The design and evaluation of a tool to support software designers at the whiteboard

Despite the availability of advanced software design tools, software developers are known to frequently turn to the whiteboard when faced with a specific design problem. Free from any restrictions, they engage in an informal form of software design that relies heavily on sketching. However, whereas whiteboards afford flexibility and fluidity, they at the same time limit a designer in only being able to draw and erase content. This paper presents Calico, a novel software design tool that leverages electronic whiteboards to enhance the design experience with explicit support for the creative, exploratory aspects of design. Specifically, Calico offers a grid to partition the drawing space, scraps to organize and manipulate the content, and a reusable palette together with gesture-based input to address several natural behaviors exhibited by software designers, including frequent shifts in focus, use of low-detail models, use of a variety of notations, and a tendency to refine representations. To evaluate Calico, we performed a laboratory experiment involving the design of an educational traffic simulator. Through a three-pronged analysis examining the use of Calico’s features, design behaviors exhibited by the participants, and the nature of the design conversations, we show how Calico benefits the design process as it takes place at the whiteboard.     

Toward automatic video-based whiteboard reading

The increasing popularity of whiteboards as a popular tool in meeting rooms has been accompanied by a growing interest in making use of the whiteboard as a user interface for human-computer interaction. Therefore, systems based on electronic whiteboards have been developed in order to serve as meeting assistants for, e.g., collaborative working. However, as special pens and erasers are required, natural interaction is restricted. In order to render this communication method more natural, it was proposed to retain ordinary whiteboard and pens and to visually observe the writing process using a video camera [22, 25]. In this paper a prototype system for automatic video-based whiteboard reading is presented. The system is designed for recognizing unconstrained handwritten text and is further characterized by an incremental processing strategy in order to facilitate recognizing portions of text as soon as they have been written on the board. We will present the methods employed for extracting text regions, preprocessing, feature extraction, and statistical modeling and recognition. Evaluation results on a writer-independent unconstrained handwriting recognition task demonstrate the feasibility of the proposed approach.Received: 11 March 2003, Accepted: 9 October 2004, Markus Wienecke: Correspondence toThis work was in part supported by the German Research Foundation (DFG) within project Fi799/1.     

“Where’s Farah?”: Knowledge silos and information fusion by distributed collaborating teams

The Cognitively-Based Rapid Assessment Methodology (C-RAM) system manages multiple-user interactions as users work with multiple information sources. Further, it allows users to view, exchange, organize, and combine the information available and it facilitates group decision-making. Three-member teams, randomly assigned in either the (a) view others’ whiteboards or (b) cannot view others’ whiteboards conditions, completed an intelligence analysis and mission planning task. Each team member was given access to a virtual whiteboard populated with decision cards (DCards) containing intelligence information constrained to a specific area of expertise. DCards can be assessed (rated) for decision impact and importance and team members have access to all DCards regardless of experimental condition. Team members who can view their teammates’ whiteboards during collaborative activities achieve significantly higher performance. When compared to teams unable to view others’ whiteboards, they move their own DCards less frequently, add fewer additional DCards to their own whiteboards, and rate others’ DCards less frequently. Additionally, rating one’s own DCards is the only process positively related team performance.     

Following the trail: understanding information flow in the emergency department

A hospital emergency department (ED) is a complex cognitive work system. ED providers routinely create, process and share various kinds of information in their work. They may constantly transform information using technological artifacts such as an electronic patient information system. The functionality in the technology, however, limits their tasks and activities. So, they create their own artifacts (such as handwritten notes on a post-it note), to share and process information. The goal of the paper is to illustrate how health providers in EDs create, process, transform and share information to achieve work goals. We present the information trail model in the ED to illustrate various facets of information creation activity and generate insights for health information technology design.     

Real-Time Whiteboard Capture and Processing Using a Video Camera for Remote Collaboration

This paper describes our recently developed system which captures pen strokes on physical whiteboards in real time using an off-the-shelf video camera. Unlike many existing tools, our system does not instrument the pens or the whiteboard. It analyzes the sequence of captured video images in real time, classifies the pixels into whiteboard background, pen strokes and foreground objects (e.g., people in front of the whiteboard), extracts newly written pen strokes, and corrects the color to make the whiteboard completely white. This allows us to transmit whiteboard contents using very low bandwidth to remote meeting participants. Combined with other teleconferencing tools such as voice conference and application sharing, our system becomes a powerful tool to share ideas during online meetings     

