15057511
Completing design in use: closing the appropriation cycle
Users appropriate a technology innovation as they adapt and adapt to its capabilities. This paper argues that the appropriation of technology innovations – information and communication technologies such as devices and systems – is actually part of the design process. The design of a technology innovation is completed by users as they appropriate it. The contributions of the paper are to draw attention to the crucial role played by users’ actions in completing the design process and to examine the implications for the design and implementation of technology innovations. The challenge for designers is to design malleable technologies that can be adapted to users’ organisational, social and personal practices, and then to harvest users’ needs from the appropriated innovation in order to improve its design. For managers, trainers and IS staff involved in the implementation of innovations, the challenge is to encourage and support users’ appropriation activities.
131770741
Structured Case: A Methodological Framework for Building Theory in Information Systems Research
This paper presents a methodological framework, structured-case, that assists IS researchers to undertake and assess theory building research within the interpretive paradigm, and explains its value in achieving convincing explanations that are strongly linked to both the research themes and data collected in the field.
1970300
Acting out the future: a process for envisionment
It is difficult to design innovative information and communication technologies to meet needs that will emerge from future interactions between users, technologies and their situations of use. We have been using scenarios that are acted out as a way of envisioning the future. This paper describes some of the core dilemmas of innovative design. It draws on our existing work as well as ideas from a range of disciplines to present a ‘light’ but useful envisionment process that may be applied to commercial design problems.
1921535
Interface design issues for advice-giving expert systems
Advice giving could become the first successful domain for intelligent interfaces.
23810734
Requirements Development in Scenario-Based Design
We describe and analyze the process of requirements development in scenario based design through consideration of a case study. In our project, a group of teachers and system developers initially set out to create a virtual physics laboratory. Our design work centered on the collaborative development of a series of scenarios describing current and future classroom activities. We observed classroom scenarios to assess needs and opportunities, and envisioned future scenarios to specify and analyze possible design moves. We employed claims analysis to evaluate design trade-offs implicit in these scenarios, to codify the specific advantages and disadvantages in achieving requirements. Through the course of this process, the nature of our project requirements has evolved, providing more information but also more kinds of information. We discuss the utility of managing requirements development through an evolving set of scenarios, and the generality of the scenario stages from this case study.
7416969
M-Education: bridging the gap of mobile and desktop computing
Mobile education or M-Education is a new conceptual paradigm in the use of mobile and wireless technologies for education. M-Education encourages distributed peer collaboration over wireless devices and desktop computers to create opportunities for discovery and education in the field and community. It is a project-oriented approach that will use a wireless virtual community to facilitate the learning activities of teachers, students, and peers through collaboration in a distributed environment. M-Education is significantly different from existing mobile learning systems in that it leverages its collaborative activities from an existing desktop-based online virtual community (MOOsburg), and thus offers a range of collaboration opportunities, such as synchronous and asynchronous interactions with peers, and viewing or changes to persistent data. In this paper, an innovative use of wireless and mobile technologies in education is explored as part of a scenario-based design process.
14643603
Making use is more than a matter of task analysis
I am pleased and honored that such an impressive group of commentators considered my book Making Use (Carroll, 2000) worthy of discussion and analysis. I would not expect, nor even prefer really, to have everyone agree with me. What would bother me, what would bother any author, is to not be read at all. Dan Diaper’s critical review and the commentaries by David Benyon/Catriona Macaulay, Tom Carey, and Fabio Paterno, will help to make that less likely! Many important themes are raised in Diaper (2002) review and in the commentaries. In this response I want to concentrate on refining a few of the main issues and distinctions. First, I briefly consider contrasts in values. I think that preferences for scenario-based design versus traditional task analytic methods reflect differences in the underlying world views and values of designers and researchers. To some extent, therefore, the issues in this discussion are not just technical, but paradigmatic and moral. Second, I consider the state of design practices in HCI and its implications for where onus lies in contemporary methodological argumentation and for what sorts of data are pertinent and required to address outstanding methodological issues. Finally, I consider the question of how task analysis, in the sense of structured task decomposition, might be reconstructed in the emerging paradigm of scenario-based design.
10894513
Block-Level Consistency of Replicated Files