Situated Ability: A Case from Higher Education on Digital Learning Environments

Saplacan, Diana

doi:10.1007/978-3-030-49108-6_19

Cited by 5 publications

(4 citation statements)

References 36 publications

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“…Moreover, much of the focus to date has been on people with disabilities or cognitive disorders. We argue that users with or without any known physical or cognitive disabilities, face certain challenges in their interaction with these DLEs used in HE, regardless of their particular abilities [21]. This idea is supported by Martha Nussbaum (2004, p. 341) in [12] (p. 207), who Interaction Design and Architecture(s) Journal -IxD&A, N. 43, 2019-20, pp.…”

Section: Introductionmentioning

confidence: 84%

Use of Multiple Digital Learning Environments: A study About Fragmented Information Awareness

Saplacan¹,

Herstad²,

Pajalić³

2019

IxD&A

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The study focuses on fragmented information awareness as a result of the cross-use of Digital Learning Environments (DLEs), rather than focusing on the use of individual Learning Management Systems (LMSs). This study goes beyond adopting an educational perspective as the classical studies on LMSs do. DLEs are defined as a plethora of digital systems that may be used within a teaching/learning context, including LMSs, but also social media shared dashboards communication tools, etc. used in such context. The paper addresses the issues encountered by different actors (students, teaching staff) when using DLEs. The study is theoretically anchored within the Human-Computer Interaction (HCI)/Computer-Supported Cooperative Work (CSCW) concept of awareness, repurposing the concept in an educational setting. The paper introduces fragmented information awareness, which is a new concept in the extensive existent body of literature on systems supporting Situation Awareness (SA), distributed, and shared awareness. The contribution of this paper lies in defining, describing, and addressing fragmented information awareness, grounded in empirical qualitative data. Moreover, the study addresses Universal Design (UD) issues by proposing a set of recommendations for non-fragmented information awareness from within and from without. Overall, the study subscribes to the third and fourth HCI waves.

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Section: Introductionmentioning

confidence: 84%

Use of Multiple Digital Learning Environments: A study About Fragmented Information Awareness

Saplacan¹,

Herstad²,

Pajalić³

2019

IxD&A

Self Cite

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“…Saplacan (2020, p. 264) has conceptualized situated abilities further, suggesting the following definition: 'Situated ability is the ability to comprehend, manage, or find the meaning in the interaction with a digital system'. Situated abilities have been applied in some studies, for instance on digital learning environments (Saplacan, 2020) and intelligent systems (Saplacan et al, 2020), but does not seem to have been discussed in the context of information searching or search system development.…”

Section: The Concept Disabilitymentioning

confidence: 99%

Reorienting information searching research by applying a situated abilities perspective

Berget

2024

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Introduction. In studies of information searching, people are often characterised with perpetual physical, sensory and cognitive abilities. Situational factors that may affect human abilities are less considered, although they may have an impact on information searching behaviour. For example, a person with dyslexia may struggle with inputting correctly spelled queries. Spelling skills, however, may also be influenced by fatigue, illness, or using a mobile phone while walking. All types of users can therefore at certain times experience challenges related to query input. Method. This theoretical paper explores the concept of situated abilities in the context of information searching. Eight personas are constructed and used in a discussion of how a change of perspective on human abilities can provide a valuable contribution to research. Analysis. The personas are based upon empirical findings of user behaviour and are discussed in relation to theoretical frameworks and models. Results. Human abilities are dynamic and affected by a variety of situational factors. All people experience temporary impairments during their lives. It would therefore be purposeful to reorient information searching research by applying a situated abilities perspective. Conclusion. A situated abilities perspective may result in more inclusive search systems for all types of users.

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“…How do we describe and critically evaluate the different ways that technology represent, protect, and support or weaken human autonomy? Within this theme, we include questions about how we can design these interactions, i.e., how to design for capabilities [26], prolonged mastery [27], or situated abilities [28,29], how to design for perception and meaning-making when imperceptible interaction is the basis, how to design for interaction with moving things like robots [23,24,29,30] or autonomous vehicles? We also think that a debate about the (human) values and foci of the 4th shift in interaction design / HCI is timely, as are possible mechanisms and design concepts for increasing human autonomy [31].…”

Section: Perspectives On "Imperceptible Interactions With Autonomous mentioning

confidence: 99%

Strengthening human autonomy in the era of autonomous technology.

Bratteteig

Saplacan

Soma

et al. 2020

Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society

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The aim of this workshop is to address the role that human autonomy presently receives in HCI research and how "autonomous technologies" might challenge, rather than facilitate human autonomy. We acknowledge a need for new ways of understanding HCI and interaction design as digital technologies develop in the "4th wave". In this workshop, participants are invited to a discussion where the autonomous human-being-who can act autonomously with autonomous technologies-is emphasized, beyond simple human control to a more flexible, sophisticated, subtle, and sustainable autonomy.

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Situated Ability: A Case from Higher Education on Digital Learning Environments

Cited by 5 publications

References 36 publications

Use of Multiple Digital Learning Environments: A study About Fragmented Information Awareness

Use of Multiple Digital Learning Environments: A study About Fragmented Information Awareness

Reorienting information searching research by applying a situated abilities perspective

Strengthening human autonomy in the era of autonomous technology.

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