adulthood. We present a case, a first-born child, where genetic counselling difficulties arose following ultrasound recognition of short-limbed dwarfism in association with polyhydramnios and an initial incorrect prenatal diagnosis of lethal chondrodysplasia. After birth of the surviving affected infant, the parents had great difficulty accepting that there had been a prenatal misdiagnosis and they were greatly disappointed by our inability to predict the postnatal survival of an infant to whom no hope of life had previously been given. The correct diagnosis was not made until the proband was nearly 1 year old, and the true prognosis then became clearer. This experience underlines the relative ease of prenatal recognition of skeletal growth abnormalities compared with the considerable difficulties experienced in reaching a precise diagnosis. Thus, following prenatal diagnosis of unspecified chondrodysplasia when parents seek definite information about the prognosis, the temptation to be either overpessimistic or overoptimistic should be avoided.     

Ethnography,CSCW and Ethnomethodology

Computer Supported Cooperative Work (CSCW) - This paper documents some details and some examples of the influence of ethnomethodological work in the fieldwork tradition associated with European...     

From Facebook to the Neighbourhood: Infrastructuring of Hybrid Community Engagement

In recent years, social media have increased the resources that individuals and organizations are able to mobilize for the development of socially innovative practices. In this article, we engage with a naturally occurring development in a Trentinian neighbourhood to examine the cooperative interactions amongst members of a local community. The first author and local residents of the neighbourhood participated in online discussions, decision making, and physical activities that led to material changes in the area. The interventions are motivated by and based on the concept of Social Street that combines online interactions in a closed Facebook group with face-to-face meetings seeking to practically engage the collective in accomplishing certain immediate or ongoing needs. Over the course of two years, we studied this local instantiation of Social Street in Trento, Italy by way of an action-oriented (digital) ethnography. Through this work, we demonstrate how urban neighbourhoods might benefit from hybrid forms of community engagement that are enacted through a constant back and forth between online and face-to-face interactions. We further argue that the infrastructuring of local urban collectives should follow strategies that pay attention to the multiple issues in urban neighbourhoods and people’s attachments to them. Overall, the paper reflects upon the challenges and configurations of participation that this form of community-work entails.     

Of Embodied Action and Sensors: Knowledge and Expertise Sharing in Industrial Set-Up

Knowledge and expertise sharing has long been an important theme in CSCW and, importantly, one that has frequently challenged a prevailing view concerning knowledge management. This critique focused, initially, on the practical problems associated with issues of Organisational Memory (OM), and in particular the difficulties inherent in an oversimplified ‘repository’ model. Attention then turned to issues of contextuality and communication for expertise sharing, drawing on concepts such as communities of practice and social capital to understand, again, the sharing of knowledge and expertise in practice. Here, we report on how particular kinds of ‘embodied action’ can be identified in relation to the potential of cyber-physical infrastructures for knowledge sharing in an industrial context. We argue that, in a complex industrial domain, both the recording of physical movement – ‘showing’ – and the representation of local knowledge – ‘telling’ – are potentially relevant. Our proposal is that the evolution of cyber-physical infrastructures now offers a way of changing some early assumptions about how knowledge might be captured and displayed. We argue that we are entering a third generation of knowledge and expertise sharing research, where the use of augmented reality (AR) and sensor technology will result in significant new methodological innovations, including the capture and sharing of knowledge, embedded in embodied action.     

Alkyl Formate Ester Synthesis by a Fungal Baeyer–Villiger Monooxygenase

We investigated Baeyer–Villiger monooxygenase (BVMO)‐mediated synthesis of alkyl formate esters, which are important flavor and fragrance products. A recombinant fungal BVMO from Aspergillus flavus was found to transform a selection of aliphatic aldehydes into alkyl formates with high regioselectivity. Near complete conversion of 10 mm octanal was achieved within 8 h with a regiomeric excess of ～80 %. Substrate concentration was found to affect specific activity and regioselectivity of the BVMO, as well as the rate of product autohydrolysis to the primary alcohol. More than 80 % conversion of 50 mm octanal was reached after 72 h (TTN nearly 20 000). Biotransformation on a 200 mL scale under unoptimized conditions gave a space‐time yield (STY) of 4.2 g L^?1 d^?1 (3.4 g L^?1 d^?1 extracted product).     

Examining learning in relation to the contexts of use of ICT

Abstract Although ICT resources are commonly expected to produce uniform benefits, they are necessarily employed within pre-existing contexts of educational and social activity, and the outcome in terms of both pattern of use and learning depends on how they fit in with these. As a result, the same technology or software may have unexpectedly diverse effects, according to specific setting. If the object is to exercise control over outcome, then the conditions of use need to be planned for within the design and implementation of the technology. In order to do this, it is crucial that research gathers data on how outcomes are affected by the interplay between technology and context. This raises questions about the methods that would be appropriate for the conduct and dissemination of such research. These points are discussed in relation to three studies, one each at primary, secondary and university levels of education.     

The effect of software type on the quality of talk

Research was undertaken comparing teacher-pupil and pupil-pupil dyads using computer-assisted learning programs, of both 'open' (where the means of achieving the task goal are under the users' control) and 'closed' (where the routes to achieving the task goal are much more controlled by the computer) types. The interactions within teacher-pupil and pupil-pupil dyads whilst using the programs were videorecorded and subsequently analysed to ascertain whether the nature of the software (open or closed) exerted any constraining effect upon the dyads' interactions. Variations in interactional styles were identified using quantitative methods; these, plus other more qualitative data are discussed with reference to specific examples of software. It is concluded that the open-closed distinction conflates several dimensions of machine behaviour, particularly the number of options of action available to users at any given point, the frequency of computer interventions, the nature of computer interventions (eg. prompt versus question) and the granularity of the task.