Communication and Computer Supported Cooperative Work Human Computer Interaction

Communication Communication and Computer and Computer

Supported Supported Cooperative Cooperative

WorkWorkHuman Computer InteractionHuman Computer Interaction

OverviewOverview

All computer systems, single user or All computer systems, single user or multi-user, interact with the work-multi-user, interact with the work-groups and organizations in which they groups and organizations in which they are usedare used

Need to understand normal human-Need to understand normal human-human communicationhuman communication face-to-face communication involves eyes, face-to-face communication involves eyes,

face and bodyface and body conversation can be analysed to establish conversation can be analysed to establish

its detailed structureits detailed structure

OverviewOverview This can then be applied to text-based This can then be applied to text-based

conversation, which hasconversation, which has reduced feedback for confirmation reduced feedback for confirmation less context to disambiguate utterancesless context to disambiguate utterances slower pace of interactionslower pace of interaction but is more easily reviewedbut is more easily reviewed

Group working is more complex than that of a Group working is more complex than that of a single personsingle person influenced by the physical environment influenced by the physical environment experiments are more difficult to control and recordexperiments are more difficult to control and record field studies must take into account the social field studies must take into account the social

situationsituation

Social nature of humansSocial nature of humans

Humans are inherently social Humans are inherently social creaturescreatures

We live together, work together, learn We live together, work together, learn together, play together, etc.together, play together, etc.

Therefore, we need to develop Therefore, we need to develop interactive systems that support and interactive systems that support and extend these kinds of social extend these kinds of social interactionsinteractions

Communication and collaborationCommunication and collaboration

Face-to-face Face-to-face communicationcommunication

Most primitive and most subtle form Most primitive and most subtle form of communicationof communication

Often seen as the paradigm Often seen as the paradigm for computer mediated for computer mediated communicationcommunication

Face-to-face Face-to-face communicationcommunication

Transfer effectsTransfer effects carry expectations into electronic mediacarry expectations into electronic media

People are adaptable – eg People are adaptable – eg “over”“over” But also expect they can use existing norms But also expect they can use existing norms

(eg: cultural)(eg: cultural) sometimes with disastrous resultssometimes with disastrous results

may interpret failure as rudeness of may interpret failure as rudeness of colleaguecolleague

e.g., personal spacee.g., personal spacevideo may destroy mutual impression of distance video may destroy mutual impression of distance happily the “glass wall” effect helpshappily the “glass wall” effect helps

Eye contactEye contact

to convey interest and establish to convey interest and establish social presencesocial presence

video may spoil direct eye contactvideo may spoil direct eye contact but poor quality video better than but poor quality video better than

audio onlyaudio only Establishing context – focus of the Establishing context – focus of the

conversationconversation

Gestures and body Gestures and body languagelanguage

much of our communication is much of our communication is through our bodiesthrough our bodies

gesture (and eye gaze) used for gesture (and eye gaze) used for deictic referencedeictic reference Deictic – “directly pointing out” Deictic – “directly pointing out”

(oed.com)(oed.com) head and shoulders video loses thishead and shoulders video loses this

So: close focus for eye contactSo: close focus for eye contactor wide focus for body language?or wide focus for body language?

Back channelsBack channels Alison: Alison:

Do you fancy that film, Do you fancy that film, errerr[1] [1] -`The -`The Green' – Green' – umum[2][2] – –

it starts at eight.it starts at eight. Brian: Brian:

Great!Great!

Not just the words!Not just the words! Back channel responses from Brian at 1 and 2Back channel responses from Brian at 1 and 2

quizzical at 1quizzical at 1 affirmative at 2affirmative at 2

Back channels include:Back channels include: nods and grimacesnods and grimaces shrugs of the shouldersshrugs of the shoulders grunts and raised eyebrowsgrunts and raised eyebrows Utterance begins vague then sharpens up Utterance begins vague then sharpens up justjust

enoughenough

Back channels IIBack channels II Restricting media restricts back channelsRestricting media restricts back channels

Video … loss of body languageVideo … loss of body language Audio … loss of facial expressionAudio … loss of facial expression Half Duplex … lose most voice back channel Half Duplex … lose most voice back channel

responsesresponses Text Based … nothing left!Text Based … nothing left!

