We analyze a large-scale custom software effort, the Worm Community system (WCS), a collaborative system designed for a geographically dispersed community of geneticists. There were complex challenges in creating this infrastructural tool, ranging from simple lack of resources to complex organizational and intellectual communication failures and tradeoffs. Despite high user satisfaction with the system and interface, and extensive user needs assessment, feedback and analysis, many users experienced difficulties in signing on and use. The study was conducted during a time of unprecedented growth in the Internet and its utilities (1991-1994), and many respondents turned to the World Wide Web for their information exchange. Using Bateson’s model of levels of learning, we analyze the levels of infrastructural complexity involved in system access and designeruser communication. We analyze the connection between systems development aimed at supporting specific forms of collaborative knowledge work, local organizational transformation, and large-scale infrastructural change.

Abstract. We describe a methodology for the automatic identification of communities of practice from email logs within an organization. We use a betweenness centrality algorithm that can rapidly find communities within a graph representing information flows. We apply this algorithm to an email corpus of nearly one million messages collected over a two-month span, and show that the method is effective at identifying true communities, both formal and informal, within these scale-free graphs. This approach also enables the identification of leadership roles within the communities. These studies are complemented by a qualitative evaluation of the results in the field.

Algorithm visualization (AV) technology graphically illustrates how algorithms work. Despite the intuitive appeal of the technology, it has failed to catch on in mainstream computer science education. Some have attributed this failure to the mixed results of experimental studies designed to substantiate AV technology's educational effectiveness. However, while several integrative reviews of AV technology have appeared, none has focused specifically on the software's effectiveness by analyzing this body of experimental studies as a whole. In order to better understand the effectiveness of AV technology, we present a systematic metastudy of 24 experimental studies. We pursue two separate analyses: an analysis of independent variables, in which we tie each study to a particular guiding learning theory in an attempt to determine which guiding theory has had the most predictive success; and an analysis of dependent variables, which enables us to determine which measurement techniques have been most sensitive to the learning benefits of AV technology. Our most significant finding is that how students use AV technology has a greater impact on effectiveness than what AV technology shows them. Based on our findings, we formulate an agenda for future research into AV effectiveness.

Weblogs (blogs)—frequently modified web pages in which dated entries are listed in reverse chronological sequence—are the latest genre of Internet communication to attain widespread popularity, yet their characteristics have not been systematically described. This paper presents the results of a content analysis of 203 randomly-selected weblogs, comparing the empirically observable features of the corpus with popular claims about the nature of weblogs, and finding them to differ in a number of respects. Notably, blog authors, journalists and scholars alike exaggerate the extent to which blogs are interlinked, interactive, and oriented towards external events, and underestimate the importance of blogs as individualistic, intimate forms of self-expression. Based on the profile generated by the empirical analysis, we consider the likely antecedents of the blog genre, situate it with respect to the dominant forms of digital communication on the Internet today, and advance predictions about its long-term impacts.

In research about the Internet, too much attention is paid to its ability to provide access to information. This thesis argues that the Internet can be used not just as a conduit for information, but as a context for learning through community-supported collaborative construction. A "constructionist" approach to use of the Internet makes particularly good use of its educational potential. The Internet provides opportunities to move beyond the creation of constructionist tools and activities to the creation of "constructionist cultures." These issues are explored through a specific example: MOOSE Crossing, a text-based virtual world (or "MUD") designed to be a constructionist learning environment for children ages 8 to 13. On MOOSE Crossing, children have constructed a virtual world together, making new places, objects, and creatures. Kids have made baby penguins that respond differently to five kinds of food, fortune tellers who predict the future, and the place at the end of the rainbow--- answer a riddle, and you get the pot of gold. This thesis discusses the design principles underlying a new programming language (MOOSE) and client interface (MacMOOSE) designed to make it easier for children to learn to program on MOOSE Crossing. It presents a detailed analysis, using an ethnographic methodology, of children's activities and learning experiences on MOOSE Crossing, with special focus on seven children who participated in a weekly after-school program from October 1995 through February 1997. In its analysis of children's activities, this thesis explores the relationship between construction and community. It describes how the MOOSE Crossing children motivated and supported one another's learning experiences: community provided support for learning through design and...

