This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
This document summarizes a talk on data science for software engineering. It discusses how data science involves various fields like statistics, machine learning, and data mining. It notes that while "big data" is often discussed, software engineering data is typically small and sparse. Domain knowledge is important for data mining to avoid misinterpreting data. Data science with software engineering data requires understanding organizations and their willingness to share data given privacy concerns. The document outlines sharing data, models, and methods for learning across different organizations and discusses techniques for balancing privacy and utility when sharing data.
Presentation to the International Society of Knowledge Organisation (ISKO) at City University, London in November 2014. Looking at the impact of mobile devices on knowledge sharing and the design of systems
The Art and Science of Analyzing Software DataCS, NcState
This document summarizes an ICSE'14 tutorial on analyzing software data. The tutorial covers various topics:
- Organization issues like talking to users to understand goals, knowing the software domain to avoid misinterpretations, questioning the data, and seeing data science as cyclic.
- Qualitative methods like discovering information needs through surveys and interviews.
- Quantitative methods like data reduction techniques and privacy-preserving sharing.
- Open issues like data instabilities, model comparisons, and ensemble techniques.
The document emphasizes understanding the user's perspective and software domain knowledge to properly analyze data and avoid incorrect conclusions. Case studies show how missing this domain knowledge led analyses down wrong paths.
FOSS and ISTE 21st Century Skills (Educational Technology)Charles Profitt
The document discusses how free and open source software (FOSS) supports and helps teach 21st century skills as outlined by ISTE (International Society for Technology in Education). It provides examples of FOSS tools that can be used to develop skills like creativity, communication, research, problem solving, digital citizenship, and technology operations. It also discusses how FOSS allows access to learning resources, supports collaboration and project-based learning, and helps develop global cultural understanding.
Jeannette M. Wing argues that computational thinking will be a fundamental skill used by everyone globally by mid-21st century, just like reading, writing and arithmetic. She defines computational thinking as involving abstraction, automation, and problem-solving approaches from computer science. Wing provides examples of computational thinking in various disciplines and calls for reforming curricula to teach computational thinking concepts from K-12 through graduate levels.
The document summarizes a presentation given by Musstanser Tinauli on their research activities and experiments. It discusses their goals of understanding how interactive environments can be measured and how tools influence user behavior. It describes ongoing case studies of games, e-learning platforms and digital pens. It outlines their methodological approach and provides results from studies on a digital pen and paper system, including lessons learned. Recent publications and collaborations are also mentioned.
This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
This document summarizes a talk on data science for software engineering. It discusses how data science involves various fields like statistics, machine learning, and data mining. It notes that while "big data" is often discussed, software engineering data is typically small and sparse. Domain knowledge is important for data mining to avoid misinterpreting data. Data science with software engineering data requires understanding organizations and their willingness to share data given privacy concerns. The document outlines sharing data, models, and methods for learning across different organizations and discusses techniques for balancing privacy and utility when sharing data.
Presentation to the International Society of Knowledge Organisation (ISKO) at City University, London in November 2014. Looking at the impact of mobile devices on knowledge sharing and the design of systems
The Art and Science of Analyzing Software DataCS, NcState
This document summarizes an ICSE'14 tutorial on analyzing software data. The tutorial covers various topics:
- Organization issues like talking to users to understand goals, knowing the software domain to avoid misinterpretations, questioning the data, and seeing data science as cyclic.
- Qualitative methods like discovering information needs through surveys and interviews.
- Quantitative methods like data reduction techniques and privacy-preserving sharing.
- Open issues like data instabilities, model comparisons, and ensemble techniques.
The document emphasizes understanding the user's perspective and software domain knowledge to properly analyze data and avoid incorrect conclusions. Case studies show how missing this domain knowledge led analyses down wrong paths.
FOSS and ISTE 21st Century Skills (Educational Technology)Charles Profitt
The document discusses how free and open source software (FOSS) supports and helps teach 21st century skills as outlined by ISTE (International Society for Technology in Education). It provides examples of FOSS tools that can be used to develop skills like creativity, communication, research, problem solving, digital citizenship, and technology operations. It also discusses how FOSS allows access to learning resources, supports collaboration and project-based learning, and helps develop global cultural understanding.
Jeannette M. Wing argues that computational thinking will be a fundamental skill used by everyone globally by mid-21st century, just like reading, writing and arithmetic. She defines computational thinking as involving abstraction, automation, and problem-solving approaches from computer science. Wing provides examples of computational thinking in various disciplines and calls for reforming curricula to teach computational thinking concepts from K-12 through graduate levels.
The document summarizes a presentation given by Musstanser Tinauli on their research activities and experiments. It discusses their goals of understanding how interactive environments can be measured and how tools influence user behavior. It describes ongoing case studies of games, e-learning platforms and digital pens. It outlines their methodological approach and provides results from studies on a digital pen and paper system, including lessons learned. Recent publications and collaborations are also mentioned.
This document provides an overview of different perspectives on information technology, including traditional, interpretive, and critical perspectives. The traditional perspective discusses the purposes of IT in increasing productivity, knowledge management, and control. It also examines the impacts of IT on organizational structure, processes, and work/workers. The interpretive perspective focuses on how IT influences sense-making and is socially constructed. The critical perspective analyzes how IT can reinforce managerial authority and neo-liberal hegemony as well as enable global control and resistance.
The challenges of remote scientific collaborationProyecto CeVALE2
1) Remote scientific collaboration faces challenges due to distance, including lack of common context and difficulty establishing trust between collaborators.
2) A study found that projects with more institutions involved were less well-coordinated and had fewer positive outcomes.
3) Key factors that contribute to successful remote collaboration include the nature of the work, common ground between participants, their willingness to collaborate, management style, and technology readiness. Detailed communication, management and decision-making plans are important.
2010 uw-madison - systems thinking and it leadershipChristopher Thorn
This document discusses systems thinking and IT leadership. It notes that many universities have faced challenges with decentralized IT structures that lack central coordination and funding. This has led to pressure to improve user needs, talent utilization, security, compliance and service demands without new funding. The document advocates focusing on quality, cost-effective services and developing strategic partnerships beyond centralized-decentralized debates. Effective leadership at all levels is important to achieve shared visions.
Thesis - Alain Perez - Semantic web and semantic technologies to enhance inno...dralainperez
This document discusses using semantic technologies to enhance innovation and technology watch processes. It proposes a conceptual model for linking content between innovation management systems (IMS) and technology watch (TW) platforms to improve interoperability. The model would identify elements mentioned in ideas, link to definitions in external repositories, and show similarities between content. The goal is to reduce data silos and enable reuse of information across platforms to support innovation.
Foundations of Delphi for Foresight and Group CommunicationTina Comes
The document summarizes the Delphi method, which structures group communication around the nature of an application and group. Key points:
- Delphi originally used paper rounds over months but now enables online asynchronous collaboration.
- It aims to explore problems, gather ideas, understand viewpoints, and encourage discussion/consensus without direct debate.
- Voting is used to expose differences and focus discussion, not make decisions. Participants can change views based on others' contributions.
- When structured properly online, Delphi can lead to more ideas/solutions than unstructured discussion alone, demonstrating its ability to harness collective intelligence.
This document summarizes a pilot study on the construction of knowledge in personal learning environments from a constructivist perspective. The study examined a platform for communication and learning called Personal Working and Learning Environments (PWLE) that provides 25 tools for students. Data was collected through student interviews and teacher views to analyze social cognitive processes and different privacy levels in using the tools. Initial results and conclusions from the study suggest areas that could be improved in future research.
This document discusses the development of flexible personal learning environments using netbook computers to enhance learning in fieldwork spaces. It provides examples of how personal learning environments can extend learning beyond the classroom by allowing students to access resources, tools, and other learners anywhere and anytime through their mobile devices. The document advocates for a student-centered pedagogical approach where students have control over their own learning and can actively participate in educational activities both inside and outside of the classroom.
Distributed cognition is an approach that views cognition as extending beyond individuals to include interactions between people and tools or objects in their environment. It recognizes that cognitive processes involve interactions between internal and external representations. Analyzing a distributed cognitive system involves examining how information is propagated through communicative pathways between internal human representations and external artifacts. The DiCoT framework provides dimensions for analyzing physical layout, information flow, and artifacts to understand how a distributed system supports its goals.
1. The document discusses food practices as situated action, exploring everyday food practices of households through interviews and shop-alongs.
2. It identifies several patterns of situated food practices, such as implicit planning and stocking up on food. These practices are influenced by various household and social factors.
3. The outcomes suggest opportunities for design solutions to help people address food-related challenges and misconceptions. The study demonstrates how understanding everyday practices can inform the design of technologies.
The document discusses applying computational thinking in education. It defines several types of thinking including systems thinking, computational thinking, design thinking, futures thinking, and strategic thinking. It then lists some big problems facing the world like global warming, food scarcity, and overpopulation. The document goes on to define key aspects of computational thinking including systems thinking, abstraction, data and information systems, algorithms and programming, digital systems, and implications and impacts. It provides examples of how computational thinking can be brought into the classroom through activities and projects involving things like Bee Bots, guessing games, computer games, mobile apps, websites, robotics, interfaces, wearables, and expert systems.
This document outlines an upcoming workshop on distributed cognition in socio-technical systems. The workshop will:
1) Explain the processes distributed cognition models and discuss critical issues.
2) Have groups use the distributed cognition model to elaborate on the services needed for future socio-technical systems like smart cities, artificially enhanced societies, and sustainable schools.
3) Discuss what HCI methods can collect data to inform distributed cognition research and what data flows need to be created.