Back channels used for turn-taking:Back channels used for turn-taking: Speaker offers the floor (fraction of a second gap)Speaker offers the floor (fraction of a second gap) Listener requests the floor (facial expression, small Listener requests the floor (facial expression, small

noise)noise) Grunts, Grunts, ‘um's‘um's and and ‘ah's‘ah's, can be used by the:, can be used by the:

listener to listener to claimclaim the floor the floor speaker to speaker to holdhold the floor the floor

But often too quiet for half-duplex channelsBut often too quiet for half-duplex channels

Trans-continental conferences - special problems Trans-continental conferences - special problems lag can exceed the turn taking gap lag can exceed the turn taking gap

leads to a monologue!leads to a monologue!

Basic conversational Basic conversational structurestructure

Alison: Alison: Do you fancy that filmDo you fancy that film Brian: Brian: the uh the uh (500 ms)(500 ms) with the black cat –”The with the black cat –”The

Green whatsit”Green whatsit” Alison: Alison: yeah, go at yeah, go at uhuh (looks at watch 1.2 s)(looks at watch 1.2 s) twenty twenty

toto?? Brian: Brian: suresure

Smallest unit is the utteranceSmallest unit is the utterance Turn taking … utterances usually Turn taking … utterances usually

alternatealternate

Basic conversational Basic conversational structurestructure

Simplest structure - Simplest structure - adjacency pairadjacency pair Adjacency pairs may nest;Adjacency pairs may nest;

Brian: Brian: Do you want some gateau? Do you want some gateau? (X)(X) Alison: Alison: is it very fattening? is it very fattening? (Y)(Y) Brian: Brian: yes, very yes, very (Y)(Y) Alison: Alison: and lots of chocolate? and lots of chocolate? (Z)(Z) Brian: Brian: masses masses (Z)(Z)

Alison: Alison: I'll have a big slice then. I'll have a big slice then. (X)(X)

Structure is: Structure is: B-xB-x, , A-y, B-y, A-z, B-zA-y, B-y, A-z, B-z, , A-xA-x Inner pairs often for clarificationInner pairs often for clarification But, simple pairing is not always possible or usefulBut, simple pairing is not always possible or useful

Context in conversationContext in conversation

Utterances are highly ambiguousUtterances are highly ambiguous We use context to We use context to disambiguatedisambiguate

Brian: (points) Brian: (points) that post is leaning a bitthat post is leaning a bit Alison: Alison: that's the one you put inthat's the one you put in


Two types of context:Two types of context: external contextexternal context

reference to the reference to the environmentenvironment e.g., Brian's “e.g., Brian's “thatthat” = the thing pointed to ” = the thing pointed to

[deictic reference][deictic reference] internal contextinternal context

reference to the reference to the previous conversationprevious conversation e.g., Alison's “e.g., Alison's “thatthat” = the last thing spoken ” = the last thing spoken

ofof


Often contextual utterances involve Often contextual utterances involve indexicalsindexicals:: that, this, he, she, itthat, this, he, she, it

These may be used for internal or These may be used for internal or external contextexternal context

Also descriptive phrases may be used:Also descriptive phrases may be used: external: “the corner post is leaning a bit”external: “the corner post is leaning a bit” internal: “the post you mentioned”internal: “the post you mentioned”

Common GroundCommon Ground

Resolving context depends on Resolving context depends on meaningmeaning participants must participants must share meaningshare meaning so must have so must have shared knowledgeshared knowledge

Conversation constantly Conversation constantly negotiates meaningnegotiates meaning process called process called groundinggrounding

Alison: Alison: So, you turn right beside the river.So, you turn right beside the river. Brian: Brian: past the pub.past the pub. Alison: Alison: yeah -yeah -

Each utterance is assumed to be:Each utterance is assumed to be: relevantrelevant - furthers the current topic - furthers the current topic helpfulhelpful - comprehensible to listener - comprehensible to listener

Focus and breakdownFocus and breakdown

Context resolved relative to current Context resolved relative to current dialogue dialogue focusfocus Alison: Alison: Oh, look at your roses –Oh, look at your roses – Brian: Brian: mmm, but I've had trouble with green fly.mmm, but I've had trouble with green fly. Alison: Alison: they're the symbol of the English summer.they're the symbol of the English summer. Brian: Brian: green fly?green fly? Alison: Alison: no roses silly!no roses silly!

