INSPIRING FUTURES

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 14:18
Last Modified: 27 Jul 2011 08:57
URI: http://researchrepository.napier.ac.uk/id/eprint/3319

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