Several collaboration problems in virtual project teams can be attributed to a hindered process of interpersonal trust formation. In order to design solutions to solve these trust formation problems, it is important to understand how interpersonal trust is formed in face-to-face project teams and how this differs in a virtual setting. Synthesising literature from various disciplines, we propose a cognitive-(factor) and process-oriented model for the formation of interpersonal trust between faceto-face project team members. Taking this kernel theory as a starting point, we analyse how virtual settings alter or even obstruct the process of trust formation. We propose that one method to improve the formation of interpersonal trust is to facilitate virtual project team members with the estimation of each others trustworthiness. This can be done by making information available about individual team members that is based on the antecedents of trustworthiness. We extent current research by taking a designer's perspective to the proposed cognitive schema of trustworthiness and apply it for the design of artefacts, such as personal identity profiles to support estimation of trustworthiness in virtual project teams.

This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to 'real-world' situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today's flexible, interactive and immersive technologies (e.g. mobile, AR, VR).

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IntroductionRecently, the field of computer science has acknowledged the idea that findings from the domains of psychology and sociology matter to the design of group systems. The design of group systems that support Computer Supported Collaborative Learning (CSCL) and Working (CSCW) integrates knowledge of how people work and learn in groups with knowledge of enabling technologies (Preece, 2000, Schümmer & Lukosch, 2007Wilson, 1991). This had led to several requirements for task-related functionality, such as facilities for communication, file-sharing, calendaring and scheduling (Vick, 1998). However, there are other, often less-obvious requirements.These relate to the support of psychological and social processes, which impact group cohesion and team performance, such as group dynamics and people's perceptions of each other. These processes have traditionally been studied in social sciences. As they are essential corner stones for team performance and interaction, they are thus also relevant for team performance in mediated environments. Indeed, according to Ackerman (2000), the main problem in group systems nowadays is the discrepancy between the social needs and expectations of the user and the computer system functionality.Although 'social informatics' (Grudin, 1994;Kling, 1999;Preece, 2000) acknowledge the relevance of findings from the social sciences for the design of group systems, this does not guarantee their systematical incorporation in the actual practice of systems design. Kling (1999) notices that such findings are 'scattered in the journals of several different fields' (p.1), which makes it hard to locate important studies. Moreover, system designers usually don't have enough time to orient themselves in domains which might contain parts and ideas which are useful (Erickson, 1997).To overcome knowledge transfer and time problems the notion of 'design patterns' was introduced into the field of computer science; it was meant to enhance interdisciplinary 2 communication and foster re-use of effective concepts (Borchers, 2003;Erickson, 2000). Design patterns provide a systematic, action-and design-oriented approach to incorporate findings from sociology and psychology in the design of computer systems. A pattern is a 'description of a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over ' (Alexander, 1977).The strength of a design pattern is that it captures the essence of a "problem -solution"-dyad in a specific context, and presents it in such a way that it can be applied and adapted in different settings (Erickson, 2000;Dearden, Finlay, Allgar & McManus, 2002;Goodyear, 2005).Design patterns for collaborative environments have been developed in several projects, such as E-LEN (2004), Patterns4Groupware (Schümmer, Fernandez, & Holmer, 2002;Schümmer & Lukosch, 2007) and the project that created the COLLAGE platform (Hernández-Leo et al., 2006).The development of a...

Abstract. Personal information is an important precursor for the trust formation process in virtual project teams. However, till today it has remained unclear what specific personal information most trustors prefer. Insight in their preferences as well as in their foundation could support the development of templates that provide communication support to virtual teams. In this paper, we describe and empirically test an approach that links trustors' common information preferences and a TrustWorthiness' Antecedents (TWAN) framework. Thus, we provide 'the mind's eye' on interpreting and valuing information elements.

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