Tracing topics is one way to analyse Tracing topics is one way to analyse conversation.conversation. Alison begins - topic is Alison begins - topic is rosesroses Brian shifts topic to Brian shifts topic to green flygreen fly Alison misses shift in focus = breakdownAlison misses shift in focus = breakdown


You can classify utterances by the task You can classify utterances by the task they perform in the conversationthey perform in the conversation Substantive Substantive

– – directly relevant to the development of the directly relevant to the development of the conversationconversation

Annotative Annotative – – points of clarification, elaboration etcpoints of clarification, elaboration etc

Procedural Procedural – – talking about the process of collaboration itselftalking about the process of collaboration itself


Alison is giving Brian directions, using a Alison is giving Brian directions, using a whiteboardwhiteboard

Alison: Alison: you go along this road until you get to the riveryou go along this road until you get to the river Brian: Brian: do you stop before the river or after you cross do you stop before the river or after you cross

it?it? Alison: Alison: beforebefore Brian: Brian: draw the river in blue and the road in blackdraw the river in blue and the road in black Alison: Alison: So, you turn right beside the riverSo, you turn right beside the river Brian: Brian: past the pubpast the pub Alison: Alison: yeah … is there another black pen? This one is yeah … is there another black pen? This one is

running dry.running dry.

substantive

annotative

procedural

substantive

substantive

procedural

annotative

NB: The final utterance is “procedural technical” and indicates that the system has become apparent to the participants

BreakdownBreakdown

Breakdown happens at all levels:Breakdown happens at all levels: topic, indexicals, gesturetopic, indexicals, gesture

Breakdowns are frequent, but:Breakdowns are frequent, but:

redundancyredundancy makes detection easy makes detection easy(Brian cannot interpret (Brian cannot interpret ““they're the symbol of the English summerthey're the symbol of the English summer””))

people very good at repairpeople very good at repair(Brain and Alison quickly restore shared focus)(Brain and Alison quickly restore shared focus)

Electronic media may lose some redundancyElectronic media may lose some redundancy= breakdown more severe= breakdown more severe

breakdownbreakdown Alison: Alison: Isn’t that beautifulIsn’t that beautiful

Points to a large male deer (stag) standing next to a treePoints to a large male deer (stag) standing next to a tree Brian: Brian: the symmetry of the branchesthe symmetry of the branches

He thinks she pointed to the treeHe thinks she pointed to the tree Alison: Alison: how some people can dislike them I cannot how some people can dislike them I cannot

understand!understand! Brian: Brian: Yes – the park rangers should shoot all those damn Yes – the park rangers should shoot all those damn

deer before they kill the trees off for good!deer before they kill the trees off for good! Alison: Alison: (silence)(silence)

NOTE: Brians reference to symmetrical branches MAY have NOTE: Brians reference to symmetrical branches MAY have sounded to Alison like a reference to the stag’s antlers!sounded to Alison like a reference to the stag’s antlers!

Speech-Act TheorySpeech-Act Theory

A specific form of conversational A specific form of conversational analysisanalysis

Utterances characterised by what Utterances characterised by what they do, they’re actsthey do, they’re acts e.g., “I'm hungry”e.g., “I'm hungry”

propositional meaning – hungerpropositional meaning – hunger intended effect – “get me some food”intended effect – “get me some food”

Classic example: “I now pronounce you Classic example: “I now pronounce you man & wife”man & wife”


Basic conversational acts Basic conversational acts (illocutionary points):(illocutionary points): PromisesPromises RequestsRequests DeclarationsDeclarations AssertionsAssertions CountersCounters RenegesReneges WithdrawalsWithdrawals