The document discusses the genesis and goals of the IEEE/UN Foundation Humanitarian Technology Challenge (HTC). The HTC was initiated to provide a structured framework for linking technologists and humanitarians to address humanitarian issues through technology-based solutions. Its goals are to develop concrete solutions to pressing technological humanitarian needs and create a repeatable collaborative methodology. Potential challenge areas were identified through focus groups with humanitarian organizations. The challenges were then evaluated against criteria like being within IEEE expertise, having identifiable champions, and solvability within a reasonable timeframe. The top challenges selected were reliable electricity access in rural areas and linking patient records across health facilities.
An essential part of our approach to designing Interactive system is that it should put people first it should be human centered.
A Pact analysis is useful for both analysis and design activities understanding the current situation, situation, seeing where possible improvements can be made and envisioning future situations.
The Pact Framework consist in four parts
1) People
Interaction designers begin with the different among the users and their interactions.
• Physical Differences
Physical characteristics, e.g. height and weight
Five sense, i.e. sight, hearing, touch smell and taste.
Bill Hulterstrom - Incorporating Digital Inclusion in the Social Services - G...KC Digital Drive
This document discusses incorporating digital inclusion in social services. It recommends starting digital inclusion efforts where communities currently are through neighborhoods and schools. It also suggests connecting with and setting an example for communities by modeling technology use through simple systems, communication tools, and talking about digital tools internally and externally. The document also advises starting digital inclusion efforts early.
This document discusses the challenges of engineering large, socio-technical complex systems (LSCITS). It argues that traditional reductionist engineering approaches are inadequate for LSCITS due to uncertainties in their environments. A new field of LSCITS engineering is needed to address problems of scale, uncertainty, integration and developing new abstract representations of these systems. Key research areas identified include requirements engineering for uncertain systems, managing failures, LSCITS architecture and enabling dynamic system evolution. The document suggests reductionism still has value but must be tempered with pragmatic acceptance of real-world complexity when developing LSCITS.
Interface Design - an overview on recent findings in HCI research and examples of interfaces created by WebFoo Interface Division.
This slideshow was presented by our Creative Director, Mihai Varga, at a guest lecture at Surrey University in March 2014.
The document summarizes Henry Johansen's master's thesis which examined tacit knowledge management in high reliability organizations through an action research approach. The research tested using interactive media presentations to capture tacit knowledge from subject matter experts. Results found that presenting recordings of employees' work with audio commentary was an effective way to document tacit "how-to" knowledge. This secured the organization's ownership of that knowledge and improved upon current knowledge transfer methods. The organization decided to continue using this approach to capture retiring employees' tacit knowledge.
Este documento proporciona una lista de palabras y frases básicas en lituano. Incluye saludos como "hola" y "adiós", así como números del 0 al 10 y los días de la semana. También presenta preguntas y respuestas comunes para las presentaciones y conversaciones, como "¿Cómo te llamas?", "Me llamo...", "¿Cuántos años tienes?" y "Tengo __ años".
This document provides an overview of different perspectives on information technology, including traditional, interpretive, and critical perspectives. The traditional perspective discusses the purposes of IT in increasing productivity, knowledge management, and control. It also examines the impacts of IT on organizational structure, processes, and work/workers. The interpretive perspective focuses on how IT influences sense-making and is socially constructed. The critical perspective analyzes how IT can reinforce managerial authority and neo-liberal hegemony as well as enable global control and resistance.
The challenges of remote scientific collaborationProyecto CeVALE2
1) Remote scientific collaboration faces challenges due to distance, including lack of common context and difficulty establishing trust between collaborators.
2) A study found that projects with more institutions involved were less well-coordinated and had fewer positive outcomes.
3) Key factors that contribute to successful remote collaboration include the nature of the work, common ground between participants, their willingness to collaborate, management style, and technology readiness. Detailed communication, management and decision-making plans are important.
2010 uw-madison - systems thinking and it leadershipChristopher Thorn
This document discusses systems thinking and IT leadership. It notes that many universities have faced challenges with decentralized IT structures that lack central coordination and funding. This has led to pressure to improve user needs, talent utilization, security, compliance and service demands without new funding. The document advocates focusing on quality, cost-effective services and developing strategic partnerships beyond centralized-decentralized debates. Effective leadership at all levels is important to achieve shared visions.
Thesis - Alain Perez - Semantic web and semantic technologies to enhance inno...dralainperez
This document discusses using semantic technologies to enhance innovation and technology watch processes. It proposes a conceptual model for linking content between innovation management systems (IMS) and technology watch (TW) platforms to improve interoperability. The model would identify elements mentioned in ideas, link to definitions in external repositories, and show similarities between content. The goal is to reduce data silos and enable reuse of information across platforms to support innovation.
Foundations of Delphi for Foresight and Group CommunicationTina Comes
The document summarizes the Delphi method, which structures group communication around the nature of an application and group. Key points:
- Delphi originally used paper rounds over months but now enables online asynchronous collaboration.
- It aims to explore problems, gather ideas, understand viewpoints, and encourage discussion/consensus without direct debate.
- Voting is used to expose differences and focus discussion, not make decisions. Participants can change views based on others' contributions.
- When structured properly online, Delphi can lead to more ideas/solutions than unstructured discussion alone, demonstrating its ability to harness collective intelligence.
This document summarizes a pilot study on the construction of knowledge in personal learning environments from a constructivist perspective. The study examined a platform for communication and learning called Personal Working and Learning Environments (PWLE) that provides 25 tools for students. Data was collected through student interviews and teacher views to analyze social cognitive processes and different privacy levels in using the tools. Initial results and conclusions from the study suggest areas that could be improved in future research.
This document discusses the development of flexible personal learning environments using netbook computers to enhance learning in fieldwork spaces. It provides examples of how personal learning environments can extend learning beyond the classroom by allowing students to access resources, tools, and other learners anywhere and anytime through their mobile devices. The document advocates for a student-centered pedagogical approach where students have control over their own learning and can actively participate in educational activities both inside and outside of the classroom.
Distributed cognition is an approach that views cognition as extending beyond individuals to include interactions between people and tools or objects in their environment. It recognizes that cognitive processes involve interactions between internal and external representations. Analyzing a distributed cognitive system involves examining how information is propagated through communicative pathways between internal human representations and external artifacts. The DiCoT framework provides dimensions for analyzing physical layout, information flow, and artifacts to understand how a distributed system supports its goals.
1. The document discusses food practices as situated action, exploring everyday food practices of households through interviews and shop-alongs.
2. It identifies several patterns of situated food practices, such as implicit planning and stocking up on food. These practices are influenced by various household and social factors.
3. The outcomes suggest opportunities for design solutions to help people address food-related challenges and misconceptions. The study demonstrates how understanding everyday practices can inform the design of technologies.
The document discusses applying computational thinking in education. It defines several types of thinking including systems thinking, computational thinking, design thinking, futures thinking, and strategic thinking. It then lists some big problems facing the world like global warming, food scarcity, and overpopulation. The document goes on to define key aspects of computational thinking including systems thinking, abstraction, data and information systems, algorithms and programming, digital systems, and implications and impacts. It provides examples of how computational thinking can be brought into the classroom through activities and projects involving things like Bee Bots, guessing games, computer games, mobile apps, websites, robotics, interfaces, wearables, and expert systems.
This document outlines an upcoming workshop on distributed cognition in socio-technical systems. The workshop will:
1) Explain the processes distributed cognition models and discuss critical issues.
2) Have groups use the distributed cognition model to elaborate on the services needed for future socio-technical systems like smart cities, artificially enhanced societies, and sustainable schools.
3) Discuss what HCI methods can collect data to inform distributed cognition research and what data flows need to be created.
The document discusses the genesis and goals of the IEEE/UN Foundation Humanitarian Technology Challenge (HTC). The HTC was initiated to provide a structured framework for linking technologists and humanitarians to address humanitarian issues through technology-based solutions. Its goals are to develop concrete solutions to pressing technological humanitarian needs and create a repeatable collaborative methodology. Potential challenge areas were identified through focus groups with humanitarian organizations. The challenges were then evaluated against criteria like being within IEEE expertise, having identifiable champions, and solvability within a reasonable timeframe. The top challenges selected were reliable electricity access in rural areas and linking patient records across health facilities.
An essential part of our approach to designing Interactive system is that it should put people first it should be human centered.
A Pact analysis is useful for both analysis and design activities understanding the current situation, situation, seeing where possible improvements can be made and envisioning future situations.
The Pact Framework consist in four parts
1) People
Interaction designers begin with the different among the users and their interactions.
• Physical Differences
Physical characteristics, e.g. height and weight
Five sense, i.e. sight, hearing, touch smell and taste.
Bill Hulterstrom - Incorporating Digital Inclusion in the Social Services - G...KC Digital Drive
This document discusses incorporating digital inclusion in social services. It recommends starting digital inclusion efforts where communities currently are through neighborhoods and schools. It also suggests connecting with and setting an example for communities by modeling technology use through simple systems, communication tools, and talking about digital tools internally and externally. The document also advises starting digital inclusion efforts early.
This document discusses the challenges of engineering large, socio-technical complex systems (LSCITS). It argues that traditional reductionist engineering approaches are inadequate for LSCITS due to uncertainties in their environments. A new field of LSCITS engineering is needed to address problems of scale, uncertainty, integration and developing new abstract representations of these systems. Key research areas identified include requirements engineering for uncertain systems, managing failures, LSCITS architecture and enabling dynamic system evolution. The document suggests reductionism still has value but must be tempered with pragmatic acceptance of real-world complexity when developing LSCITS.
Interface Design - an overview on recent findings in HCI research and examples of interfaces created by WebFoo Interface Division.
This slideshow was presented by our Creative Director, Mihai Varga, at a guest lecture at Surrey University in March 2014.
