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Setting the Stage for Interaction
   a tablet application to augment group
   discussion in a seminar class




Drew Harry...
flickr / eston
flickr / Tommy Huynh
TWITTER
INSTANT MESSAGE
TEXT MESSAGE
EMAIL
Front Channel


Back Channel
Front Channel


Back Channel
Front Stage


Back Stage
Front Stage


Back Stage
Main Stage


Side Stage
Tin Can
Not everyone is equally comfortable
participating.


People talk one-at-a-time;
simultaneous speaking is viewed as
impolit...
Time

Ideas          Topics


  Participation

    Presence

Archival Artifacts
Time

Ideas          Topics


  Participation

    Presence

Archival Artifacts
19   Students
 22   Hours
119   Topics
839   Ideas
Attention
Promotion
Prioritizing Stages
Tablets
Intro   Design   Study   Conclusion
Attention
Intro   Design     Study     Conclusion
Intro   Design   Study   Conclusion
Promotion
Intro   Design     Study     Conclusion
Intro


     “I feel like [the professor] would be a
     speaker for people who couldn’t
Design




     speak, you know....
Intro   Design   Study   Conclusion
Prioritizing Stages
Intro   Design       Study             Conclusion
Intro

      “I can remember a particular ...
      presentation that he was doing a lot of
Design




      PowerPoint, I...
Intro   Design   Study   Conclusion
Tablets
Intro   Design    Study    Conclusion
Intro
Design




             “[I like to] organize my language a lot
             before I actually talk because I want
S...
Intro
Design




    “gave more people a
    chance to say things that
Study




    they wouldn’t say”
Conclusion
Intro
Design




     “something that was on
     my side, so to speak. You
Study




     know what I mean? ...
     Like...
Questions?
Drew Harry      Eric Gordon       Chris Schmandt
MIT Media Lab   Emerson College   MIT Media Lab




tincan.it
...
Google China               Life as a game
       Google and Trust    Public versus Private Internet


0         20        ...
Setting the Stage for Interaction
Setting the Stage for Interaction
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Setting the Stage for Interaction
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Setting the Stage for Interaction Slide 1 Setting the Stage for Interaction Slide 2 Setting the Stage for Interaction Slide 3 Setting the Stage for Interaction Slide 4 Setting the Stage for Interaction Slide 5 Setting the Stage for Interaction Slide 6 Setting the Stage for Interaction Slide 7 Setting the Stage for Interaction Slide 8 Setting the Stage for Interaction Slide 9 Setting the Stage for Interaction Slide 10 Setting the Stage for Interaction Slide 11 Setting the Stage for Interaction Slide 12 Setting the Stage for Interaction Slide 13 Setting the Stage for Interaction Slide 14 Setting the Stage for Interaction Slide 15 Setting the Stage for Interaction Slide 16 Setting the Stage for Interaction Slide 17 Setting the Stage for Interaction Slide 18 Setting the Stage for Interaction Slide 19 Setting the Stage for Interaction Slide 20 Setting the Stage for Interaction Slide 21 Setting the Stage for Interaction Slide 22 Setting the Stage for Interaction Slide 23 Setting the Stage for Interaction Slide 24 Setting the Stage for Interaction Slide 25 Setting the Stage for Interaction Slide 26 Setting the Stage for Interaction Slide 27 Setting the Stage for Interaction Slide 28 Setting the Stage for Interaction Slide 29 Setting the Stage for Interaction Slide 30 Setting the Stage for Interaction Slide 31 Setting the Stage for Interaction Slide 32 Setting the Stage for Interaction Slide 33 Setting the Stage for Interaction Slide 34 Setting the Stage for Interaction Slide 35 Setting the Stage for Interaction Slide 36
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CSCW 2012 Presentation

Full paper available here: http://web.media.mit.edu/~dharry/tincan.pdf

We present a tablet-based system to collaboratively track discussion topics and ideas in a seminar-style discussion classroom. Each student uses his or her own tablet to share text ideas in a synchronized, visual environment. The system is designed to promote diverse participation and increase engagement. Our findings are based on observations of twelve class sessions and interviews with participating students. Instead of simply introducing an additional text-based communication channel into the classroom, we find that the system creates a new “stage” (in the Goffman sense) on which students could perform in ways that the main spoken stage could not support. This stage coexists with spoken communication, and augments how students attend to the material and each other. We conclude that spoken participation alone poses barriers for some participants and the addition of a non-oral, textbased stage can help establish equitable and engaging discussions in the class