Speech acts need not be Speech acts need not be spokenspokene.g., silence often e.g., silence often interpreted as acceptanceinterpreted as acceptance

Speech-Act TheorySpeech-Act Theory Generic patterns of acts can be Generic patterns of acts can be

identified:identified: Conversation for action (CfA) Conversation for action (CfA)

Seeks to obtain a specific requestSeeks to obtain a specific request Conversation for clarification (CfC)Conversation for clarification (CfC)

Usually embedded in CfA - to clarify the Usually embedded in CfA - to clarify the requested actionrequested action

Conversation for possibilities (CfP)Conversation for possibilities (CfP) Looking towards future actionsLooking towards future actions

Conversation for Orientation (CfO)Conversation for Orientation (CfO) Building a shared understandingBuilding a shared understanding

ConversatiConversations for ons for actionaction

Circles represent ‘states’ in the conversationCircles represent ‘states’ in the conversation Arcs represent utterances (speech acts)Arcs represent utterances (speech acts)

Simplest route 1-2-3-4-5:Simplest route 1-2-3-4-5: Alison: Alison: have you got the market survey on chocolate?have you got the market survey on chocolate?

[request][request] Brian: Brian: suresure [promise] [promise] Brian: Brian: there you arethere you are [assert] [assert] Alison: Alison: thanksthanks [declare] [declare]

More complex routes possible, e.g., 1-2-6-3More complex routes possible, e.g., 1-2-6-3 Alison: Alison: have you got –have you got – [request] [request] Brian: Brian: I've only got the summary figuresI've only got the summary figures [counter] [counter] Alison: Alison: that'll dothat'll do [accept] [accept]

Text based Text based communicationcommunication

Most common media for Most common media for asynchronous groupwareasynchronous groupware exceptions: voice mail, answer phoneexceptions: voice mail, answer phone

Familiar medium, similar to paper Familiar medium, similar to paper lettersletters but, electronic text may act as speech but, electronic text may act as speech

substitute!substitute!


Types of electronic text:Types of electronic text: Discrete: directed messages, no Discrete: directed messages, no

structurestructure Linear: messages added (in temporal Linear: messages added (in temporal

order)order) Non-Linear: hypertext linkagesNon-Linear: hypertext linkages Spatial: two dimensional arrangementSpatial: two dimensional arrangement


Most obvious loss, no facial Most obvious loss, no facial expression or body languageexpression or body language weak back-channels, so it is difficult to weak back-channels, so it is difficult to

convey:convey: affective state - happy, sad, angry humorousaffective state - happy, sad, angry humorous illocutionary force - urgent, important, illocutionary force - urgent, important,

deferentialdeferential Participants compensate by flaming and Participants compensate by flaming and

smilies ;-)smilies ;-)

Grounding constraintsGrounding constraints

Establishing common ground Establishing common ground depends on grounding constraintsdepends on grounding constraints Co-Temporality: - instant feedthroughCo-Temporality: - instant feedthrough Simultaneity: - speaking togetherSimultaneity: - speaking together Sequence: - utterances orderedSequence: - utterances ordered


These constraints are often weaker These constraints are often weaker in text based communication than in in text based communication than in face-to-face conversationface-to-face conversation e.g., loss of sequence in linear text:e.g., loss of sequence in linear text:

network delays or coarse granularity = network delays or coarse granularity = overlapoverlap


1.1. BethanBethan: how many should be in the group?: how many should be in the group?2.2. RowenaRowena: maybe this could be one of the 4 strongest reasons: maybe this could be one of the 4 strongest reasons3.3. RowenaRowena: please clarify what you mean: please clarify what you mean4.4. BethanBethan: I agree: I agree5.5. RowenaRowena: hang on: hang on6.6. RowenaRowena: Bethan what did you mean?: Bethan what did you mean?

