The Mysterious Whiteboard

Klokmose, Clemens Nylandsted; Bertelsen, Olav W.

doi:10.1007/978-3-642-40480-1_3

Cited by 6 publications

(4 citation statements)

References 18 publications

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“…As was shown in the discussion before, multimodal features of WhatsApp were increasingly utilized by the students as an affordance to expand their agency. Recent studies showed that taking pictures of writings on the board using smartphones was the current norm for the students (Klokmose & Bertelsen, 2013;Varona-Marin, 2016). Hence, this phenomenon was not a new practice, and they might have done that long before using WhatsApp, to save time and to be able to focus more attention on what the teachers were saying.…”

Section: Multimodal Activitymentioning

confidence: 99%

Exploring Saudi EFL Learners’ Agency Toward the Use of WhatsApp for English Learning at Qassim University

Alqasham¹

2018

IJL

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This study investigates a Saudi tertiary EFL (English as a foreign language) students’ experiences and use trajectory of WhatsApp for their out of class English learning in a longitudinal study for a 12-week semester. The study utilized agency theory (van Lier, 2004, 2008, 2010) as the analytical tool to acquire a deeper understanding of how the students’ use of WhatsApp could introduce innovative ways that could assist them to practice and collaborate in English learning outside the classroom. A mixed methods approach was adopted for data collection and included six instruments consisting of initial and post-project interviews, focus group participation, a post-project questionnaire, observations, and research log to gather data from the students’ use of WhatsApp. The participants were 25 male students who are studying in the first and second levels of the Preparatory Year Program (PYP) at the main campus of Qassim University. The study results showed that WhatsApp’s implementation demonstrated its sustainability outside the classroom for English learning as evident by the students’ continued use of WhatsApp even after the study ended by the 12th week; in fact, they continued to use it until the end of the semester (week 17). The affordances of WhatsApp allowed the students to develop autonomy, to practice what they were learning, to collaborate with each other, and to shift from being passive learners to active ones, not only in English studies but in other subjects as well. Finally, this study concludes by demonstrating the significance of interpreting the dynamic and complex nature of the innovation’s implementation process through the lens of van Lier’s agency theory from an ecological perspective. It also identifies the limitations of the study and recommends ways in which researchers could investigate the advantages of social networking in the language classroom.

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Section: Multimodal Activitymentioning

confidence: 99%

Exploring Saudi EFL Learners’ Agency Toward the Use of WhatsApp for English Learning at Qassim University

Alqasham¹

2018

IJL

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“…Some might be attributed to the manipulability of the artifact (Wakkary and Maestri, 2008, p. 13 make a similar conclusion). For example, the ease with which a whiteboard is appropriated and put to use in a multitude of ways (Klokmose and Bertelsen, 2013;Xiao et al, 2001) would seem less about materially altering the whiteboard itself than how it can bear language and sketches (social manipulability), how we're able to move it around (meta manipulability) and the experience of using a felt-tip pen on the surface (direct manipulability). Malleability is still complicit, however.…”

Section: Appropriationmentioning

confidence: 99%

Designing for Coping

Heyer

2018

Interacting With Computers

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Being in the world is to flow with the currents of life, of change and contingency. We perceive what is relevant to our situation and appropriately respond to attain a more desirable state. This basic phenomenon of coping plays out continuously at multiple scales of our activity and has been argued as the fundamental way in which we engage with the world. Coping skilfully is to be able to perceive and act in a nuanced manner, attuned to the situation and able to act smoothly and with minimal conscious effort. If coping underpins activity, what are the implications for interaction design, which involves the design of activity? This article explores this question, showing how coping provides a novel perspective on the core phenomena of interaction design. We suggest a framework, consisting of four lenses, for situating the concerns of coping in interaction design: malleability, direct manipulability, meta manipulability and social manipulability. In our discussion we argue why coping is novel and relevant for interaction design, and how it expands upon existing perspectives on situated, resourceful action and challenges notion of rich action and coupling. Research HighlightsThis paper is intended for scholars of interaction design and humancomputer interaction. It is not a practical or empirical contribution meant to provide a ready route for solving design problems. Rather, it is a set of 'glasses' providing a novel perspective on the how we engage with artifacts in our everyday activity and what this might mean for their design. The contributions are 1) introducing a specific philosophical notion which has received only marginal attention in our field; 2) a framework to ground this notion in the design of interactive artifacts; and 3) a critique of existing theory to show how coping offers new insight.

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“…For example, Mathews et al said, "Activity Theory provides a framework for describing user context…and consequently…a framework for describing how people and peripheral displays interact in various situations" (2007). Klokmose and Bertelsen (2013) analyzed how information on a whiteboard was remediated to and from the whiteboard, and how designing artificial limitations on an electronic whiteboard could help maintain a key quality of a whiteboard-that when content is erased, it is gone. Peña-Ayala et al (2014) defined objects in the learning environment and how they were taken into account to support educational activities.…”

Section: Activity Theory As a Framework For Designmentioning

confidence: 99%

Making HCI theory work: an analysis of the use of activity theory in HCI research

Clemmensen

Kaptelinin

Nardi

2016

Behaviour & Information Technology

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This paper reports a study of the use of activity theory in HCI research. We analyze activity theory in HCI since its first appearance about 25 years ago. Through an analysis and meta-synthesis of 109 selected HCI activity theory papers, we created a taxonomy of five different ways of using activity theory: 1) analyzing unique features, principles, and problematic aspects of the theory; 2) identifying domain-specific requirements for new theoretical tools; 3) developing new conceptual accounts of issues in the field of HCI; 4) guiding and supporting empirical analyses of HCI phenomena, and; 5) providing new design illustrations, claims, and guidelines. We conclude that HCI researchers are not only users of imported theory but also theory-makers who adapt and develop theory for different purposes.

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The Mysterious Whiteboard

Cited by 6 publications

References 18 publications

Exploring Saudi EFL Learners’ Agency Toward the Use of WhatsApp for English Learning at Qassim University

Exploring Saudi EFL Learners’ Agency Toward the Use of WhatsApp for English Learning at Qassim University

Designing for Coping

Making HCI theory work: an analysis of the use of activity theory in HCI research

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