Daniel Rees Lewis
ABSTRACT
Creativity support tools help learners undertake creative work, such as facilitating coaching by creative professionals. How might we design creativity support tools that in-crease learners' access to coaching by creative professionals? This study took place in an extracurricular project-based learning program where students were co-located, and met professional coaches face-to-face once a week but otherwise communicated online. To test an online creativity support tool called the Loft and investigate coach-student communication we collected data from 47 interviews, online log data and field observations. We found that (a) explicit help-seeking was rare outside of meetings, (b) help from professionals was highly-valued but not sought out, and (c) online systems could surface learner struggles and trigger help-giving. Our findings suggested that online creativity platforms can support professional coaching through: (1) structured virtual updates (2) coach thanking, (3) Computer-Supported Group Critique, (4) disclosure of expertise, and (5) help-seeking training.
- Amabile, T.M. Creativity and innovation in organizations. Harvard Business School Boston, 1996.Google Scholar
- Bain, A. The learning edge: What technology can do to educate all children. Teachers College Press, 2012.Google Scholar
- Bloom, B.S. The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, (1984), 4--16.Google Scholar
- Blumenfeld, P., Fishman, B.J., Krajcik, J., Marx, R.W. and Soloway, E. Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist 35, 3 (2000), 149--164.Google ScholarCross Ref
- Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M. and Palincsar, A. Motivating projectbased learning: Sustaining the doing, supporting the learning. Educational psychologist 26, 3-4 (1991), 369--398.Google Scholar
- Brandt, J., Dontcheva, M., Weskamp, M. and Klemmer, S.R. Example-centric programming: integrating web search into the development environment. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, (2010), 513--522. Google ScholarDigital Library
- Chilana, P.K., Ko, A.J. and Wobbrock, J.O. LemonAid: selection-based crowdsourced contextual help for web applications. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, (2012), 1549--1558. Google ScholarDigital Library
- Cho, K. and Schunn, C.D. Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers & Education 48, 3 (2007), 409--426. Google ScholarDigital Library
- Collins, A., Brown, J.S. and Holum, A. Cognitive apprenticeship: Making thinking visible. American educator 15, 3 (1991), 6--11.Google Scholar
- Cross, N. Designerly ways of knowing. Springer, 2006.Google Scholar
- Easterday, M.W., Rees Lewis, D., Fitzpatrick, C. and Gerber, E.M. Computer supported novice group critique. Proceedings of the 2014 conference on Designing interactive systems, (2014), 405--414. Google ScholarDigital Library
- Edelson, D.C., Pea, R.D. and Gomez, L. Constructivism in the collaborator. Constructivist learning environments: Case studies in instructional design, (1996), 151--164.Google Scholar
- Fogarty, J., Au, C. and Hudson, S.E. Sensing from the basement: a feasibility study of unobtrusive and low-cost home activity recognition. Proceedings of the 19th annual ACM symposium on User interface software and technology, (2006), 91--100. Google ScholarDigital Library
- Nelson-Le Gall, S. Help-seeking behavior in learning. Review of research in education, (1985), 55--90.Google Scholar
- Gerber, E.M., Marie Olson, J. and Komarek, R.L. Extracurricular design-based learning: Preparing students for careers in innovation. International Journal of Engineering Education 28, 2 (2012), 317.Google Scholar
- Hattie, J. and Timperley, H. The power of feedback. Review of educational research 77, 1 (2007), 81--112.Google Scholar
- Hoadley, C.M. and Bell, P. Web for Your Head: The Design of Digital Resources to Enhance LifelongLearning. (1996).Google Scholar
- Horowitz, D. and Kamvar, S.D. The anatomy of a largescale social search engine. Proceedings of the 19th international conference on World wide web, (2010), 431--440. Google ScholarDigital Library
- Hrastinski, S. and Stenbom, S. Student--student online coaching: Conceptualizing an emerging learning activity. The Internet and higher education 16, (2013), 66--69.Google Scholar
- Kitsantas, A. and Chow, A. College students perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers & Education 48, 3 (2007), 383--395. Google ScholarDigital Library
- Kolodner, J.L., Owensby, J.N. and Guzdial, M. Casebased learning aids. Handbook of research on educational communications and technology 2, (2004), 829--861.Google Scholar
- Ling, K., Beenen, G., Ludford, P., Wang, X., Chang, K., Li, X., Cosley, D., Frankowski, D., Terveen, L. and Rashid, A.M. Using social psychology to motivate contributions to online communities. Journal of Computer-Mediated Communication 10, 4 (2005), 00-00.Google ScholarCross Ref
- Miles, M.B. and Huberman, A.M. Qualitative data analysis: An expanded sourcebook. Sage, 1994.Google Scholar
- Osterwalders, A. Business model canvas. (2008).Google Scholar
- Puustinen, M. and Rouet, J.-F. Learning with new technologies: Help seeking and information searching revisited. Computers & Education 53, 4 (2009), 1014--1019. Google ScholarDigital Library
- Serverance, C. Teaching the world: Daphne koller and coursera. (2012).Google Scholar
- Shaffer, D.W. and Resnick, M. Thick" Authenticity: New Media and Authentic Learning. Journal of interactive learning research 10, 2 (1999), 195--215. Google ScholarDigital Library
- Sloep, P. Redes de aprendizaje, aprendizaje en red. Comunicar 19, 37 (2011), 55--64.Google Scholar
- Spradley, J.P. Participant observation. Holt, Rinehart and Winston, New York, 1980.Google Scholar
- Topping, K. Peer assessment between students in colleges and universities. Review of Educational Research 68, 3 (1998), 249--276.Google ScholarCross Ref
- VanLehn, K. The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist 46, 4 (2011), 197--221.Google ScholarCross Ref
- Van Merriënboer, J.J. and Kirschner, P.A. Ten steps to complex learning: A systematic approach to fourcomponent instructional design. Routledge, 2012.Google ScholarCross Ref
Index Terms
- Building Support Tools to Connect Novice Designers with Professional Coaches
Recommendations
Creating pathways to develop student professionalism: a new direction
SIGUCCS '08: Proceedings of the 36th annual ACM SIGUCCS fall conference: moving mountains, blazing trailsThe 2007-2008 academic year brought a new program of student employment to our IT department called IT Fellows. This program brings together the technological skills of IT along with soft business skills to assist our student employees in becoming well-...
Internal Think Tanks for Innovation and Team-Building
SIGUCCS '16: Proceedings of the 2016 ACM SIGUCCS Annual ConferenceThink tanks are usually associated with non-profit organizations and institutes that perform research and provide advice on subjects such as public policy, technology, culture, economics, and so on. But your IT organization can stretch that term to ...
People Skills: Developing Soft Skills-A Change Management Perspective
This is another in a series of articles about some of the most effective models, methods, and processes of organization development OD, also known as change management, a discipline that offers much to professionals intent on solving real-world ...
Comments