Session Details: Toward A User-Centered I2-Enabled Collaborative Learning and Teaching Environment: The Cal Poly Scandinavian Style Participatory Design Project

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Fall 2005 Internet2 Member Meeting

Toward A User-Centered I2-Enabled Collaborative Learning and Teaching Environment: The Cal Poly Scandinavian Style Participatory Design Project

September 20, 2005, 8:45 AM - 10:00 AM
EDT (UTC-4, Daylight Savings)
Location: Philadelphia North

   Helen Chu, California Polytechnic State University-SLO
   David Gillette, California Polytechnic State University-SLO
   Marita Holst, Lulea University of Technology, Sweden
   Franz Kurfess, California Polytechnic State University-SLO [htm] [ppt]
   Peter Lundkvist, Lulea University of Technology, Sweden
   Anita Mirijamdotter, Lulea University of Technology, Sweden
   Craig Schultz, California Polytechnic State University-SLO
   Mary Somerville, California Polytechnic State University-SLO
   Robert Sundlof, Lulea University of Technology, Sweden
   Seppo Tanskanen, Lulea University of Technology, Sweden
   Markus Tiburzi, Lulea University of Technology, Sweden

Session Abstract Information Technology Services and the University Library partnered to build an Internet2-enabled Learning Commons (LC) at California Polytechnic State University in San Luis Obispo. The project team now extends the campus partnership model to include student and faculty users in collaboratively applying Scandinavian style co-design methodologies for physical and virtual learning and teaching environments.

The interactive design approach was tested from January to June 2005 with funding from a U.S. Office of Naval Research Internet2 MiniGrant subcontract award. The project evaluated the efficacy of an interactive design/redesign methodology for encouraging user-driven, boundary-crossing information exchange and knowledge creation. Involving graduate and undergraduate students in human computer interaction (HCI), knowledge management (KM), information science (IS), and social informatics (SI) from three institutions in two countries, the results suggest the efficacy of iterative interactive evaluation when it is intentionally embedded within course curriculum design.

These findings now drive the creation of innovative curriculum-integrated learning projects that intend to harness the Learning Commons' user-centered, I2-enabled socio-technical infrastructure through advancing users' information and communication technology (ICT) proficiencies concurrent with building their interactive evaluation capabilities. Current research aims to refine co-design methods supportive of innovative learning and teaching strategies facilitated by a robust suite of services and toolsets.

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