Feature-based design for heterogeneous objects

Heterogeneous objects are objects composed of different constituent materials. In these objects, multiple desirable properties from different constituent materials can be synthesized into one part. In order to obtain mass applications of such heterogeneous objects, efficient and effective design methodologies for heterogeneous objects are crucial.In this paper, we present a feature based design methodology to facilitate heterogeneous object design. Under this methodology, designers design heterogeneous objects using high-level design components that have engineering significance. These high level components are form features and material features. In this paper, we first examine the relationships between form features and material features in heterogeneous objects. We then propose three synthesized material features in accordance with our examination of these features. Based on these proposed features, we develop a feature based design methodology for heterogeneous objects. Two enabling methods for this design methodology, material heterogeneity specification within each feature and combination of these material features, are developed. A physics (diffusion) based B-spline method is developed to (1) allow design intent of material variation be explicitly captured by boundary conditions, (2) ensure smooth material variation across the feature volume. A novel method, direct face neighborhood alteration, is developed to increase the efficiency of combining heterogeneous material features.Examples of using this feature based design methodology for heterogeneous object design, such as a prosthesis design, are presented.     

Triage Drift: A Workplace Study in a Pediatric Emergency Department

This paper presents a workplace study of triage work practices within an emergency department (ED). We examine the practices, procedures, and organization in which ED staff uses tools and technologies when coordinating the essential activity of assessing and sorting patients arriving at the ED. The paper provides in-depth empirical observations describing the situated work practices of triage work, and the complex collaborative nature of the triage process. We identify and conceptualize triage work practices as comprising patient trajectories, triage nurse activities, coordinative artefacts and exception handling; we also articulate how these four features of triage practices constitute and connect workflows, organize and re-organize time and space during the triage process. Finally we conceptualize these connections as an assessing and sorting mechanism in collaborative work. We argue that the complexities involved in this mechanism are a necessary asset of triage work, which calls for a reassessment of the concept of triage drift.     

Understanding the materiality of writing from multiple sources

Writing research has typically focussed on the text production elements of writing. Many everyday writing tasks, however, cannot be characterized simply in terms of text production since they often involve the use of source materials to support the composition process. As such, these tasks are better thought of as hybrid tasks. Such hybrid tasks have been given relatively little attention in the literature and what little work has been done has taken a purely cognitive approach that downplays the material context within which the task takes place. Following Haas' critique of mainstream writing research which advocated the need to consider the material tools and artefacts in theories of writing, this paper takes a similar approach in relation to the hybrid tasks of writing while reading from multiple sources. A study is presented that explores a range of everyday writing from multiple sources in their real-world contexts. The study highlights a number of important characteristics of the interaction with the material artefacts used during these tasks and the impact that these have on the underlying cognitive processes. The hope is that these will begin to offer some grounding on which future theoretical understanding of these hybrid tasks can build, as well as providing useful insights into the design of technologies to support these tasks.     

Authority as an Interactional Achievement: Exploring Deference to Smart Devices in Hospital-Based Resuscitation

Over the years, healthcare has been an important domain for CSCW research. One significant theme carried through this body of work concerns how hospital workers coordinate their work both spatially and temporally. Much has been made of the coordinative roles played by the natural rhythms present in hospital life, and by webs of mundane artefacts such as whiteboards, post-it notes and medical records. This paper draws upon the coordinating role of rhythms and artefacts to explore the nested rhythms of the Cardio-Pulmonary Resuscitation (CPR) protocol conducted to restore the proper heart rhythm in a patient who has suffered a cardiac arrest. We are interested in how the teams delivering CPR use various ‘smart’ assistive devices. The devices contain encoded versions of the CPR protocol and are able to sense (in a limited way) the situation in order to give instructions or feedback to the team. Using an approach informed by ethnomethodology and conversation analysis (EM/CA) we analysed video of trainee nurses using these devices as they delivered CPR in dramatized training scenarios. This analysis helped us to understand concepts such as autonomy and authority as interactional accomplishments, thus filling a gap in CSCW literature, which often glosses over how authority is formed and how it is exercised in medical teams. It also helps us consider how to respond to devices that are becoming more active in that they are being increasingly imbued with the ability to sense, discriminate and direct activity in medical settings.     