The document summarizes Henry Johansen's master's thesis which examined tacit knowledge management in high reliability organizations through an action research approach. The research tested using interactive media presentations to capture tacit knowledge from subject matter experts. Results found that presenting recordings of employees' work with audio commentary was an effective way to document tacit "how-to" knowledge. This secured the organization's ownership of that knowledge and improved upon current knowledge transfer methods. The organization decided to continue using this approach to capture retiring employees' tacit knowledge.
Este documento proporciona una lista de palabras y frases básicas en lituano. Incluye saludos como "hola" y "adiós", así como números del 0 al 10 y los días de la semana. También presenta preguntas y respuestas comunes para las presentaciones y conversaciones, como "¿Cómo te llamas?", "Me llamo...", "¿Cuántos años tienes?" y "Tengo __ años".
This document discusses the importance of creativity for business. It suggests that fostering creativity can help businesses innovate, develop new ideas and solutions, and stay competitive in the modern economy. Creativity is a valuable skill that all businesses should focus on cultivating.
GPS is a global satellite-based navigation system that works by calculating the time difference for signals from multiple satellites to determine location. Development of GPS began in 1973 with the first satellite launched in 1978, becoming fully operational in 1995. GPS has a wide range of applications and while it is the most used, other global positioning systems also exist.
The document introduces an innovation manual with rooms posing questions about furthering innovative practice, learning, and teaching using a 5D approach. Each room provides a task card and hints for reflection. Summaries of individual rooms are not provided, as the document serves to introduce the overall manual and does not contain complete responses.
This document discusses the importance of creativity for business. It suggests that fostering creativity can help businesses innovate, develop new ideas and solutions, and stay competitive in the modern economy. Creativity is a valuable skill that all businesses should focus on cultivating.
At present, the state-of-the-art supplies for conducting a face-to-face design thinking workshop typically consists of self-stick notes and stickers, markers, and whiteboards. However, this analog way of working is incongruent with the realities of global software companies, where most products and services are developed by distributed teams. This paper explores the process of facilitating remote design thinking workshops, using information technology and communication tools. The paper is based on a participatory action research undertaken by the author as a part of the doctoral thesis - ‘a study on an approach to prepare the organization mindset to build design-led innovation culture to become a customer-centric and future driven software company’ in the Indian IT sector. The participating company realized the innovation breakthroughs using design thinking can happen only when their organization can collaborate across disciplines, silos, time zones; and were looking for a solution to scale design thinking in their organization. KEYWORDS: Collaboration, Digital Design Thinking, Distributed Teams, Innovation, Remote Design Thinking, Scale Design Thinking
Published in International Research Journal of Marketing and Economics ISSN: (2349-0314) Impact Factor- 5.779, Volume 5, Issue 7, July 2018
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
This document discusses virtual project teams and defines key related concepts. It begins by defining virtual teams as groups that work independently toward a common goal using technology across space, time and organizational boundaries. Drivers of virtual teams include reduced costs, a global workforce and work-life balance. Challenges include increased effort to overcome boundaries and a lack of awareness about team virtuality. The document also introduces the Virtuality Index, which measures six discontinuities that assess a team's level of virtuality. Understanding a team's virtuality level is important for areas like performance management, training and technology support.
Thriving in an Uncertain World: Designing Virtual Teams Across the Innovation...Sociotechnical Roundtable
The document describes a roundtable discussion on designing virtual teams across the innovation continuum. It took place in April 2013 in Denver and was supported by the National Science Foundation. The roundtable explored how to coordinate virtual teams effectively across different stages of research and development. It also discussed evolving principles for sociotechnical system design over three waves from the 1950s to present, with the current wave characterized by virtual, distributed knowledge work. The document provides examples of challenges for two virtual research sites: fundamental optical research conducted across several countries, and creating a uniform Alzheimer's disease dataset from multiple research centers.
This is the presentation of the Juan Cruz-Benito’s PhD “On data-driven systems analyzing, supporting and enhancing users’ interaction and experience” that was defended on September 3rd, 2018 in the Faculty of Sciences at University of Salamanca Spain. This PhD was graded with the maximum qualification “Sobresaliente Cum Laude”.
The Social Semantic Server: A Flexible Framework to Support Informal Learning...tobold
The document describes the Social Semantic Server (SSS), a flexible framework developed to support informal learning in workplace settings. The SSS was designed based on theories of distributed cognition and meaning making to help learners interact through shared digital artifacts. It implements a service-oriented architecture with various microservices to integrate different learning tools. Examples of tools built on the SSS include Bits & Pieces for sensemaking experiences, KnowBrain for collaborative discussions, and Bookmarker/Attacher for exploring online topics. The SSS aims to provide a technical infrastructure that can capture workplace learning interactions and support the social construction of shared meaning.
The Social Semantic Server - A Flexible Framework to Support Informal Learnin...Sebastian Dennerlein
The document describes the Social Semantic Server (SSS), a flexible framework developed to support informal learning in workplace settings. The SSS was designed based on theories of distributed cognition and meaning making to facilitate collaboration and knowledge sharing through artifacts. It implements a service-oriented architecture with various microservices to integrate tools for informal learning. Examples of tools built on the SSS include Bits & Pieces for sensemaking experiences, KnowBrain for collaborative discussions, and Bookmarker/Attacher for exploring topics. The SSS aims to provide a technical infrastructure that supports meaning making during artifact-mediated communication in the workplace.
SMART Infrastructure Facility was pleased to host Dr Ruth Deakin Crick, a Reader in Systems Learning and Leadership, at University of Bristol, UK as she presented ‘Learning Journeys: making learning visible in developing infrastructure futures’ as part of the SMART Seminar Series on October 16th, 2014.
Design for learning: communities and flexible design processesdavinia.hl
The document summarizes the work of the Metis project, which aims to create an Integrated Learning Design Environment (ILDE) that meshes existing learning design authoring tools and enables sharing and enactment of learning designs. The methodology involves gathering feedback from stakeholders, iterative development and testing. The initial ILDE prototype prioritizes integration of tools like WebCollage and OpenGLM as well as conceptualization tools. Feedback indicated interest in a variety of design tools, co-creation capabilities, and support for the full design lifecycle. The project refined its terminology and considered extending the main tools.
The document discusses future developments in cognitive-based knowledge acquisition systems using big data. It covers preparing students and the cognitive landscape for big data analytics through tools like concept maps and visualization. It also addresses challenges like determining where information comes from, whether humans or computers can best identify patterns in data, and whether autonomous systems will eventually replace human decision making.
Introductory talk given to PhD students starting research at NUS PhD open day 2020. Covers research in Computer Science, and some experience in research on trustworthy software systems.
Works from home 2
days a week
distributed teams
- Prefers to be left alone when working, but still available if urgent
- Uses status to show when he is in meetings or on calls
- Likes to know when team members are around for informal discussions
- Constantly switches between many projects
- Uses different statuses to indicate availability to different groups
- Values serendipitous interactions in office, less so remotely
- Enjoys collaborating and helping others
- Often sets self to "Available" even when busy to encourage impromptu discussions
- Finds physical cues like overhearing conversations very useful
- Helps schedule meetings and manage Roberts calendar
- Filters messages and
The document provides an introduction to a course on data science and artificial intelligence. The course objectives are to expose students to fundamental concepts of data science using Python programming, introduce required mathematics foundations, explore data pre-processing techniques, summarize exploratory data analysis, and understand AI approaches in data science. It lists textbooks and references for the course and provides introductory information on topics like big data, the data science workflow, data science jobs and skills, challenges in data science, and what data scientists actually do in their work.
How is Information Literacy related to Social Competences in the WorkplacePierre Fastrez
Collard, A., De Smedt, T., Fastrez, P., Ligurgo, V., Philippette, T. (2016) How is Information Literacy related to Social Competences in the Workplace. Presented at ECIL 2016: 4th European Conference on Information Literacy. Prague (CZ), 10-13 October 2016
The document provides information about a workshop on Computer Practice from N4 to N6. It introduces the presenter, Bertie Buitendag, and outlines the following:
- An overview of the Computer Practice curriculum from N4 to N6.
- A focus on the introductory level (N4) course.
- Details on assessments and examinations (ICASS).
- Teaching time and course offerings.
- Resources available for lecturers and teachers.
Hugo Watanuki is a Brazilian PhD student who presented his research on virtual teams. His research includes three bibliometric studies and case studies that examined knowledge transfer in virtual teams, individual virtual competencies in companies, and the impact of team size and leadership on virtual teams. His ongoing research is developing theoretical frameworks analyzing how national culture, social identity theory, and individual trust impact virtual collaboration.
This presentation was provided by Kristi Holmes of Northwestern University during the NISO hot topic virtual conference "Effective Data Management," which was held on September 29, 2021.
Digital data is increasingly being used to track and analyze human activities like work, learning, and living. This document discusses how the "datafication" of these areas is redistributing responsibilities between humans and algorithms. It explores issues around accountability, control, and transparency when important decisions are made based on data. The author advocates developing new "literacies" to ensure data practices align with public interests and values, and calls for a posthuman perspective that sees humans and technology as deeply entangled.
Similar to "Awareness, Trust, and Software Tool Support in Distance Collaborations" by D. Redmiles (20)
Investigating Crowd Creativity in Online Music CommunitiesFabio Calefato
This document summarizes research investigating crowd creativity in online music communities. It analyzed three communities (Songtree, ccMixter, Splice) in terms of authors, songs, and reused songs. Five hypotheses about factors influencing song reuse were tested using logistic regression. Surveys found triggers for collaboration included genre flexibility and virtual bands/albums. Data showed songs were more likely to be reused if they generated more reactions, were less derived, and were by authors with high status or custom avatars. The researchers concluded contests should be more varied to foster collaboration over competition and support full music production lifecycles.