Message pairs 1&2 and 3&4 composed simultaneouslyMessage pairs 1&2 and 3&4 composed simultaneously

i.e., lack of common experiencei.e., lack of common experience

RowenaRowena: 2 1 3 4 5 6: 2 1 3 4 5 6 BethanBethan: 1 2 4 3 5 6: 1 2 4 3 5 6

Above shows breakdown of turn-takingAbove shows breakdown of turn-takingresult of poor back channelsresult of poor back channels

Maintaining contextMaintaining context

Recall Recall contextcontext was was essential for essential for disambiguationdisambiguation

Text loses external context, Text loses external context, hence hence deixis deixis (cf: (cf: deicticdeictic)) linking linking to to shared objectsshared objects can help can help

1. Alison1. Alison: Brian's got some : Brian's got some lovely roseslovely roses

2. Brian2. Brian: I'm afraid they're : I'm afraid they're covered in green flycovered in green fly

3. Clarise3. Clarise: I've seen them, : I've seen them, they're beautifulthey're beautiful

Both (2) and (3) are Both (2) and (3) are responses to (1)responses to (1) but the transcript suggests but the transcript suggests

green fly are beautifulgreen fly are beautiful Hypertext can maintain Hypertext can maintain

‘parallel’ conversations‘parallel’ conversations

Pace and GranularityPace and Granularity

Pace of conversation - the rate of turn takingPace of conversation - the rate of turn taking face-to-faceface-to-face - every few seconds - every few seconds telephonetelephone - half a minute - half a minute emailemail - hours or days - hours or days

face-to-face conversation is highly interactiveface-to-face conversation is highly interactive If initial utterance is vague feedback gives cues If initial utterance is vague feedback gives cues

for comprehensionfor comprehension lower pace = less feedback = less interactivelower pace = less feedback = less interactive

Pace and GranularityPace and Granularity

Coping strategies attempt to Coping strategies attempt to increase granularity:increase granularity: eagerness - eagerness - looking aheadlooking ahead in the in the

conversation gameconversation game BrianBrian: Like a cup of tea? Milk or lemon?: Like a cup of tea? Milk or lemon?

multiplexingmultiplexing - several topics in one - several topics in one utteranceutterance AlisonAlison: No thanks. I love your roses.: No thanks. I love your roses.

The Conversation GameThe Conversation Game

Conversation is like a gameConversation is like a game Linear text follows one path through itLinear text follows one path through it Participants choose the path by their utterancesParticipants choose the path by their utterances Hypertext can follow several paths at onceHypertext can follow several paths at once

Group dynamicsGroup dynamics

Workgroups constantly change:Workgroups constantly change: in structurein structure in sizein size

Several groupware systems have explicit Several groupware systems have explicit rolesroles But roles depend on context and timeBut roles depend on context and time

e.g., M.D. down a mine is under the authority of the e.g., M.D. down a mine is under the authority of the foremanforeman

e.g., a General can be under a Private during an Int. e.g., a General can be under a Private during an Int. BriefingBriefing

and may not reflect dutiesand may not reflect duties e.g., subject of biography, author, but now writere.g., subject of biography, author, but now writer

Group dynamicsGroup dynamics

Social structure may change: Social structure may change: democratic, autocratic,democratic, autocratic,and group may fragment into sub-and group may fragment into sub-groupsgroups

Groupware systems rarely achieve Groupware systems rarely achieve this flexibilitythis flexibility

Groups also change in compositionGroups also change in composition new members must be able to ‘catch new members must be able to ‘catch

up’up’

Physical environmentPhysical environment

Face-to-face working radically Face-to-face working radically affected by layout of workplaceaffected by layout of workplace e.g., meeting rooms:e.g., meeting rooms: recessed terminals reduce visual impactrecessed terminals reduce visual impact inward facing to encourage eye contactinward facing to encourage eye contact different social-power positionsdifferent social-power positions

Traditional cognitive psychology is Traditional cognitive psychology is all in the headall in the head

Physical environmentPhysical environment

Distributed cognitionDistributed cognition suggests we look to suggests we look to the the worldworld

Thinking takes place in interaction with other Thinking takes place in interaction with other people and the physical environmentpeople and the physical environment

Implications for group work:Implications for group work: importance of mediating representationsimportance of mediating representations group knowledge greater than sum of partsgroup knowledge greater than sum of parts design focus on external representationdesign focus on external representation

What is CSCW?What is CSCW?

