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Human-Computer Interaction in the Developing World

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Title: PowerPoint Presentation Last modified by: Matthew Kam Created Date: 4/22/2009 7:24:48 PM Document presentation format: On-screen Show Other titles – PowerPoint PPT presentation

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Title: Human-Computer Interaction in the Developing World


1
Human-Computer Interaction in the Developing World
  • Matthew Kam
  • Apr 3, 2003

2
Globally Distributed Knowledge Work
  • Opportunities
  • RD can be located anywhere in the world
  • Collaboration across time zones, institutions and
    national boundaries
  • Collaboration across geographically-dispersed
    sites can share resources and personnel

3
Globally Distributed Knowledge Work
  • Examples
  • Financial services
  • Consulting
  • Research
  • Software production
  • Distance learning
  • Telemedicine
  • Managing geographically-dispersed manufacturing

4
What is at Stake?
  • Developing countries
  • Potential to lessen impact of distance
  • Potential for greater participation through
    knowledge work and global trade in services
  • Global virtual production teams
  • Scientific collaboratories
  • Distance learning
  • Trade more important than other forms of
    assistance, credit and international cooperation
    Jaramillo

5
What is at Stake?
  • Developed countries
  • Opportunity to develop products and services that
    are sensitive to multiple cultural perspectives
    and needs of people around the world

6
Collaboratory
  • Laboratory without walls
  • Comprise both
  • Technologies
  • Socio-processes
  • Networked organizational structure
  • Potential testbed for remote CSCL

7
Computer-Supported Collaboration Learning
  • Motivation
  • Collaborative learning enhances student ratings
    of virtual courses Hiltz 1990
  • Media richness in technological tools can mediate
    differences between F2F and CMC channels

8
Study Design
  • Each weekly session consists of
  • Intro discussion / presentation (1 hr)
  • Unstructured decision-making task (1.5 hr)
  • Report (0.5 hr)
  • Made use of rich-media CMC tools

9
Participants
  • 4 research universities
  • 2 in USA
  • 2 in South Africa
  • 13-week seminar
  • Globalization and the Information Society
  • 35 graduate students
  • Half were F2F teams
  • Half were completely-remote teams

10
Tasks
  • Decide on stakeholder grouping and organization
    to represent
  • Research background to organization
  • Develop strategy for organization to influence
    global policy
  • Prepare paper and slides

11
Research Questions
  • Impact of group mode
  • Co-located vs. remote
  • Impact of faculty presence
  • Faculty is co-located vs. remote
  • Impact of geographic location
  • USA vs. South Africa

12
Results
  • Group mode (co-located vs. remote)
  • No relationship between group mode and student
    satisfaction
  • gt more possibilities for remote CSCL
  • F2F group (73) has higher perception of group as
    learning community than remote group (63)
  • Nevertheless, students claimed to learn more from
    diverse group background

13
Results
  • Faculty presence
  • Physical presence of faculty has small but
    measurable effect on student satisfaction
  • More comfortable asking questions when faculty is
    physically present
  • Less student motivation with absent faculty
  • But no major difference due to faculty presence
  • gt pedagogy model (i.e. inquiry-based learning)
    more important than facultys physical presence

14
Results
  • Faculty presence
  • No difference between students in USA and South
    Africa in terms of preference for faculty presence

15
Results
  • Geographic location
  • Participants in South Africa have higher
    satisfaction levels
  • gt higher collaboration readiness on the part
    of South African students
  • Collaboration readiness is factor for success of
    CSCW
  • Participants in South Africa found greater value
    in their syndicates as learning communities
  • Interesting, more USA participants found their
    South African team-mates to be less committed
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