On Developers’ Personality in Large-scale Distributed Projects: The Case of t...Fabio Calefato
This document summarizes a study of developers' personalities in large open-source projects within the Apache ecosystem. The study examined whether personality traits change over time, differ between core and peripheral developers, correlate with development activity levels, or change when becoming a core member. The researchers found that Apache developers evolved over time to be more open, agreeable, and neurotic. However, no significant differences were observed between core and peripheral developers or developers with different activity levels. Personality also did not change significantly when becoming a core member. Conscientiousness and openness were found to correlate with increased likelihood of becoming a contributor.
A Gold Standard for Emotion Annotation in Stack Overflow Fabio Calefato
This document presents a method for creating a gold standard for emotion annotation in Stack Overflow posts. It describes selecting an emotion classification framework, developing annotation guidelines, and applying those guidelines to annotate a sample of 4,800 posts to create the gold standard dataset. Annotators labeled posts with one of six emotions: joy, love, surprise, anger, sadness, or fear. The document reports the distribution of labels and inter-annotator agreement scores as measures of the gold standard's quality and reliability. It then promotes the released emotion annotation guidelines and gold standard dataset to facilitate replicable and reliable sentiment analysis of software engineering text.
How to Ask for Technical Help? Evidence-based Guidelines for Writing Question...Fabio Calefato
Slides presenting results from our IST paper (https://arxiv.org/abs/1710.04692) / IEEE Software blog post (http://blog.ieeesoftware.org/2017/11/can-we-trust-stack-overflow-netiquette.html) investigating whether we can trust Stack Overflow netiquette for writing better questions.
A Preliminary Analysis on the Effects of Propensity to Trust in Distributed S...Fabio Calefato
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Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
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Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
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Generating privacy-protected synthetic data using Secludy and Milvus
"Awareness, Trust, and Software Tool Support in Distance Collaborations" by D. Redmiles
1. Awareness,
Trust,
and
So0ware
Tool
Support
in
Distance
Collabora8ons
David
Redmiles
Ins8tute
for
So0ware
Research
and
Department
of
Informa8cs
University
of
California,
Irvine
1
2. Thank
you
to
the
organizers!
Especially
to
Filippo
Lanubile
and
Marcelo
Cataldo
for
the
invita8on,
and
Teresa
Baldassarre
for
many
emails
organizing
my
trip.
2
3. Acknowledgement
of
Funding
(since
2004)
• Na8onal
Science
Founda8on
under
grants
534775,
0808783,
0943262,
1111446
• Department
of
Informa8cs
and
Donald
Bren
School
of
Informa8on
and
Computer
Sciences,
UC
Irvine
• Ins8tute
for
So0ware
Research,
UC
Irvine
• Center
for
Organiza8onal
Research,
UC
Irvine
• IBM,
Hitachi,
Intel
• Brazilian
Government
under
grant
CAPES
BEX
1312/99-‐5
3
4. the
Irvine
team
in
2011
Werner
Beuschel
Erik
Trainer
Oliver
Wang
Ma`
Bietz
Hiroko
N.
Wilensky
David
Redmiles
Patrick
Shih
Ben
Koehne
Ban
Al-‐Ani
Steve
Abrams
5. 5
Colleagues
at
PUCRS
Porto
Alegre
,
Brazil
Rafael
Prikladnicki
Sabrina
Marczak
Colleague
at
Vale
Ins8tute
of
Technology
and
Federal
University
of
Pará,
Brazil
Cleidson
de
Souza
7. Some
of
the
problems
in
our
Example
• Isola8on
prevents
knowing
what
others
are
doing
• Lack
of
awareness
also
prevents
knowing
why
they
are
doing
or
not
doing
something.
• Distance
prevents
familiarity
–
both
professional
and
personal
7
8. Distance
Ma`ers
–
Common
Ground
/
Effects
of
Isola8on
• Olson,
G.,
Olson,
J.
Distance
Ma+ers,
Human-‐Computer
Interac8on,
V.
15,
N.
2,
September
2000,
pp.
139-‐178.
– Seminal
and
highly
cited
paper
on
the
research
of
geographically
distributed
teams.
– “four
key
concepts:
common
ground,
coupling
of
work,
collabora8on
readiness,
and
collabora8on
technology
readiness.”
• Koehn,
B.,
Shih,
P.,
Olson,
J.
Remote
and
Alone:
Coping
with
Being
the
Remote
Member
on
the
Team,
ACM
Conference
on
Computer-‐
Supported
Coopera8ve
Work
(CSCW
2012,
Sea`le,
WA),
February
2012,
pp.
1257-‐1266.
– Isolated
(remote)
workers
develop
individual
coping
strategies
involving
ICT
and
social
prac8ces.
– E.g.
par8cipants
developed
mentorship
rela8onships
and
communica8on
strategies
to
remain
visible
in
the
team
and
to
leave
visible
trails
for
performance
evalua8ons.
8
9. And
just
about
8me
zones
…
• Tang,
J.,
Zhao,
C.,
Cao,
X.,
Inkpen,
K.
Your
Time
Zone
or
Mine?
A
Study
of
Globally
Time
Zone-‐Shi?ed
CollaboraAon,
ACM
Conference
on
Computer-‐Supported
Coopera8ve
Work
(CSCW
2011,
Hangzhou,
China),
March
2011,
pp.
235-‐244.
– Explores
how
team
members
work
across
global
8me
zone
differences
and
strategize
to
find
8me
for
interac8on.
– E.g.,
selec8ng
a
8me
zone
delegate
and
sharing-‐the-‐pain
strategies
• Segalla,
M.
Why
Mumbai
at
1pm
Is
the
Center
of
the
Business
World,
Harvard
Business
Review,
October2010,
pp.
38-‐39.
– Amazing
sta8s8cs
and
visualiza8ons
about
the
lack
of
overlap
of
working
days
and
8mes
– E.g.,
“only
15
workweeks
(29%)
are
uninterrupted
by
a
holiday”
[p.
38].
9
10. Studies
of
distance
in
so0ware
collabora8ons
• B.
Cur8s,
H.
Krasner
and
N.
Iscoe.
A
Field
Study
of
the
So0ware
Design
Process
for
Large
Systems.
Communica8ons
of
the
ACM,
31(11):1268-‐1287,
November
1988.
– CommunicaAon
and
CoordinaAon
Breakdowns
• Herbsleb,
J.D.,
Mockus,
A.,
Finholt,
T.A.,
and
Grinter,
R.E.
(2001).
An
empirical
study
of
global
so0ware
development:
Distance
and
speed.
Proceedings
of
the
23rd
Interna8onal
Conference
on
So0ware
Engineering
(ICSE
2001),
81-‐90.
IEEE.
– Cross-‐site
communicaAon
may
delay
problem
resoluAon
10
11. Recent
foci
on
so0ware
architecture
and
communica8on
• Cataldo,
M,
Herbsleb,
J.,
Carley,
K.
Socio-‐Technical
Congruence:
A
Framework
for
Assessing
the
Impact
of
Technical
and
Work
Dependencies
on
So0ware
Development
Produc8vity,
Proceedings
of
the
Second
ACM-‐IEEE
interna8onal
symposium
on
Empirical
so0ware
engineering
and
measurement
(ESEM'08,
Kaiserslautern,
Germany),
2008,
pp.
2-‐11.
– When
coordinaAon
needs
and
communicaAon
align,
modificaAon
proceeds
more
efficiently
• de
Souza,
C.R.B.,
Redmiles,
D.F.
The
Awareness
Network,
To
Whom
Should
I
Display
My
Ac8ons?
And,
Whose
Ac8ons
Should
I
Monitor?,
IEEE
Transac8ons
on
So0ware
Engineering,
V.
37,
N.
3,
May/June
2011,
pp.
325-‐340.
– Many
work
pracAces
are
needed
by
team
members
to
achieve
needed
communicaAon
around
a
so?ware
architecture
(structure)
11
12. Can
we
make
distance
ma`er
a
li`le
less?
• Awareness
• Trust
• So0ware
Tool
Support
12
13. Research
Approach
• Observe
and
collect
data
– Workplace
– Research
literature
• Hypothesize
and
build
systems
• Evaluate
systems
– Controlled
setngs
and
– Not
so
controlled
setngs
–
professionals
• Link
back
to
the
data
13
Observe
Explain
Design
Evalua8on
Theory
Systems
14. Why
this
approach?
• Computer
Science
– From
1976
–
1982
learned
about
the
mechanics
of
doing
things
with
the
computer
• Human-‐Computer
Interac8on
– Around
1980
onwards
learned
about
the
real
way
people
used
computer
so0ware
– Formal
training
from
1987-‐1992
in
human-‐computer
interac8on
• Personally
– Pragma8c
– Open-‐minded
– Seeking
“bigger”
picture
and
meaning
14
15. Roadmap
to
this
talk
• Themes
– Awareness,
Trust,
and
So0ware
Tool
Support
– Distributed
(Virtual)
Teams
– And,
more
generally,
distance
collabora8on
• For
each
of
Awareness,
Trust,
and
So0ware
Tool
Support
– Selected
literature
cita8ons
and
brief
summaries
– Experiences,
observa8ons,
prototype
so0ware
tools,
and
empirical
work
– Lessons
learned!
• Conclusion
– Immediate
and
long-‐term
challenges
15
17. Knowing
others’
ac8vi8es
• Dourish,
P.,
Bellot,
V.
Awareness
and
CoordinaAon
in
Shared
Workspaces,
Conference
on
Computer-‐Supported
Coopera8ve
Work
(CSCW
'92,
Toronto,
Canada),
1992,
pp.
107-‐114.
– “awareness
is
an
understanding
of
the
ac8vi8es
of
others,
which
provides
a
context
for
your
own
ac8vity”
– “awareness
informa8on
is
always
required
to
coordinate
group
ac8vi8es,
whatever
the
task
domain”
17
18. Work
prac8ces
for
coordina8on
• Schmidt,
K.