Any Any workwork that is being done between two or that is being done between two or more individual where the more individual where the collaborativecollaborative nature of the work is nature of the work is supportedsupported by by computercomputer technologytechnology

“…a generic term which combines the understanding of the way people work in groups with the enabling technologies of computer networking, and associated hardware, software, services and techniques.” (Wilson, 1991)

A Lesson in CSCW A Lesson in CSCW HistoryHistory

Paul Cashman and Irene Grief (1980s)Paul Cashman and Irene Grief (1980s) Workshop focusing on development of Workshop focusing on development of

computer systems to support people computer systems to support people in their work activitiesin their work activities

A gathering of people from various A gathering of people from various disciplines disciplines Shared an interest in how people workShared an interest in how people work Understand how technology could Understand how technology could

support people’s worksupport people’s work

A Lesson in CSCW A Lesson in CSCW HistoryHistory

The term "computer-supported The term "computer-supported cooperative work“ coined to describe this cooperative work“ coined to describe this shared interestshared interest

First open CSCW conference in 1986 in First open CSCW conference in 1986 in Austin, Texas with 300 people attendingAustin, Texas with 300 people attending

Began as an effort by technologists to Began as an effort by technologists to learn from economists, social learn from economists, social psychologists, anthropologists, psychologists, anthropologists, organizational theorists, educators, and organizational theorists, educators, and anyone else who could shed light on anyone else who could shed light on group activitygroup activity

Why CSCW?Why CSCW? Build tools that support better communicationBuild tools that support better communication

E-mail, computer conferencingE-mail, computer conferencing, , voice voice messaging, Electronic Meeting Systems (EMS)messaging, Electronic Meeting Systems (EMS)

Build tools that support better sharing of work Build tools that support better sharing of work tasks, activities and processestasks, activities and processes Remote file sharing, shared drawing and editing Remote file sharing, shared drawing and editing

tools, shared whiteboardstools, shared whiteboards Determine how to effectively build interfaces Determine how to effectively build interfaces

that support group communication and sharingthat support group communication and sharing Study existing workgroup collaboration in Study existing workgroup collaboration in

order to determine how to best support it with order to determine how to best support it with technologytechnology

CSCW BasicsCSCW Basics MultidisciplinaryMultidisciplinary

Software design, organisational behaviour, psychology, Software design, organisational behaviour, psychology, communication theory, anthropology, etc.communication theory, anthropology, etc.

Key issues Key issues Group awarenessGroup awareness Multi-user interfacesMulti-user interfaces Concurrency control Concurrency control Group communication and coordinationGroup communication and coordination Shared information spaceShared information space

Focus is on Focus is on howhow groups work and groups work and howhow technology technology can help them work bettercan help them work better

Field of study that deals with the design, adoption Field of study that deals with the design, adoption and use of groupware and issues surrounding the and use of groupware and issues surrounding the use of groupwareuse of groupware

GroupwareGroupware Groupware is a term for applications written to support Groupware is a term for applications written to support

the collaboration of several users.the collaboration of several users. Groupware can support different activities: Groupware can support different activities:

direct interpersonal communicationdirect interpersonal communication ideas generation and decision making ideas generation and decision making sharing computer objects.sharing computer objects.

It can be classified in several ways:It can be classified in several ways: by where and when it happensby where and when it happens by the sort of information sharedby the sort of information shared by the aspects of cooperations supportedby the aspects of cooperations supported

Implementing groupware is more difficult than single-user Implementing groupware is more difficult than single-user applications: applications: because of network delaysbecause of network delays because there are so many components to go wrongbecause there are so many components to go wrong because graphical toolkits assume a single userbecause graphical toolkits assume a single user

Why Groupware?Why Groupware?

