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Teaching and learning in the VLCC: actions, reactions and emerging practice in a very large computing centre.

Buckner, Kathy and Davenport, Elisabeth (2002) Teaching and learning in the VLCC: actions, reactions and emerging practice in a very large computing centre. In: 11th European Conference on Cognitive Ergonomics. ECCE, pp. 355-360.

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    Abstract/Description

    What happens to human computer interaction when the
    walls of a physical teaching laboratory are removed?
    We present the case of a very large (and new)
    computing centre (VLCC) in a technical university in
    Central Scotland. In this large multi-user computing
    space teaching is accommodated in a number of raked
    clusters or pods (local parlance), that are scheduled to
    function periodically as classrooms. Using a ‘social
    computing’ framework, we present observations and
    findings from a study that reveals how habits and
    perceptions from a previous habitat initially affect
    practice in a radically different environment, but are
    modified as practitioners adapt to the environment

    Item Type: Book Section
    Uncontrolled Keywords: Learning and teaching strategies; adaptive practice; socio/technical analysis; social computing;
    University Divisions/Research Centres: Faculty of Engineering, Computing and Creative Industries > School of Computing
    Dewey Decimal Subjects: 000 Computer science, information & general works > 000 Computer science, knowledge & systems > 004 Data processing & computer science
    Library of Congress Subjects: Q Science > QA Mathematics > QA75 Electronic computers. Computer science
    Item ID: 3319
    Depositing User: Computing Research
    Date Deposited: 31 May 2010 15:18
    Last Modified: 27 Jul 2011 09:57
    URI: http://researchrepository.napier.ac.uk/id/eprint/3319

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