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Setting the Stage for Interaction

  1. 1. Setting the Stage for Interaction a tablet application to augment group discussion in a seminar class Drew Harry MIT Media Lab Eric Gordon Emerson College Chris Schmandt MIT Media Lab
  2. 2. flickr / eston
  3. 3. flickr / Tommy Huynh
  4. 4. TWITTER INSTANT MESSAGE TEXT MESSAGE EMAIL
  5. 5. Front Channel Back Channel
  6. 6. Front Channel Back Channel
  7. 7. Front Stage Back Stage
  8. 8. Front Stage Back Stage
  9. 9. Main Stage Side Stage
  10. 10. Tin Can
  11. 11. Not everyone is equally comfortable participating. People talk one-at-a-time; simultaneous speaking is viewed as impolite. Power dynamics can diminish participation.
  12. 12. Time Ideas Topics Participation Presence Archival Artifacts
  13. 13. Time Ideas Topics Participation Presence Archival Artifacts
  14. 14. 19 Students 22 Hours 119 Topics 839 Ideas
  15. 15. Attention Promotion Prioritizing Stages Tablets
  16. 16. Intro Design Study Conclusion
  17. 17. Attention Intro Design Study Conclusion
  18. 18. Intro Design Study Conclusion
  19. 19. Promotion Intro Design Study Conclusion
  20. 20. Intro “I feel like [the professor] would be a speaker for people who couldn’t Design speak, you know. The fact that he was really into Tin Can, so he would read something that [a student] had Study written and be like oh, I want to quote this or talk about it and [act] as a spokesman for people who aren’t Conclusion really comfortable speaking”
  21. 21. Intro Design Study Conclusion
  22. 22. Prioritizing Stages Intro Design Study Conclusion
  23. 23. Intro “I can remember a particular ... presentation that he was doing a lot of Design PowerPoint, I think he was completely oblivious to the Tin Can conversation and [the Tin Can conversation] ended up going in a very good direction ... as Study a result, I do not remember anything he said, because ... the conversation on Tin Can was a little more Conclusion engaging”
  24. 24. Intro Design Study Conclusion
  25. 25. Tablets Intro Design Study Conclusion
  26. 26. Intro Design “[I like to] organize my language a lot before I actually talk because I want Study my thoughts to be systematical and clear, I want people to get it.” Conclusion
  27. 27. Intro Design “gave more people a chance to say things that Study they wouldn’t say” Conclusion
  28. 28. Intro Design “something that was on my side, so to speak. You Study know what I mean? ... Like it was a resource.” Conclusion
  29. 29. Questions? Drew Harry Eric Gordon Chris Schmandt MIT Media Lab Emerson College MIT Media Lab tincan.it dharry@media.mit.edu @drewwww
  30. 30. Google China Life as a game Google and Trust Public versus Private Internet 0 20 40 60 80 100 120 Confession Ars Erotica Power of repression Truth about sex Logic of censorship Discussion 0 20 40 60 80 100 120 Time since class start (m)
  • KailaMayLlanes

    Dec. 12, 2018
  • bonavolontag

    May. 28, 2014
  • melissalim

    Nov. 23, 2013

CSCW 2012 Presentation Full paper available here: http://web.media.mit.edu/~dharry/tincan.pdf We present a tablet-based system to collaboratively track discussion topics and ideas in a seminar-style discussion classroom. Each student uses his or her own tablet to share text ideas in a synchronized, visual environment. The system is designed to promote diverse participation and increase engagement. Our findings are based on observations of twelve class sessions and interviews with participating students. Instead of simply introducing an additional text-based communication channel into the classroom, we find that the system creates a new “stage” (in the Goffman sense) on which students could perform in ways that the main spoken stage could not support. This stage coexists with spoken communication, and augments how students attend to the material and each other. We conclude that spoken participation alone poses barriers for some participants and the addition of a non-oral, textbased stage can help establish equitable and engaging discussions in the class

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