Rethinking business processes and Rethinking business processes and functions becausefunctions because People no longer need to work in the same People no longer need to work in the same

place - expertiseplace - expertise The cost of employee communication is The cost of employee communication is

significantly loweredsignificantly lowered Getting the status of work in progress is Getting the status of work in progress is

easiereasier

Types of GroupwareTypes of Groupware Electronic MailElectronic Mail

Supports the asynchronous Supports the asynchronous communication of individualscommunication of individuals

Media SpacesMedia Spaces Videoconferencing with computer Videoconferencing with computer

added featuresadded features Video switching to set up Video switching to set up

subgroups of meeting subgroups of meeting participants and add cooperative participants and add cooperative features to the video exchangefeatures to the video exchange

Electronic MeetingsElectronic Meetings Electronic meeting roomsElectronic meeting rooms Desktop video conferencingDesktop video conferencing

Electronic WhiteboardsElectronic Whiteboards NewsgroupsNewsgroups Chat SystemsChat Systems

Electronic Calendar Electronic Calendar Management SystemsManagement Systems Shared Calendar SystemsShared Calendar Systems Helps group members plan Helps group members plan

meetings and share availability meetings and share availability informationinformation

Shared calendar systems tell Shared calendar systems tell employees how busy someone is, employees how busy someone is, who they are working with, what who they are working with, what projects they are working onprojects they are working on

Worksharing SystemsWorksharing Systems Work Monitoring SystemsWork Monitoring Systems Decision Support SystemsDecision Support Systems Workflow SystemsWorkflow Systems Multi-player GamesMulti-player Games

NetMeetNetMeetinging

E-mail

CS Meeting RoomsCS Meeting Rooms

Two Rear Projection Screens

Terminals embedded in Table

Pull out keyboards

Capture Lab

Large Television

TerminalsConference Table

SAMM

Video ConferencingVideo Conferencing

Shared Shared CalendarCalendar

ss

Think about Think about shared shared calendars…calendars… Advantages?Advantages?

Disadvantages?Disadvantages?

Videophones…Videophones… One of the One of the

earliest earliest technological technological innovationsinnovations

Numerous Numerous attempts by attempts by companies to companies to introduce introduce videophonesvideophones

But failed each But failed each time…time…

Why??Why??

Time/Location MatrixTime/Location Matrix

Classify groupware by:Classify groupware by: whenwhen the participants are working, the participants are working,

at the same at the same timetime or not or not wherewhere the participants are working, the participants are working,

at the same at the same placeplace or not or not

Common names for axes:Common names for axes:time:time:

synchronous/asynchronoussynchronous/asynchronousplace: place:

co-located/remoteco-located/remote

differentplace

sameplace

sametime

differenttime

Time/Location MatrixTime/Location Matrix

differentplace

sameplace

sametime

differenttime

face-to-faceconversation

telephone

post-it note letter

Designing Designing GroupwareGroupware

Involves understanding Involves understanding groups and how people groups and how people behave in groupsbehave in groups

Requires special Requires special considerationconsideration Differences between and within Differences between and within

groupsgroups Homogeneity of usersHomogeneity of users Types of cooperation and Types of cooperation and

collaborationcollaboration Key decision makersKey decision makers Stage of group developmentStage of group development Dynamic nature of groupsDynamic nature of groups Adoption by groupAdoption by group

Groupware Usability Groupware Usability TestingTesting

Usability testing is Usability testing is often significantly often significantly more difficult with more difficult with groupware than groupware than with single-user with single-user systems.systems.

Windows 3000

General Issues in CSCW General Issues in CSCW and Groupwareand Groupware

Adoption and acceptanceAdoption and acceptance Critical mass of usersCritical mass of users

Avoiding abuseAvoiding abuse Violations of social protocolViolations of social protocol

PrivacyPrivacy Desire to share informationDesire to share information Identification and Identification and

accountabilityaccountability Redistribution of powerRedistribution of power

E.g. meetingsE.g. meetings

HCI design issues????

CSCW Success CSCW Success & Failure& Failure

Many of today’s CSCW systems have Many of today’s CSCW systems have been failuresbeen failures Why do you think this is so?Why do you think this is so? What do you think the major causes of What do you think the major causes of

these failures are?these failures are? What do you think can be done to What do you think can be done to

overcome these failures?overcome these failures? Examples of successful systems?Examples of successful systems?

Documents

Communication and Computer Supported Cooperative Work Human Computer Interaction