This paper reports on research conducted to improve understanding of human-rare historic book int... more This paper reports on research conducted to improve understanding of human-rare historic book interaction as a necessary first step in order to design and develop physical-virtual renderings of rare books that provide integrated haptic, audio, olfactory, visual and cognitive human-rare book interaction for the public. Our synthesis of relevant literature proposes that current research and technology can be categorized according to five characteristics: expected users, content and content management, navigation, presentation, and interaction control. Our research investigates how young adults (novices) in northern Europe interact with a rare historic book and their reflections about their interaction. Results indicate that interaction engendered appreciation and curiosity regarding individual human behaviour and social practices, and regarding design and technology for novices. Interaction also had an affective impact, eliciting personal memories and emotions. Participants reported that interacting only visually with books or their representations would not have afforded the same results. The results suggest several design recommendations for future physical-virtual renderings of rare historic books.
Proceedings of an International Conference on Information Seeking in Context, May 9, 1997
Ammy Jiranida Phuwanartnurak, Did you put it on the wiki?: information sharing through wikis in i... more Ammy Jiranida Phuwanartnurak, Did you put it on the wiki?: information sharing through wikis in interdisciplinary design collaboration, Proceedings of the 27th ACM international conference on Design of communication, October 05-07, 2009, Bloomington, Indiana, USA
Collaboration increasingly facilitates advances in research and development. Collaboration brings... more Collaboration increasingly facilitates advances in research and development. Collaboration brings together expertise and resources otherwise not available to an individual researcher, allowing complex and multi-disciplinary problems to be addressed (Sonnenwald 2007). It ...
This chapter explores the management of cognitive and affective trust and distrust within an orga... more This chapter explores the management of cognitive and affective trust and distrust within an organization. Cognitive trust focuses on judgments of competence and reliability, and affective trust focuses on interpersonal bonds among individuals and institutions. Both cognitive and affective trust play an integral role in organizations that rely on collaboration among individual members to achieve its goals and realize its vision. Collaboration is not possible without cognitive or affective trust. Yet cognitive and affective trust may be more difficult to manage in distributed work contexts because mechanisms, such as informal face-to-face interactions and observations, that typically are used in building and maintaining trust are not universally present. Previous research has shown that when organizations are geographically distributed, trust among members is negatively impacted (Handy, 1995; Rocco, Finholt, Hofer, & Herbsleb, 2001; Jarvenpaa & Leidner, 1995). Data from a 2-year case study of a conceptual organization illuminates how the organization’s infrastructure, in particular, its organizational structure and use of power and information and communications technology (I&CT), impacts and relies on cognitive and affective trust. In addition, two examples illustrating everyday management of cognitive distrust in conjunction with affective trust, and affective distrust in conjunction with cognitive trust are examined.
This handbook describes our design and implementation of an e-mentoring program that connected sc... more This handbook describes our design and implementation of an e-mentoring program that connected science students in universities in lower socio-economic areas with professional scientists working in industry. Step-by-step tasks and lessons learned is provided.
The E-Mentoring program provided biology students from two historically minority universities in ... more The E-Mentoring program provided biology students from two historically minority universities in North Carolina with opportunities to interact and develop relationships with corporate scientists, to expand their learning horizons, and to use technology in a meaningful way. To provide a meaningful context for electronic mentoring for students, the project was integrated within appropriate biology courses, one undergraduate and one graduate, in Fall 1999 and Spring 2000, respectively. The Fall 1999 program was conducted at a rural university (11 students), with mentors from a large U.S.-based corporation (9 mentors). The Spring 2000 program was conducted at an urban university (9 students), with mentors from a large international corporation (12 mentors). The E-Mentoring software included some group discussion forums (e.g., Students-only, Mentors-only) as well as a private forum for each mentor-student pair. Students and mentors were trained in computer-mediated communication, the mentoring process, and how to use the electronic mentoring software developed for this project. In addition, a structured “kick-off” event helped introduce mentors and students to each other, and Web pages containing background information on participants and their organizations further facilitated the establishment of mentor-student relationships. This paper reports on an intensive evaluation of the E-mentoring programs.
