nach oben

International Journal of Computer-Supported Collaborative Learning

Erschienen in:

01.12.2009

Contrasting the use of tools for presentation and critique: Some cases from architectural education

verfasst von: Gustav Lymer, Jonas Ivarsson, Oskar Lindwall

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 4/2009

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of poster-based presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address part-whole relations—how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes.

Vorheriger Artikel Earth science learning in SMALLab: A design experiment for mixed reality

Nächster Artikel An ontology engineering approach to the realization of theory-driven group formation

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Adams, C. (2006). PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 38(4), 389–411.CrossRef

Anthony, K. H. (1987). Private reactions to public criticism: Students, faculty, and practicing architects state their views on design juries in architectural education. Journal of Architectural Education, 40(3), 2–11.

Baecker, R., Harrison, S., Buxton, B., Poltrock, S., & Churchill, E. (2008). Media spaces: Past visions, current realities, future promise. In M. Czerwinsky, A. M. Lind & D. S. Tan (Eds.), Extended Abstracts CHI 2008 (pp. 2245–2248). New York: ACM.

Button, G., & Sharrock, W. (2009). Studies of work and the workplace in HCI: Concepts and techniques. San Rafael, CA: Morgan & Claypool.

Cakir, M., & Stahl, G. (2009). Interaction analysis of dual-interaction CSCL environments. In C. O’Malley, D. Suthers, P. Reimann & A. Dimitracopoulou (Eds.), Computer-supported collaborative learning practices: CSCL2009 conference proceedings (pp. 3–12). Rhodes, Greece: ISLS.

Crabtree, A., Hemmings, T., & Rodden, T. (2003). The social construction of displays: Coordinate displays and ecologically distributed networks. In K. O’Hara, M. Perry, E. Churchill & D. Russell (Eds.), Public and situated displays: Social and interactional aspects of shared display technologies (pp. 170–190). Dordrecht, the Netherlands: Kluwer.

Ekström, A., Lindwall, O., & Säljö, R. (2009). Questions, instructions, and modes of listening in the joint production of guided action: A study of student-teacher collaboration in handicraft education. Scandinavian Journal of Educational Research, 53(5), 497–514.

Gaver, W. W. (1992). The affordances of media spaces for collaboration. In J. Turner & R. Kraut (Eds.), Proceedings of CSCW 1992 (pp. 17–24). New York: ACM.CrossRef

Good, L., & Bederson, B. B. (2002). Zoomable user interfaces as a medium for slide show presentations. Information Visualization, 1(1), 35–49.CrossRef

Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.CrossRef

Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522.CrossRef

Goodwin, C. (2007). Environmentally coupled gestures. In S. Duncan, J. Cassel & E. Levy (Eds.), Gesture and the dynamic dimensions of language (pp. 195–212). Philadelphia: John Benjamins.

Gutwin, C., & Penner, R. (2002). Improving interpretation of remote gestures with telepointer traces. In L. Terveen & D. Wixon (Eds.), Proceedings of CSCW 2002 (pp. 49–57). New York: ACM.CrossRef

Hanks, W. F. (1992). The indexical ground of deictic reference. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 209–246). Cambridge, MA: Cambridge University Press.

Heath, C., & Luff, P. K. (1992). Media space and communicative asymmetries: Preliminary observations of video mediated interaction. Human Computer Interaction, 7(3), 315–346.CrossRef

Heath, C., & Luff, P. (2000). Technology in action. Cambridge, MA: Cambridge University Press.

Heath, C., Knoblauch, H., & Luff, P. (2000). Technology and social interaction: The emergence of workplace studies. British Journal of Sociology, 51(2), 299–320.CrossRef

Hindmarsh, J., & Heath, C. (2000). Sharing the tools of the trade: The interactional constitution of workplace objects. Journal of Contemporary Ethnography, 29(5), 523–562.CrossRef

Holman, D., Stojadinovic, P., Karrer, T., & Borchers, J. (2006). Fly: An organic presentation tool. In G. Olson & R. Jeffries (Eds.), Extended abstracts CHI 2006 (pp. 863–868). New York: ACM.CrossRef

Ivarsson, J., Linderoth, J., & Säljö, R. (2009). Representations in practices. In C. Jewitt (Ed.), Handbook of multimodal analysis (pp. 201–212). London: Routledge.

Jefferson, G. (1984). Transcription notation. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. ix–xvi). Cambridge, MA: Cambridge University Press.

Jurow, S. A., Hall, R., & Ma, J. Y. (2008). Expanding disciplinary expertise of a middle school mathematics classroom: Re-contextualizing student models in conversations with visiting specialists. Journal of the Learning Sciences, 17(3), 338–380.CrossRef

Kjeldsen, J. E. (2006). The rhetoric of powerpoint. International Journal of Media, Technology, and Lifelong Learning, 2(1), 1–17.