Underground adaptations: case studies from health care

Clinical work is accomplished by complex, highly distributed, joint cognitive systems, and involves high levels of uncertainty and ambiguity. Hospital emergency departments (EDs) in particular must adapt to uncertainty, ambiguity and change on a variety of different temporal scales. Many of these adaptations are unofficial, in part because they cannot be specified in advance and because the official models of healthcare work do not include or acknowledge them. This paper presents two case studies of reactive adaptation within the ED setting and uses these to explore their implications for cognitive engineering and design.     

Sociomateriality and boundary objects in information systems development

Information systems (IS) development is a complex organisational activity involving multiple stakeholders who interact with various artefacts in order to facilitate understanding and cooperation across diverse knowledge domains. A considerable body of work has analysed such artefacts as boundary objects, focusing on their interpretive flexibility across communities of practice. Increasing interest in the materiality of organisational practices directs attention to how such objects result from the performance of sociomaterial relations. This paper draws on these two strands of research to complement the analysis of project-related artefacts as boundary objects with a sociomaterial perspective on such objects and the practices within which they are constituted. The contribution of this combined approach is illustrated using the findings of a longitudinal case study of IS development. We trace the production and use of a prototype, the various people and practices with which it was associated, the multiple sociomaterial configurations that constituted it as a boundary object, and the social and material consequences of its use. The utilisation of sociomateriality as a theoretical lens enables us to further our understanding of how project-related artefacts act as boundary objects, and in doing so, constitute IS development as a sociomaterial practice.     

The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue

This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology ‘opening up a dialogic space for reflection’, but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue. This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples.     

Audio-augmented paper for therapy and educational intervention for children with autistic spectrum disorder

Autism affects children׳s learning and social development. Commonly used rehabilitative treatments are aimed at stimulating the social skills of children with autism. In this article, we present a prototype and a pilot study on an audio-augmented paper to support the therapy of children with autism spectrum disorder (ASD). The prototype supports audio recording with standard sheets of paper by using tangible tools that can be shared between the therapist and the child. The prototype is a tool for the therapist to engage the child in a storytelling activity. We use a progressive design method based on a dynamic process that merges concept generation, technology benchmarking and activity design into continuously enriching actions. The paper highlights the qualities and benefits of using tangible audio-augmented artefacts for therapy and educational intervention for children with ASD. The work describes three main qualities of our prototype: from building cooperation to attention control, flow control, and using the children׳s own voices to foster attention.     

Auditory display design—An investigation of a design pattern approach

We present the evaluation of a methodological design framework that supports expert and novice designers in creating auditory artefacts in human–technology interaction. We first motivate the development of our framework by analysing available guidance and the current practice in the field. Subsequently, we recapitulate on the design of the framework—paco, pattern design in the context space—and present its key concepts and methods. The evaluation of paco aimed to investigate how useful this framework is in a real-world environment. It was conducted in two phases: experts in auditory display design first captured successful designs through paco and created a body of design patterns. These patterns were subsequently used in a controlled experiment with novice designers who were given a design task that forced them to use audio. The results demonstrate that paco has facilitated the transfer of design knowledge and good practice from experts to novices through design patterns. The context space, a key concept in paco, improves the contextual awareness of designers and provides an organising principle for problems, patterns and artefacts. We close by reflecting on the results and discussing future lines of research.     

The factors affecting acceptance and use of interactive whiteboard within the scope of FATIH project: A structural equation model based on the Unified Theory of acceptance and use of technology

Purpose of this research is to explain the factors affecting high school teachers' acceptance and use of interactive whiteboard within the scope of FATIH project according to the Unified theory of acceptance and use of technology (UTAUT, Venkatesh et al., 2003). The study was designed using causal research design in order to examine the cause-effect relationship between the variables. Sample of the study consists of 158 teachers, determined via criteria sampling, who have participated in the study voluntarily. Data has been collected using a 7 points Likert scale, developed for this study, which covers UTAUS's factors and variables featuring interactive whiteboard acceptance and use of the teachers. The collected data has been analyzed with simple and multiple linear regressions and structural equation model. The findings have shown that performance expectancy, effort expectancy and social influence had positive effects on behavioral intention; behavioral intention and facilitating conditions had positive effects on the usage time of interactive whiteboard.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.     

电子白板模块的设计和实现

介绍了交互式多媒体信息系统中的电子白板模块的设计和实现,对于电子白板这样的实时网上协作而言,开发时需要注意许多问题。文章首先介绍了不一致问题、用户间感和问题的产生和解决;然后介绍了本模块的具体实现;最后介绍了模块的特点和使用情况。