Traditional activities change in surprising ways when computermediated communication becomes a component of the activity system. In this descriptive study, we leverage two perspectives on social activity to understand the experiences of individuals who became active collaborators in Wikipedia, a prolific, cooperatively-authored online encyclopedia. Legitimate peripheral participation provides a lens for understanding participation in a community as an adaptable process that evolves over time. We use ideas from activity theory as a framework to describe our results. Finally, we describe how activity on the Wikipedia stands in striking contrast to traditional publishing and suggests a new paradigm for collaborative systems.

This paper investigates an important, yet under-researched topic in CSCW, namely shared, or common, information spaces. We provide some background to work in the area, and then proceed to examine features of such spaces. The work involved in both putting information in common, and in interpreting it, has often not been sufficiently recognized. Through a number of situations we discuss the influence of particular conditions, and the translations required. We show how, in various ways, it requires added work to place items in common, and open up the question of how this might affect use of the WWW, often seen as the ultimate common information space. 1. Introduction One of the distinguishing features of the CSCW field is its persistent attempts to come to terms with the sociality of work, with a view to better understanding the nature of cooperative work as a basis for designing genuinely "supportive" computer-based information systems. In its attempts to achieve this goa

In writing this chapter, we (a constructivist and a situativity theorist) struggled with the distinction between situativity and constructivism. and the implications in terms of the design of learning contexts. In clarifying (and justifying) our two sides, we created straw man and pOinted fingers with respect to the limitations of each other's perspectives. We found that although discussions of situativity and of constructivism draw on different references and clearly have specialized languages, actual interpretations of situativity and of constructivism share many underlying similarities. Further, when it came to the design of learning contexts predicated on our respective theories, we found ourselves continuously forwarding similar principles and advocating for similar learning contexts. We are dealing with evolving concepts-and people use new terms to include and extend old ones. Constructivism was the label used for the departure from objectivism; however, even among those who call themselves constructivists there are different perspectives and different sets of assumptions (see Cobb, 1994, 1995; Phillips, 1995). Now the term more commonly used is situated, reflecting the key proposal from both the constructivist and situativity perspective that knowledge is situated through experience. In the context of this chapter, we found it trivial to distinguish among those learning theories and principles related to constructivism and those related to situativity theory. Rather, we discuss the various learning theories that have informed our understanding all unde ~ the heading of situativity learning theories. This term, and its associated assumptions and current interpretations, seemed to better capture the essence of the learning contexts we are forwarding as useful. However, even within the context of situativity theories we found it necessary to make distinctions, and it was these distinctions (not the distinction between constructivist and situativity views) that best captured the essence of this chapter.

Pair or collaborative programming is where two programmers develop software side by side at one computer. Using interviews and controlled experiments, the authors investigated the costs and benefits of pair programming. They found that for a development-time cost of about 15%, pair programming improves design quality, reduces defects, reduces staffing risk, enhances technical skills, improves team communications and is considered more enjoyable at statistically significant levels.

In this paper, we look at how people working in a governmental labor inspection agency tailor their shared PC environment. Starting with standard off-the-shelf software, the tailors adapt that software to the particular workplace in which they are embedded, at the same time that they modify and extend the practices of that workplace. Over time, their adaptations and the tailoring processes themselves become structured and systematized within the organization. This tendency toward systematization is in part a response to the requirement that the results of tailoring be sharable across groups of users. Our study focuses on several dimensions of the work of tailoring: construction, organizational change, learning, and politics. We draw two kinds of lessons for system development: how better to support the work of tailors, and how system developers can learn from and cooperate with tailors. KEYWORDS: Tailoring, customization, emergent use of standard technology, development and use of sha...