The
Problem
with
'Awareness'
-‐
Introductory
Remarks
on
'Awareness
in
CSCW'.
Journal
of
Computer
Supported
Coopera8ve
Work,
2002.
11(3-‐4):
p.
285-‐298.
– Many
defini8ons
of
awareness,
but
…
– Monitoring
others’
and
displaying
your
own
ac8ons
as
part
of
work
18
19. Work
prac8ces
that
maintain
awareness
• de
Souza,
C.R.B.,
Redmiles,
D.F.
The
Awareness
Network,
To
Whom
Should
I
Display
My
Ac8ons?
And,
Whose
Ac8ons
Should
I
Monitor?,
IEEE
Transac8ons
on
So0ware
Engineering,
V.
37,
N.
3,
May/June
2011,
pp.
325-‐340.
– Following
on
Schmidt
…
who
should
I
be
monitoring
and
to
whom
should
I
be
displaying
ac8ons.
19
[de
Souza
Redmiles
2011]
20. The
Awareness
Network
• How
do
social
actors
know
to
whom
they
should
display
ac8ons
and
whose
ac8ons
should
they
monitor?
• The
awareness
network
is
the
set
of
actors
whose
ac8ons
need
to
be
monitored
and
those
to
whom
one
needs
to
make
one’s
own
ac8ons
visible.
20
[de
Souza
Redmiles
2011]
Monitoring!
21. How
is
it
achieved?
• Read
everything!
– E.g.
emails,
design
documents,
problem
reports,
change
records
• Employ
a
personal
network!
– E.g.,
emailing
friends
who
might
know
etc.
• Ad
hoc
tools
– E.g.,
a
discussion
database
iden8fying
who
can
answer
what
ques8ons
21
[de
Souza
Redmiles
2011]
22. Where
is
our
data
from?
• 3
So0ware
Development
Projects
– Non
modular
legacy
so0ware
– Highly
modular
following
reuse
and
reference
architecture
– Adap8ng
so0ware
for
mobile
devices
• Data
Collec8on
– 51
semi-‐structured
interviews
– Par8cipant
and
non-‐par8cipant
observa8on
• Data
analysis
– Grounded
theory
methods
22
[de
Souza
Redmiles
2011]
23. Ariadne 1.0 - Social and Technical
Dependencies among Developers and
Components
31. Addi8onal
examples
of
visual
interface
features
to
compensate
for
distance,
especially
for
the
isola8on
…
• Sarma,
A.,
Redmiles,
D.,
van
der
Hoek,
A.
Palanwr:
Early
Detec8on
of
Development
Conflicts
Arising
from
Parallel
Code
Changes,
IEEE
Transac8ons
on
So0ware
Engineering,
V.
38,
N.
4,
June
2011,
pp.
889-‐908.
– Visual
awareness
cues
(decorators)
could
help
developers
avoid
direct
and
indirect
conflicts
while
otherwise
working
isolaAon.
• Redmiles,
D.,
van
der
Hoek,
A.,
Al-‐Ani,
B.,
Quirk,
S.,
Sarma,
A.,
Silva
Filho,
R.,
de
Souza,
C.,
Trainer,
E.
Con8nuous
Coordina8on:
A
New
Paradigm
to
Support
Globally
Distributed
So0ware
Development
Projects,
Wirtscha0sinforma8k,
V.
49,
2007,
pp.
S28-‐S38.
– ConAnuous
coordinaAon
is
required
in
distributed
so?ware
development
[even
when
highly
structured].
– Awareness
can
support
conAnuous
coordinaAon
and
be
greatly
achieved
by
so?ware
tools.
31
32. Awareness
–
Lessons
Learned
-‐
Tools
• Socio-‐technical
systems
– Ariadne
(and
other
systems)
integrate
both
the
social
and
technical
elements
• Visual
user
interface
• So0ware
tools
can
help
awareness
– E.g.,
in
iden8fying
colleagues
– E.g.,
in
perceiving
situa8ons
such
as
bo`lenecks
– E.g.
in
avoiding
conflicts
32
33. Awareness
–
Lessons
Learned
-‐
Behavior
• Awareness
is
key
to
coordinated
work
• Yet
awareness
and
common
ground
are
hard
to
achieve
at
a
distance
• There
are
prac8ces
that
are
a
part
of
work
that
an8cipate
awareness
– Specifically,
to
establish
and
maintain
an
awareness
network
33
34. Some
of
the
problems
in
our
Example
• Isola8on
prevents
knowing
what
others
are
doing
• Lack
of
awareness
also
prevents
knowing
why
they
are
doing
or
not
doing
something.
• Distance
prevents
familiarity
–
both
professional
and
personal
34
36. Trust
emerging
as
a
theme
• Al-‐Ani,
B.,
Redmiles,
D.
In
Strangers
We
Trust?
Findings
of
an
Empirical
Study
of
Distributed
Development,
IEEE
Interna8onal
Conference
on
Global
So0ware
Engineering
(ICGSE,
Limerick,
Ireland),
July
2009,
pp.
121-‐130.
– Re-‐examining
data
from
open-‐ended
interviews
at
a
Fortune
500
company
on
distributed
collabora8on
– Without
asking,
interviewees
stated
that
the
greatest
concern
around
successful
collabora8on
was
“trust”
– The
emergence
of
trust
as
a
theme
36
[Al-‐Ani,
Redmiles
2009]
37. Defini8ons
of
trust
…
• Jarvenpaa,
S.
L.,
Knoll,
K.,
and
Leidner,
D.
E.
Is
anybody
out
there?
antecedents
of
trust
in
global
virtual
teams,
J.
Manage.
Inf.
Syst.
V.
14,
No.
4,
March,
1998,
pp.
29-‐64.
– Ra8onal
trust
–
willingness
to
be
less
“self-‐protec8ve”
and
take
risks
– Social
trust
–
a
duty
or
right
way
to
behave
creates
the
willingness
to
take
risks
• Wilson,
J.M.,
Straus,
S.G.
&
McEvily,
W.J.
All
in
due
Ame:
The
development
of
trust
in
computer-‐mediated
and
face-‐to-‐face
groups,
Organiza8onal
Behavior
and
Human
Decision
Processes,
99,
2006,
pp.
16-‐33.
– Cogni8ve
trust
–
beliefs
about
others’
competence
and
reliability
– Affec8ve
trust
–
beliefs
about
reciprocated
concern,
emo8onal
8es
and
such
37
[Al-‐Ani,
Redmiles
2009]
38. The
Role
of
Trust
One
party’s
posi4ve
expecta4ons
of
another
• Trust:
– Enhances
team
produc8vity
– Helps
teams
manage
uncertainty
and
complexity
of
working
remotely
– Promotes
influen8al
informa8on
exchange
– Fosters
innova8on
38
[Al-‐Ani,
Redmiles
2009]
39. First
Field
Study:
examining
distributed
collabora8on
• Interviews
were
conducted
with
employees
of
a
large
mul8-‐na8onal
organiza8on.
• USA
with
16
par8cipants.
• Respondents
men8oned
a
total
of
26
different
sites.
• Overall
there
were
an
average
of
4
sites
per
distributed
team.
39
[Al-‐Ani,
Redmiles
2009]
40. Study
Overview
40
{balani|redmiles}@ics.uci.edu
Seq.
Purpose
Interview
Framework
Par8cipant
Background
(educa8on,
experience…etc)
Project
A:
Collocated
Project
Descrip8ons
and
Team
Structure
Project
B:
Distributed
Project
Decomposi8on
and
Task
Assignment
Communica8on
Leadership
Social
Behavior
and
Tool
Support
Establish the following:
1. Demographics,
2. Participant
terminology,
3. Points of reference,
4. Comparative
evaluation,
5. Problem domain.
Gain understanding
1. How developers
identify tasks,
2. How tasks are
allocated to
developers,
3. Challenges.
Investigate:
1. Models,
2. Types,
3. Efficiency
and
effectiveness
What
impact
does
the
locality
of
the
leader
have
on
team
dynamics?
How
do
developers
exchange
ideas?
[Al-‐Ani,
Redmiles
2009]
41. Common
thread:
trust
41
Trust
Project
A:
Collocated
Project
Descrip8ons
and
Team
Structure
Project
B:
Distributed
Leadership
Communica8on
Social
Behavior
and
Tool
Support
[Al-‐Ani,
Redmiles
2009]
42. Lessons
Learned
–
Factors
Influencing
Trust
• The
issue
of
trust
was
raised
by
respondents:
– Team
size:
larger
teams.
– Project
type:
innova8ve
new.
– Team
diversity:
high
diversity.
– Leadership:
strong
leadership.
42
[Al-‐Ani,
Redmiles
2009]
43. Trust:
Compe8ng
Facets
43
team
diversity
8me
Trust
Threshold
-‐
+
leadership
team
size
project
type
[Al-‐Ani,
Redmiles
2009]
44. Imagine
collabora8on
without
trust!
• Double
checking.
• Working
in
isola8on.
• Reluctance
to
share
informa8on.
44
[Al-‐Ani,
Redmiles
2009]
45. An
example
45
Y
have
a
tendency
to
talk
longer
X
are
very
impaAent
to
leave
when
it
is
the
end
of
the
working
day
[in
their
country].
“engineers
in
X
feel
they
are
superior
and
a
level
of
arrogance.
With
this
comes
a
level
of
mistrust
of
us”
“you
don’t
need
to
know
this
part
of
the
code
you
wouldn’t
understand
it”
[Al-‐Ani,
Redmiles
2009]
46. Some
of
the
problems
in
our
Example
• Isola8on
prevents
knowing
what
others
are
doing
• Lack
of
awareness
also
prevents
knowing
why
they
are
doing
or
not
doing
something.
