4 Matching Annotations
  1. Jan 2019
    1. hese characteristics require thatemergent response groups adopt specific approaches forknowledge coordination. One such approach commonlydocumented in studies of such groups is their use ofa learn-by-doing (versus decision making) action-basedmodel of coordinated problem solving, in which sensemaking and improvisation are the norm rather than theexception

      Evokes LPP, sensemaking, and improvised coordination.

    1. Mendonça, et al.[26] and Kendra and Wachtendorf [20] have characterized this as improvisation, whichhas strong parallels to the conversations in CSCW about the nature of situated cognition or situated work [14,44], as well as the relationship between informal as well as formal aspects of work [30,44]

      Evokes situated action (Suchman) and distributed cognition (Hutchins)

    1. These protocols, formal structures, plans, procedures, and schemes can be con-ceived of asmechanismsin the sense that they (1) are objectified in some way(explicitly stated, represented in material form), and (2) are deterministic or at leastgive reasonably predictable results if applied properly. And they aremechanisms ofinteractionin the sense that they reduce the complexity of articulating cooperativework.

      People apply "mechanisms of interaction" to reduce the complexity of the articulation work.

      Schmidt and Bannon use these examples:

      • Formal and informal organizational structures • Planning and scheduling • Standard operating procedures (see Suchman's work on situated action) • Indexes and classifications for organizational and retrieval (see Bowker and Star on boundary objects/infrastructures)

  2. Dec 2018
    1. Social activity is fluid and nuanced, and this makes systems techni-cally difficult to construct properly and often awkward to use.

      CSCW assumption.

      See also: Suchman's 1987 situated action book and contests in Vera and Simon's 1993 paper

      Gist of SA is that HCI (and its breakdowns) must be studied in real-life situations, knowing is inseparable from doing, and cognition can't be separated from context.

      Good summary here: