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Cognitive Work Cognitive Work Analysis and Analysis and
Design Research:Design Research:Designing for Mobile Designing for Mobile Human-Technology Human-Technology Interaction Within Interaction Within
Elementary ClassroomsElementary ClassroomsLatika Nirula & Earl Latika Nirula & Earl WoodruffWoodruff
OISE/University of TorontoOISE/University of [email protected]@oise.utoronto.ca
[email protected]@oise.utoronto.ca
Cognitive Work Analysis Cognitive Work Analysis (CWA)(CWA)
An approach used in the An approach used in the analysis, design, and analysis, design, and evaluation of complex evaluation of complex sociotechnical systemssociotechnical systems
Follows an Follows an ecological ecological approachapproach to examining to examining potential constraints potential constraints that impact human-that impact human-technology interventionstechnology interventions
Technical/Engineering
System
Environment Context
Organizational/Management Infrastructure
Workers
Components of a Components of a Cognitive Work AnalysisCognitive Work Analysis
Vicente’s (1999) five key components of Vicente’s (1999) five key components of a CWA:a CWA:
(1) Work Domain (1) Work Domain
(2) Control Tasks (2) Control Tasks
(3) Strategies (3) Strategies
(4) Social- Organizational (4) Social- Organizational
(5) Worker Competencies(5) Worker Competencies
The Human-Tech LadderThe Human-Tech LadderPOLITICAL
ORGANIZATIONAL
TEAM
PSYCHOLOGICAL
PHYSICAL
TECHNOLOGY
TECHNOLOGY
TECHNOLOGY
TECHNOLOGY
TECHNOLOGY
HUMAN FACTOR
HUMAN FACTOR
HUMAN FACTOR
HUMAN FACTOR
HUMAN FACTOR
CWA and Design Research: CWA and Design Research: What can a CWA offer a What can a CWA offer a
design research design research experiment? experiment?
The addition of CWA can be an The addition of CWA can be an important complement important complement methodologically to methodologically to design researchdesign research
CWA should be seen as an integral CWA should be seen as an integral precursorprecursor to any design iteration, to any design iteration, aiding in the aiding in the designdesign and and evaluation evaluation of innovationsof innovations
CWA in an Elementary School CWA in an Elementary School ContextContext
An An observational periodobservational period
Individual CWA interviewsIndividual CWA interviews
Focused field observationsFocused field observations
““Think Alouds”Think Alouds” with participants using their with participants using their existing technologyexisting technology
Preparation and verification of a summary Preparation and verification of a summary reportreport
Introductory activities using the new technology Introductory activities using the new technology (handhelds)(handhelds)
Emergent Themes from a Emergent Themes from a CWA of an Elementary CWA of an Elementary
School School Differing Personal Values (Priorities)Differing Personal Values (Priorities) Distribution and Access to Distribution and Access to
Technological ResourcesTechnological Resources Literacy and Achievement FocusLiteracy and Achievement Focus Professional DevelopmentProfessional Development
Participant Expectations for Participant Expectations for the PDA Intervention Studythe PDA Intervention Study
Principal:Principal: How can this study translate to the How can this study translate to the ‘regular classroom’ and the larger school ‘regular classroom’ and the larger school context?context?
Technology Lead Teacher:Technology Lead Teacher: How can the How can the technology support the students’ learning?technology support the students’ learning?
Teacher: Teacher: How can the technology help the How can the technology help the students to become more organized in their students to become more organized in their thinking and with their work?thinking and with their work?
What do the students What do the students expect?expect?
Potential ConstraintsPotential ConstraintsPolitical Political ConstraintConstraint
Existence of a Board-level Existence of a Board-level technology policytechnology policy for for schools; most staff unaware schools; most staff unaware of its existence of its existence
Design: Design: PD on PD on document should be document should be provided to all school provided to all school staff; document should staff; document should be made available in be made available in their school database their school database
OrganizatioOrganizational nal ConstraintConstraint
Sign out procedures for using Sign out procedures for using the technology are not being the technology are not being followed (teachers forget)followed (teachers forget)
Design: Design: Sign out Sign out coordinated by TLT coordinated by TLT (or administrator) (or administrator) with them providing with them providing tech.tech.
Team Team ConstraintConstraint
Collaboration and support Collaboration and support using technology only among using technology only among J/I teachers (Primary not J/I teachers (Primary not using tech or seeking using tech or seeking support)support)
Design: Design: Collaboration Collaboration could be extended by could be extended by pairing Primary pairing Primary teachers with J/I teachers with J/I teachers for tech. teachers for tech. supportsupport
PsychologicPsychological al ConstraintConstraint
Teacher wants to provide Teacher wants to provide opportunities to interact 1-opportunities to interact 1-on-1 and provide feedbackon-1 and provide feedback
Design: Design: Promoting Promoting transparency as transparency as individualized notes individualized notes are beamed to are beamed to studentsstudents
Physical Physical ConstraintConstraint
Classroom setup makes Classroom setup makes difficult reconfigurations to difficult reconfigurations to allow for individual or group allow for individual or group work using the technologywork using the technology
Design: Design: Using Using handheld computers handheld computers requires minimal requires minimal setup and allows for setup and allows for flexibilityflexibility
Some Initial Innovations Some Initial Innovations
Teacher-beamed notes of encouragement and Teacher-beamed notes of encouragement and positive reinforcementpositive reinforcement
Literacy-based “fun” activities (Joke/Riddle of Literacy-based “fun” activities (Joke/Riddle of the Day; Word Scrambles, etc.)the Day; Word Scrambles, etc.)
Reading comprehension strategies developed Reading comprehension strategies developed as students mark up text on their handheldsas students mark up text on their handhelds
Using Inspiration® software to create concept Using Inspiration® software to create concept maps of prior knowledge on reading topicmaps of prior knowledge on reading topic
Using dictionary on handheld to look up Using dictionary on handheld to look up difficult wordsdifficult words
Difficult words recorded in a private vocabulary Difficult words recorded in a private vocabulary listlist
Using the Internet to locate additional Using the Internet to locate additional information on a topicinformation on a topic
Implications of CWAImplications of CWA Critical in designing educational interventions that Critical in designing educational interventions that
are are reflective of the complexity of real-world reflective of the complexity of real-world schoolsschools
CWA enables us to CWA enables us to identify the priorities for identify the priorities for schoolsschools, given the goals and constraints of each , given the goals and constraints of each stakeholderstakeholder
Results of CWA Results of CWA should directly be considered in should directly be considered in both pedagogical and technological innovationsboth pedagogical and technological innovations
CWA may provide platform from which to make CWA may provide platform from which to make recommendations in the design of hardware recommendations in the design of hardware and softwareand software
CWA may CWA may assist in the design, evaluation, and assist in the design, evaluation, and interpretationinterpretation of results from a design research of results from a design research studystudy