• Distance
prevents
familiarity
–
both
professional
and
personal
46
47. Second
Field
Study:
examining
trust
in
par8cular
• What
are
the
antecedents
of
trust
in
distributed
teams?
• What
are
the
behaviors
and
ac8ons
that
team
members
engage
in
that
most
frequently
engender
trust?
• What
would
help
developers
trust
others
on
their
teams?
47
48. 48
Interview
protocol
• Direct
but
open
ended
ques8ons
– Background
and
project
• Scenarios
(contextualized
to
interview)
– You
are
working
on
…
you
need
…
who
would
you
ask?
• Storytelling
– Can
you
tell
me
an
instance
when
…
tell
me
a
story
…
50. Sought
out
interna8onal
collaborators
for
addi8onal
data!
• Thanks
to
…
– Drs.
Rafael
Prikladnicki
and
Sabrina
Marczak,
both
at
the
Pon8‚cia
Universidade
Católica
do
Rio
Grande
do
Sul
–
PUCRS
in
Porto
Alegre.
50
51. 51
Field
sites
• 5
mul8-‐site
and
mul8-‐na8onal
organiza8ons.
• Each
organiza8on
is
considered
one
of
the
leaders
in
the
development
of
computer-‐based
systems.
• Interview
subjects
were
recruited
through
e-‐
mails
sent
to
a
cross-‐sec8on
of
the
organiza8ons,
as
well
as
word
of
mouth
(snowball).
[Al-‐Ani,
Wang,
Marczak
et
al.,
2012]
52. Par8cipants
• 18
female
and
43
male
employees.
• On
average,
11
years’
experience
working
in
distributed
teams
and
12
years’
experience
in
the
organiza8on.
• Roles
in
one
of
3
broad
categories:
– managers
-‐
21
(e.g.
project
manager,
por„olio
manager),
– developers
-‐
35
(e.g.
tester,
so0ware
designer,
system
architect,
business
analyst)
and
– support
staff
-‐
5
(e.g.
lawyer,
quality
assurance).
• Located
in
the
USA
(34),
Brazil
(18),
Mexico
(2),
and
Costa
Rica,
Ireland,
Israel,
Poland,
China,
Taiwan,
and
Malaysia
(1
each)
[Al-‐Ani,
Wang,
Marczak
et
al.,
2012]
53. Example
Analysis
and
Result
• Al-‐Ani,
B.,
Wang,
Y.,
Marczak,
S.,
Trainer,
E.,
Redmiles,
D.
Distributed
Developers
and
the
Non-‐
Use
of
Web
2.0
Technologies:
A
Proclivity
Model,
The
7th
Interna8onal
Conference
on
Global
So0ware
Engineering
(ICGSE
2012,
Porto
Alegre,
Brazil),
August
2012,
pp.
104-‐113.
– Web
2.0
technologies
allow
employees
to
build
a
familiarity
with
one
another
and
share
informa8on
and
should
improve
trust.
– However,
less
than
25%
of
our
study
par8cipants
adopted
these
technologies
and
most
have
a
nega8ve
view
of
these
technologies
– Why?
53
[Al-‐Ani,
Wang,
Marczak
et
al.,
2012]
54. Analysis
• Interviews
were
transcribed
and
coded
using
Atlas.8
(h`p://www.atlas8.com/index.html)
• Qualita8ve
analysis
– Examining
interviewees
comments
– Iden8fying
themes
• Quan8ta8ve
analysis
– Variables
derived
from
coded
interviews,
including
self-‐reported
demographics
– Various
sta8s8cal
techniques
but
in
this
instance,
logis8c
regression
54
[Al-‐Ani,
Wang,
Marczak
et
al.,
2012]
55. Variables
Examined
55
Variable
Meaning
Usage
The
usage
of
Web
2.0
technologies
Language
Whether
an
interviewee
can
speak
more
than
one
language.
EducaAon
Whether
an
interviewee
holds
a
postgraduate
degree.
Gender
An
interviewee’s
gender.
AGE
An
interviewee’s
age.
Experience
at
Distributed
Development
An
interviewee’s
experience
with
distributed
so0ware
development.
Job
-‐
Manager
Whether
an
interviewee
is
a
manager
or
not.
Job
-‐
Technical
Whether
an
interviewee’s
job
is
technical-‐
oriented
or
not.
Use
of
(non
Web
2.0)
other
technologies
The
number
of
communica8on
technologies
an
interviewee
has
been
used
in
their
work
except
Web
2.0
technologies.
[Al-‐Ani,
Wang,
Marczak
et
al.,
2012]
56. Results
of
Quan8ta8ve
Analysis
56
[Al-‐Ani,
Wang,
Marczak
et
al.,
2012]
Variables
Conclusion
Age
An
increase
of
age
will
result
the
lower
probability
of
using
Web
2.0
to
support
distributed
collaboraAon.
Experience
at
Distributed
Development
An
increase
of
experience
of
distributed
development
will
result
the
higher
probability
of
using
Web
2.0
to
support
distributed
collaboraAon.
Use
of
(non
Web
2.0)
other
technologies
An
increase
of
using
other
CommunicaAon
Technology
will
result
the
higher
probability
of
using
Web
2.0
to
support
distributed
collaboraAon.
57. Results
of
Qualita8ve
Analysis
• The
alignment
between
developers’
work
and
their
suppor8ng
technology
is
posi8vely
associated
with
developers’
trust
towards
collabora8on
tools.
• The
experience
of
being
exposed
to
distributed
so0ware
development
is
posi8vely
associated
with
developers’
trust
towards
collabora8on
tools.
• Posi8ve
organiza8on
policies
on
collabora8on
tools
are
posi8vely
associated
with
developers’
usage
of
tradi8onal
collabora8on
tools.
57
[Al-‐Ani,
Wang,
Marczak
et
al.,
2012]
58. Results
from
the
management
literature
…
• Jarvenpaa,
S.
L.,
Shaw,
T.
R.,
and
Staples,
D.
S.
Toward
contextualized
theories
of
trust:
The
role
of
trust
in
global
virtual
teams.
In
Informa8on
Systems
Research
15,
3
(2004),
250-‐267.
– Early
trust
is
cri8cal
to
communica8on
and
performance
– Effects
of
structure
• Teams
with
high
structure
are
less
dependent
on
trust
and
communica8on.
• Teams
with
low
structure
…
– Implica8ons
• For
managers,
what
is
the
right
amount
of
trust
[and
communica8on]
to
encourage?
58
59. • Zolin,
R.,
Hinds,
P.,
Fruchter,
R.
and
Levi`,
R.
(2004).
Interpersonal
trust
in
cross-‐func8onal,
geographically
distributed
work:
A
longitudinal
study.
Informa8on
&
Organiza8ons,
14,
1-‐26.
– Trust
is
a
willingness
to
accept
vulnerability
to
others
…
– Trust
is
“one
of
the
major
challenges,”
“central
to
teamwork,”
especially
due
to
“many
sub-‐tasks
are
interdependent,”
etc.
– IniAal
trust
is
criAcal
to
future
percepAons
– Cultural
diversity
negaAvely
affects
trust
– Factors:
cultural
diversity,
perceived
trustworthiness
(trustor’s
propensity
to
trust,
percepAons
of
follow-‐
through),
risk
and
reward.
59
60. Lessons
Learned
• The
literature
emphasizes
the
importance
of
trust:
– Effec8ve
communica8on
and
team
collabora8on
• Our
first
study
revealed
compe8ng
factors
influencing
trust
such
as
– Team
diversity,
team
size,
project
type,
leadership,
and
8me
• Our
second
study
indicated
paths
to
be`er
tools
/
be`er
adop8on
– Experience
in
tool
usage
increases
everyday
–
in
personal
as
well
as
professional
use.
– Knowing
the
value
of
“Web
2.0”
tools
can
encourage
changed
organiza8onal
policies.
– Support
for
“ver8cal”
integra8on
–
value
for
many
par8cipants
–
can
increase
adop8on.
• Encouragement
for
the
poten8al
value
of
tools!
60
62. Knowing
personal
or
professional
(exper8se)
informa8on?
• Schumann,
J.,
Shih,
P.,
Redmiles,
D.,
Horton,
G.
Suppor8ng
Ini8al
Trust
in
Distributed
Idea
Genera8on
and
Evalua8on,
The
2012
Interna8onal
ACM
SIGGROUP
Conference
on
Suppor8ng
Group
Work
(GROUP
2012,
Sanibel
Island,
FL),
October
2012,
in
press.
– Effects
of
cogni4ve
and
affec4ve
trust
on
collabora8ve
brainstorming
and
evalua8on.
– Open
to
gender
effects
(as
inspired
by
Professor
Margaret
Burne`,
Oregon
State).
62
[Schumann,
Shih,
Redmiles,
Horton,
2012]
63. Innova8on
and
Trust
• Cogni8ve
Trust
– Judgment
of
competence,
reliability,
and
professionalism
– Deliberate
assessment
of
benefits
of
trus8ng
over
risks
• Affec8ve
Trust
– Emo8onal
8es
among
individuals,
beliefs
about
interpersonal
care
and
concerns
– Sincere
concern
for
the
well-‐being
of
the
others
• Innova8on
Process
– Idea
Genera8on
– Idea
Evalua8on
[Schumann,
Shih,
Redmiles,
Horton,
2012]
64. Trust
Informa8on
Elements
Personal
informa4on # Exper4se
Informa4on #
Hobbies 14 Experience
(projects) 15
Gender 13 Specific
skills 15
Honorary
ac8vi8es 12 Specializa8on/interests 14
Age 11 References
(awards) 14
Na8onality 8 Degree
(years
in
the
program) 12
Taste
of
music 7 Companies 8
TV
shows 6 Department 7
[Schumann,
Shih,
Redmiles,
Horton,
2012]
65. The
Experiment
• Idea
Genera8on
– Par8cipants
work
to
generate
ideas
– Simultaneously,
2
remote
confederates
produced
10
pre-‐compiled
ideas
in
the
15-‐min
session.