Knoblauch, H. (2008). The performance of knowledge: Pointing and knowledge in powerpoint presentations. Cultural Sociology, 2(1), 75–97.CrossRef

Kuzuoka, H., Kosaka, J., Yamazaki, K., Suga, Y., Yamazaki, A., Luff, P., et al. (2004). Mediating dual ecologies. In J. D. Herbsleb & G. M. Olson (Eds.), Proceedings of CSCW 2004 (pp. 477–486). New York: ACM.CrossRef

LeBaron, C. (1998). Building communication: Architectural gestures and the embodiment of new ideas. Unpublished dissertation. University of Texas, Austin, TX.

LeBaron, C., & Streeck, J. (2000). Gestures, knowledge, and the world. In D. McNeill (Ed.), Gestures in action, language, and culture (pp. 118–138). Cambridge, MA: Cambridge University Press.

Lindwall, O., Lymer, G., & Ivarsson, J. (2008). Att ge och ta kritik: Examination i arkitektutbildning som hybrid aktivitet [Delivering and receiving criticism: Assessment in architectural education as a hybrid activity]. In K. Borg & V. Lindberg (Eds.), Kunskapande, kommunikation och bedömning i gestaltande utbildning [Knowing, communication and assessment in aesthetic education] (pp. 199–211). Stockholm: Stockholm University Press.

Luff, P., Heath, C., Kuzuoka, H., Yamazaki, K., & Yamashita, J. (2006). Handling documents and discriminating objects in hybrid spaces. In R. Grinter, T. Rodden, P. Aoki, E. Cutrell, R. Jeffries & G. Olson (Eds.), Proceedings of CHI 2006 (pp. 561–570). New York: ACM.

Lymer, G. (2009). Demonstrating professional vision: The work of critique in architectural education. Mind, Culture, and Activity, 16(2), 145–171.CrossRef

Mitchell, S. E. (1996). Institutions, individuals and talk: The construction of identity in fine art. Journal of Art and Design Education, 15(2), 143–153.CrossRef

Mondada, L. (2006). Participants’ online analysis and multimodal practices: Projecting the end of the turn and the closing of the sequence. Discourse Studies, 8(1), 117–129.CrossRef

Murphy, K. M. (2004). Imagination as joint activity. Mind, Culture, and Activity, 11(4), 267–278.CrossRef

Murphy, K. M. (2005). Collaborative imagining: The interactive use of gestures, talk, and graphic representation in architectural practice. Semiotica, 156(1), 113–145.CrossRef

Phillabaum, S. (2005). Calibrating photographic vision through multiple semiotic resources. Semiotica, 156(1–4), 147–175.CrossRef

Roth, W.-M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365–392.CrossRef

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Shaffer, D. W. (2002). Design, collaboration, and computation: The design studio as a model for computer-supported collaboration in mathematics. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 197–222). Mawah, NJ: Lawrence Erlbaum Associates.

Stark, D., & Paravel, V. (2008). PowerPoint in public: Digital technologies and the new morphology of presentation. Theory, Culture & Society, 25(5), 30–55.CrossRef

Stevens, R. (2002). Divisions of labor in school and in the workplace: Comparing computer- and paper-supported activities across settings. In T. Koschmann, R. Hall & N. Miyake (Eds.), CSCL 2: Carrying forward the conversation (pp. 229–258). Mahwah, NJ: Lawrence Erlbaum Associates.

Tufte, E. R. (2003). The cognitive style of powerpoint. Cheshire, CT: Graphics.

Vallance, M., & Towndrow, P. A. (2007). Towards the “informed use” of information and communication technology in education: A response to Adams’ “Powerpoint, habits of mind, and classroom culture.” Journal of Curriculum Studies, 39(2), 219–227.CrossRef

Wilkin, M. (2000). Reviewing the review: An account of a research investigation of the “crit.” In D. Nicol & S. Pilling (Eds.), Changing architectural education: Towards a new professionalism (pp. 100–107). London & New York: Spon.

Zemel, A., Koschmann, T., LeBaron, C., & Feltovich, P. (2008). “What are we missing?” Usability’s indexical ground. Computer-Supported Cooperative Work, 17(1), 63–85.CrossRef

Titel: Contrasting the use of tools for presentation and critique: Some cases from architectural education
verfasst von: Gustav Lymer
Jonas Ivarsson
Oskar Lindwall
Publikationsdatum: 01.12.2009
Verlag: Springer US
Erschienen in: International Journal of Computer-Supported Collaborative Learning / Ausgabe 4/2009
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-009-9073-9

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 4/2009

Earth science learning in SMALLab: A design experiment for mixed reality

An ontology engineering approach to the realization of theory-driven group formation

Paradigms of shared knowledge

Wikis to support the “collaborative” part of collaborative learning