This paper reports on research conducted to improve understanding of human-rare historic book int... more This paper reports on research conducted to improve understanding of human-rare historic book interaction as a necessary first step in order to design and develop physical-virtual renderings of rare books that provide integrated haptic, audio, olfactory, visual and cognitive human-rare book interaction for the public. Our synthesis of relevant literature proposes that current research and technology can be categorized according to five characteristics: expected users, content and content management, navigation, presentation, and interaction control. Our research investigates how young adults (novices) in northern Europe interact with a rare historic book and their reflections about their interaction. Results indicate that interaction engendered appreciation and curiosity regarding individual human behaviour and social practices, and regarding design and technology for novices. Interaction also had an affective impact, eliciting personal memories and emotions. Participants reported that interacting only visually with books or their representations would not have afforded the same results. The results suggest several design recommendations for future physical-virtual renderings of rare historic books.
Proceedings of an International Conference on Information Seeking in Context, May 9, 1997
Ammy Jiranida Phuwanartnurak, Did you put it on the wiki?: information sharing through wikis in i... more Ammy Jiranida Phuwanartnurak, Did you put it on the wiki?: information sharing through wikis in interdisciplinary design collaboration, Proceedings of the 27th ACM international conference on Design of communication, October 05-07, 2009, Bloomington, Indiana, USA
Collaboration increasingly facilitates advances in research and development. Collaboration brings... more Collaboration increasingly facilitates advances in research and development. Collaboration brings together expertise and resources otherwise not available to an individual researcher, allowing complex and multi-disciplinary problems to be addressed (Sonnenwald 2007). It ...
This chapter explores the management of cognitive and affective trust and distrust within an orga... more This chapter explores the management of cognitive and affective trust and distrust within an organization. Cognitive trust focuses on judgments of competence and reliability, and affective trust focuses on interpersonal bonds among individuals and institutions. Both cognitive and affective trust play an integral role in organizations that rely on collaboration among individual members to achieve its goals and realize its vision. Collaboration is not possible without cognitive or affective trust. Yet cognitive and affective trust may be more difficult to manage in distributed work contexts because mechanisms, such as informal face-to-face interactions and observations, that typically are used in building and maintaining trust are not universally present. Previous research has shown that when organizations are geographically distributed, trust among members is negatively impacted (Handy, 1995; Rocco, Finholt, Hofer, & Herbsleb, 2001; Jarvenpaa & Leidner, 1995). Data from a 2-year case study of a conceptual organization illuminates how the organization’s infrastructure, in particular, its organizational structure and use of power and information and communications technology (I&CT), impacts and relies on cognitive and affective trust. In addition, two examples illustrating everyday management of cognitive distrust in conjunction with affective trust, and affective distrust in conjunction with cognitive trust are examined.
This handbook describes our design and implementation of an e-mentoring program that connected sc... more This handbook describes our design and implementation of an e-mentoring program that connected science students in universities in lower socio-economic areas with professional scientists working in industry. Step-by-step tasks and lessons learned is provided.
The E-Mentoring program provided biology students from two historically minority universities in ... more The E-Mentoring program provided biology students from two historically minority universities in North Carolina with opportunities to interact and develop relationships with corporate scientists, to expand their learning horizons, and to use technology in a meaningful way. To provide a meaningful context for electronic mentoring for students, the project was integrated within appropriate biology courses, one undergraduate and one graduate, in Fall 1999 and Spring 2000, respectively. The Fall 1999 program was conducted at a rural university (11 students), with mentors from a large U.S.-based corporation (9 mentors). The Spring 2000 program was conducted at an urban university (9 students), with mentors from a large international corporation (12 mentors). The E-Mentoring software included some group discussion forums (e.g., Students-only, Mentors-only) as well as a private forum for each mentor-student pair. Students and mentors were trained in computer-mediated communication, the mentoring process, and how to use the electronic mentoring software developed for this project. In addition, a structured “kick-off” event helped introduce mentors and students to each other, and Web pages containing background information on participants and their organizations further facilitated the establishment of mentor-student relationships. This paper reports on an intensive evaluation of the E-mentoring programs.
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Data from a 2-year case study of a conceptual organization illuminates how the organization’s infrastructure, in particular, its organizational structure and use of power and information and communications technology (I&CT), impacts and relies on cognitive and affective trust. In addition, two examples illustrating everyday management of cognitive distrust in conjunction with affective trust, and affective distrust in conjunction with cognitive trust are examined.
Data from a 2-year case study of a conceptual organization illuminates how the organization’s infrastructure, in particular, its organizational structure and use of power and information and communications technology (I&CT), impacts and relies on cognitive and affective trust. In addition, two examples illustrating everyday management of cognitive distrust in conjunction with affective trust, and affective distrust in conjunction with cognitive trust are examined.