• Idea
Evalua8on
– Each
par8cipant
rated
6
ideas.
– Originality
and
feasibility
ra8ngs
of
the
confederates
were
pre-‐compiled.
• 36
Subjects
– 18
Male
– 18
Female
[Schumann,
Shih,
Redmiles,
Horton,
2012]
68. Results
–
Support
for
Trust
• Knowing
personal
informa8on
leads
to
higher
affec8ve
trust
and
knowing
exper8se
informa8on
leads
to
higher
cogni8ve
trust
–
expected.
• However,
knowing
either
personal
or
exper8se
informa8on
boosted
both
trust
levels
–
par8cipants
did
not
make
dis8nc8ons.
68
[Schumann,
Shih,
Redmiles,
Horton,
2012]
69. Results
–
Gender
Effects
• Gender
differences
have
li`le
effect
on
trust
in
idea
genera8on
and
idea
evalua8on
sessions.
• However,
female
par8cipants
created
more
feasible
ideas
while
male
par8cipants
created
more
original
ideas
in
the
experiment
69
[Schumann,
Shih,
Redmiles,
Horton,
2012]
70. Lessons
Learned
–
Tool
Support
for
Trust
• Evidence
that
informa8on
provided
by
tools
can
engender
trust.
• Further
encouragement
towards
tool
support.
70
71. Lessons
from
our
colleagues
here
in
Bari!
• Calefato,
F.,
Lanubile,
F.
AugmenAng
Social
Awareness
in
a
CollaboraAve
Development
Environment,
the
5th
Int'l
Workshop
on
Coopera8ve
and
Human
Aspects
of
So0ware
Engineering
(CHASE'12),
Zurich,
Switzerland,
2
Jun.
2012,
pp.
12-‐14.
– Integra8ng
social
media
with
collabora8ve
so0ware
development
environments
• Calefato,
F.,
Lanubile,
F.
Can
Social
Awareness
Foster
Trust
Building
in
Global
So?ware
Teams?,
the
5th
Interna8onal
Workshop
on
Social
So0ware
Engineering
(SSE'13),
St.
Petersburg,
Russia,
18
Aug.
2013
(to
appear).
• Examining
the
larger,
social
network
dimension
to
collabora8ve
projects,
exploi8ng
socio-‐technical
informa8on
to
promote
collabora8ve
ac8vi8es:
caring,
browsing,
climbing,
and
campaigning.
71
72. Toward
a
Design
Space
for
Collabora8on
Tools
• Trainer,
E.H.,
Redmiles,
D.F.
Founda8ons
for
the
Design
of
Visualiza8ons
that
Support
Trust
in
Distributed
Teams,
Interna8onal
Working
Conference
on
Advanced
Visual
Interfaces
(AVI
2012,
Capri
Island,
Italy),
May
2012,
pp.
34-‐41.
72
[Trainer,
Redmiles,
2012]
73. A
Connec8on
between
Awareness
and
Trust
in
Tool
Support
A
so?ware
tool
can
usefully
provide
informaAon
that
engenders
perceived
trustworthiness
among
distributed
team
members.
• Ques8ons:
– What
informa8on
affects
distributed
team
members
percep8ons
of
others’
trustworthiness?
– Can
this
informa8on
be
delivered
in
a
so0ware
tool?
73
[Trainer,
Redmiles,
2012]
74. Collabora8ve
Traces
• A
term
that
refers
to
data
visualized
by
“awareness”
tools
• Representa8ons
of
past
and
current
ac8vity
of
a
group
of
developers
manipula8ng
so0ware
development
ar8facts
74
Bug
Tracker
CM
System
E-‐mail
Server
[Trainer,
Redmiles,
2012]
75. Collabora8ve
Traces
for
Trust
• (RQ)
“What
informa8on…..”
• As
shown
by
a
matrix…..
• Columns:
– Trust
factors,
i.e.
informa8on
that
affects
trust,
from
the
literature
on
trust
• Rows:
– Collabora8ve
traces
+
other
data
(e.g.,
8me
zone,
org.
chart)
<see
figure
on
next
slide>
75
[Trainer,
Redmiles,
2012]
76. Collabora8ve
Traces
for
Trust
76
TRUST
FACTORS
COLLABORATIVE
TRACES
X X X X
X X X
X X X X X X
X X X X X X
X X X X X X
X X X X
X X
X X X X X X X
X X X X X X X
X X X X X X X X X
X X X X X X X
X X X X X X
X X
X
X X
X X X
Ini8a8on
and
response
Reputa8on
Assigned
Work
Item
E-‐mail
Change
Set
Exper8se
[Trainer,
Redmiles,
2012]
77. Visual
Representa8ons
for
Trust
• Visual
representa8ons
summarize
informa8on
provided
by
CTs
• How
to
choose
appropriate
visualiza8ons?
– Web-‐based
advice
(e.g.,
ManyEyes,
Swivel,
Google
Chart
Tools)
organized
by
task:
• Show
rela8onships
(node-‐edge,
matrices)
• Show
hierarchy
(trees,
circle
packing)
• Compare
numerical
values
(bar
charts)
77
[Trainer,
Redmiles,
2012]
78. Visual
Representa8ons
and
Trust
Factors
78
TRUST
FACTORS
VISUAL
RERESENTATIONS
X X X X
X X X
X X X X X
X X X X X X
X X X X X X
X X X X
X X
X X X X X X X
X X X X X X X
X X X X X X X X X
X X X X X X X
X X X X X X
X X
X
X X
X X X
Same
loca8on
Map
Ini8a8ons
and
Response
Bar
Charts
Role
Circle
Packing
[Trainer,
Redmiles,
2012]
79. Visual
Representa8ons
and
Collabora8ve
traces
79
COLLABORATIVE
TRACES
VISUAL
RERESENTATIONS
X X X X
X X X
X X X X X
X X X X X X
X X X X X X
X X X X
X X
X X X X X X X
X X X X X X X
X X X X X X X X X
X X X X X X X
X X X X X X
X X
X
X X
X X X
Bar
Charts
E-‐mails
Source-‐code
Node-‐
edge
Line-‐
based
Assigned
Work
Items
[Trainer,
Redmiles,
2012]
80. A
Design
Space
• Model
of
Design
Space
=
{
Trust
factors,
Visual
representa8ons,
Collabora8ve
traces
}
80
The
space
is
comprised
of
3
matrices:
1. Trust
Factors
x
Collabora8ve
Traces
2. Collabora8ve
Traces
x
Visual
Representa8ons
3. Visual
Representa8ons
x
Trust
Factors
*
[Trainer,
Redmiles,
2012]
81. 1.
Availability
Radar
• Groups
developers
by
their
proximity
to
the
current
user
81
Further
horizontal
distances
from
center
indicate
greater
physical
distance.
• White
x
=
non-‐manager
• Black
x
=
manager
Visual
Representa4on:
CirclePacking
(fla`ened)
Collabora4ve
Trace:
Organiza8onal
Charts,
Work
site
loca8on,
8me
zone
[Trainer,
Redmiles,
2012]
82. 2.
Responsiveness
Bars
• “Bins”
developers’
reply
8mes
to
e-‐mails
based
on
8me
to
reply
observed
in
in
org.
literature
– Same
day
– Next
day
– Within
5
days
82
Visual
Representa4on:
Bar
charts
Collabora4ve
Traces:
E-‐mail,
(instant
messages,
mailing
list
pos8ngs)
[Trainer,
Redmiles,
2012]
83. 3.
Time
Zone
Overlap
(2)
• Show
overlap
in
8mes
of
the
day
– Green
(8am-‐5pm)
– Yellow
(6pm-‐9pm,
7am))
– Red
(10pm-‐6am)
• Time
on
e-‐mail
(black
dots)
– “Day
laborers”
– “Email-‐aholics”
83
[Trainer,
Redmiles,
2012]
84. Lessons
Learned
• The
design
space
presented
here:
– Is
a
first
step
toward
exploring
whether
visual
interfaces
can
engender
perceived
trustworthiness
– Can
be
of
value
to
designers
of
visual
interfaces…and
ul8mately
to
distributed
so0ware
developers
– In
a
next
step,
we
empirically
evaluated
an
interface
conceived
within
this
design
space.
84
[Trainer,
Redmiles,
2012]
85. Empirical
Support
for
a
Visual
Tool:
A
Controlled
Study
• 40
human
subjects
/
par8cipants
– 28
graduate
students
with
at
least
1
year
experience
in
so0ware
development
– 12
professional
so0ware
developers
from
2
so0ware
companies
• Quan8ta8ve
and
Qualita8ve
Analysis
85
86. Scenario:
Consider
a
Remote
Co-‐
worker’s
Failure
to
Deliver
on
Time
You
have
to
come
into
the
office
this
weekend
to
work
on
the
“MIRTH”
project.
Victor
Ward,
a
so?ware
engineer
on
your
team,
failed
to
check
in
his
source-‐code
changes
on
Ame,
and
has
not
been
responsive
over
e-‐mail.
As
a
result,
you
are
not
able
to
integrate
your
new
changes
into
the
build,
and
the
project
has
slipped
a
week
behind
schedule.
(a
scenario
based
on
our
field
interviews)
86
89. Measuring
A`ribu8on
and
Trust
• A`ribu8on
Ranking
– Given
what
you
know
about
how
people
behave,
which
explanaAon
do
you
think
most
likely
describes
why
Victor
was
unable
to
deliver
on
Ame?
