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While most collaboration technologies are concerned with supporting particular tasks such as workflows or meetings, many work groups do not have the teamwork skills essential to effective collaboration. One way to improve teamwork is to provide dynamic feedback generated by automated analyses of behavior, such as language use. Such feedback can lead members to reflect on and subsequently improve their collaborative behavior, but might also distract from the task at hand. We have experimented with GroupMeter -a chatbased system that presents visual feedback on team members' language use. Feedback on proportion of agreement words and overall word count was presented using two different designs. When receiving feedback, teams in our study expressed more agreement in their conversations and reported greater focus on language use as compared to when not receiving feedback. This suggests that automated, realtime linguistic feedback can elicit behavioral changes, offering opportunities for future research.

Effective communication in project teams is important, but not often taught. We explore how feedback might improve teamwork in a controlled experiment where groups interact through chat rooms. Collaborators who receive high feedback ratings use different language than poor collaborators (e.g. more words, fewer assents, and less affect-laden language). Further, feedback affects language use. This suggests that a system could use linguistic analysis to automatically provide and visualize feedback to teach teamwork. To this end, we present GroupMeter, a system that applies principles discovered in the experiment to provide feedback both from peers and from automated linguistic analysis.

Modern enterprises are replete with numerous online processes. Many must be performed frequently and are tedious, while others are done less frequently yet are complex or hard to remember. We present interviews with knowledge workers that reveal a need for mechanisms to automate the execution of and to share knowledge about these processes. In response, we have developed the CoScripter system (formerly Koala [ 11]), a collaborative scripting environment for recording, automating, and sharing web-based processes. We have deployed CoScripter within a large corporation for more than 10 months. Through usage log analysis and interviews with users, we show that CoScripter has addressed many user automation and sharing needs, to the extent that more than 50 employees have voluntarily incorporated it into their work practice. We also present ways people have used CoScripter and general issues for tools that support automation and sharing of how-to knowledge. . First, we present results from an interview study that explores how people practice, learn, and share their procedural knowledge in the enterprise. Second, we present results from an extended deployment of an end-user programming system in a large organization. Finally, we discuss a number of general issues that arose in the deployment that must

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Online engagement in policy deliberation is one of the more complex aspects of open government. Previous research on human facilitation of policy deliberation has focused primarily on the citizens who need facilitation. In this paper we unpack the facilitation practices from the perspective of the moderator. We present an interview study of facilitators in RegulationRoom-an online policy deliberation platform. Our findings reveal that facilitators focus primarily on two broad activities: managing the stream of comments and interacting with comments and commenters-both aimed at obtaining high quality public input into the particular policymaking process. Managing the immediate goals of online policy deliberations, however, might overshadow long-term goals pf public deliberation, i.e. helping individuals develop participatory literacy beyond a single policy engagement. Our contribution is twofold: we unpack the practice of human facilitation in online policy deliberation, and suggest both design and process implications for sustainable growth of civic engagement environments beyond the individual case we analyze.

For many first-year college students in their late teen years, communicating with parents provides crucial social support. When going to college involves moving away from home for the first time, students and their parents must rely on technologies to keep communication channels open. We studied the ways in which college freshmen communicate with their parents and the various communication technologies they use. Interviews with nineteen first-year students at a major United States university revealed insights into students' perspectives of their communication and relationships with parents. We found students to use a variety of tools to connect with their parents and identified some considerations they make when choosing tools. Furthermore, the use of these communication tools played a significant role in mediating students' social and emotional closeness with, and independence from, their parents. We conclude by discussing technical and social implications for social support of students and student-parent relationships.These findings demonstrate that communication technologies are seen as inevitable for students to stay in touch with their parents and maintain what they perceive as good rela-Session: Privacy and the Home

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