(example)
– Situa4onal
aMribu4ons
reflect
high
perceived
trustworthiness.
Disposi4onal
aMribu4ons
reflect
low
perceived
trustworthiness.
• Standardized
Ques8onnaire
– Standard
specific
interpersonal
trust
(Johnson-‐
George
&
Swap,
1982),
measures
one’s
perceived
trustworthiness
toward
a
specific
individual
(5-‐pt.
Likert
items)
89
90. THESEUS and
A`ribu8ons
90
Technique
Result
One-‐way
repeated
measures
ANOVA
Significant
effect
of
Theseus
on
a`ribu8on
type
[F(3,
117)
=
25.96,
p<0.001,
par8al
=
0.40].
Scores
range
from
-‐7
(highly
situa8onal)
to
7
(highly
disposi8onal),
with
a
neutral
score
or
midpoint
of
0.
€
η2
€
µ =-‐1.10
€
µ =-‐3.36
€
µ =-‐2.02
€
µ =3.57
Legend
a
Baseline
(w/o
Theseus
tool)
b
Theseus
-‐
situa8onal
c
Theseus
-‐
mixed
d
Theseus
-‐
disposi8onal
Standard Deviation of Attribution Scores.
91. THESEUS
and
Interpersonal
Trust
91
Technique
Result
One-‐way
repeated
measures
ANOVA
Significant
effect
of
Theseus
on
interpersonal
trust
score
[F(3,
117)
=
27.03,
p<0.001,
par8al
=
0.41].
Scores
range
from
15
(low
trust)
to
75
(highest
trust),
with
a
neutral
score
or
midpoint
of
45.
€
η2
=µ 44.13
€
µ = 54.70
€
µ = 46.12
€
µ =39.60
Legend
a
Baseline
(w/o
Theseus
tool)
b
Theseus
-‐
situa8onal
c
Theseus
-‐
mixed
d
Theseus
-‐
disposi8onal
Standard Deviation of Interpersonal Trust Scores.
92. Lessons
Learned
–
Tool
Support
• Theseus
results
in
higher
perceived
trustworthiness
compared
with
no
Theseus
• Theseus
results
in
more
situa8onal
a`ribu8ons
compared
with
no
Theseus
(marginal
support)
• Based
on
subject
feedback,
the
tool
is
usable
• Subjects
quickly
became
immersed
in
the
data
92
94. A
progression
in
research
• Awareness
– And
tool
support
for
collabora8on
• But
while
we
studied
teams
in
the
field
– Trust
emerged
as
a
major
concern
• We
suspected
the
awareness
tools
we
previously
research
could
help
…
– But
exactly
how?
94
95. Arriving
at
Support
for
Trust
• We
realized
from
our
field
data
that
– Typical
Web
2.0
tools
should
help
…
– But
in
many
cases
went
unused.
– But
some
team
member
characteris8cs
and
some
teams
using
Web
2.0
showed
promise
95
96. Pursuing
tools
further
…
• What
kinds
of
tools
could
support
trust?
– What
kind
of
informa8on
would
they
need
to
provide?
• Cogni8ve
and
affec8ve
trust
…
but
with
a
revela8on
about
the
impact
of
each.
• Situa8onal
and
disposi8onal
informa8on
for
making
accurate
a`ribu8ons.
96
98. Some
of
the
problems
in
our
Example
• Isola8on
prevents
knowing
what
others
are
doing
• Lack
of
awareness
also
prevents
knowing
why
they
are
doing
or
not
doing
something.
• Distance
prevents
familiarity
–
both
professional
and
personal
98
99. Research
Approach
• Observe
and
collect
data
– Workplace
– Research
literature
• Hypothesize
and
build
systems
• Evaluate
systems
– Controlled
setngs
and
– Not
so
controlled
setngs
–
professionals
• Link
back
to
the
data
99
Observe
Explain
Design
Evalua8on
Theory
Systems
100. Finally
• The
problems
and
facets
are
– Bigger
than
one
person,
one
approach,
etc.
• Hope
others
will
join
the
pursuit.
100
101. Workshop
Themes
-‐
factors
that
engender
and
inhibit
trust.
-‐
overarching
trust
framework.
-‐
so0ware
tools
support
trust.
Workshop
on
Trust
in
Virtual
Teams:
Theory
and
Tools
h`p://collab.di.uniba.it/trus`heorytools/
16th
ACM
Conference
on
Computer
Supported
Coopera8ve
Work
and
Social
Compu8ng
(CSCW
2013)
will
be
held
February
23-‐27
in
San
Antonio,
Texas,
USA
102. Diversity
in
Research
Domains
and
Perspec.ves
• Markus
Rohde:
Trust
in
Electronically-‐Supported
Networks
of
Poli4cal
Ac4vists
• Rasmus
Eskild
Jensen:
Commitment
manifested
in
ac8vity:
A
non-‐
instrumental
approach
to
commitment
in
virtual
teams
• Bruno
S.
Nascimento,
Adriana
S.
Vivacqua,
Marcos
R.S.
Borges:
Establishing
Trust
in
Cri8cal
Situa8ons
(e.g.
emergency
response)
• Sabrina
Marczak,
Ban
Al-‐Ani,
David
Redmiles,
Rafael
Prikladnicki:
Designing
Tools
to
Support
Trust
in
Distributed
SoSware
Teams
• Lionel
P.
Robert
Jr.:
Trust
and
Control
in
Virtual
Teams:
Unraveling
the
impact
of
Team
Awareness
Systems
in
Virtual
Teams
• Fabio
Calefato,
Filippo
Lanubile,
Nicole
Novielli:
Social
Media
and
Trust
Building
in
Virtual
Teams:
The
Design
of
a
Replicated
Experiment
• Yoon
Suk
Lee,
Marie
C.
Paret,
Brian
M.
Kleiner:
Non-‐equivalent
Communica.on
Technology
Impact
on
Trust
in
Par8ally
Distributed
Conceptual
Design
Teams
106. Trust
is
not
just
a
snapshot,
but
a
process!
• Al-‐Ani,
B.,
Bietz,
M.,
Wang,
Y.,
Trainer,
E.,
Koehne,
B.,
Marczak,
S.,
Redmiles,
D.,
Prikladnicki,
R.
Globally
Distributed
System
Developers:
Their
Trust
Expecta8ons
and
Processes,
The
16th
ACM
Conference
on
Computer
Supported
Coopera8ve
Work
and
Social
Compu8ng
(CSCW
2013,
San
Antonio,
Texas),
February
2013,
pp.
563-‐573.
– Development
of
trust,
adapta8on,
and
repair.
• Al-‐Ani,
B.,
Trainer,
E.,
Redmiles,
D.,
Simmons,
E.
Trust
and
Surprise
in
Distributed
Teams:
Towards
an
Understanding
of
Expecta8ons
and
Adapta8ons,
The
4th
ACM
Interna8onal
Conference
on
Intercultural
Collabora8on
(ICIC
2012,
Bengaluru,
India),
March
2012,
pp.
97-‐106.
– “Cultural
surprises”
and
adapta8on.
106
107. More
evidence
for
the
importance
of
“personal”
interac8ons
to
work
• Wang,
Yi,
Redmiles,
D.
Understanding
Cheap
Talk
and
the
Emergence
of
Trust
in
Global
So?ware
Engineering:
An
EvoluAonary
Game
Theory
PerspecAve,
The
6th
Interna8onal
Workshop
on
Coopera8ve
and
Human
Aspects
of
So0ware
Engineering
(CHASE
2013),
held
in
conjunc8on
with
the
35th
Interna8onal
Conference
on
So0ware
Engineering
(ICSE
2013,
San
Francisco,
California),
May
25,
2013,
(in
press).
– We
observed:
• Cheap
talk
is
prevalent
in
GSE
teams
(32/41
interviewees
use
it).
• Significantly
higher
trust
(t-‐test)
is
found
among
those
who
engage
in
cheap
talk
in
their
interac8ons
(P-‐value:
0.013;
Effect
Size:
0.921).
– And,
thus,
we
are
mo8vated
to
inves8gate:
• How
trust
emerges
in
collabora8ons
where
cheap
talk
is
present;
and
• Whether
cheap
talk
increases
the
probability
of
coopera8on
while
promo8ng
trust.
107
109. Medium-‐sized
Ques8ons
Asked
Above
–
Trust
and
Collabora8on
• Looking
for
antecedents
of
trust
/
“trust
factors”
and
can
there
be
so0ware
support?
• Which
has
more
effect
on
collabora8ve
tasks
…
cogni8ve
or
affec8ve
trust?
• What
informa8on
can
be
“mined”
to
support
tools
to
engender
trust?
• What
informa8on
needs
to
be
mined,
presented
to
collaborators,
and
can
it
engender
trust?
• Trust
is
not
just
a
snapshot,
but
a
process!
• And
social
compu8ng
“Web
2.0”
tools
might
not
always
be
used
…
• And
how
can
we
look
beyond
the
limits
of
our
data?
109
110. Big
Ques8ons
–
Trust
and
Collabora8on
• Can
we
make
distance
ma`er
less?
– What
is
the
role
of
structure
(process)?
– How
much
trust
should
their
be?
• What
kind
of
trust?
Affec8ve,
Cogni8ve?
Which
when?
– How
much
communica8on?
• What
kind
of
communica8on?
– How
to
engender
trust?
Communica8on?
– What
is
the
role
of
culture?
Culture
interacts
with
structure?
Is
culture
/
structure
a
choice?
• Can
we
make
distance
an
advantage?
– Can
we
make
the
virtual
environment
richer
than
presence?
– What
informa8on
goes
into
such
a
rich
environment
• Trust
factors?
• Collabora8ve
Traces?
• Ac8vity
Traces?
110