Andrea Forte

Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia

Traditional activities change in surprising ways when computer-mediated communication becomes a component of the activity system. In this descriptive study, we leverage two perspectives on social activity to understand the experiences of individuals who became active collaborators in Wikipedia, a prolific, cooperatively-authored online encyclopedia. Legitimate peripheral participation provides a lens for understanding participation in a community as an adaptable process that evolves over time. We use ideas from activity theory as a framework to describe our results. Finally, we describe how activity on the Wikipedia stands in striking contrast to traditional publishing and suggests a new paradigm for collaborative systems.

Motivation and nonmajors in computer science: identifying discrete audiences for introductory courses

Traditional introductory computer science (CS) courses have had little success engaging non-computer science majors. At the Georgia Institute of Technology, Atlanta, where introductory CS courses are a requirement for CS majors and nonmajors alike, two tailored introductory courses were introduced as an alternative to the traditional course. The results were encouraging: more nonmajors succeeded (completed and passed) in tailored courses than in the traditional course, students expressed fewer negative reactions to the course content, and many reported that they would be interested in taking another tailored CS course. The authors present findings from a pilot study of the three courses and briefly discuss some of the issues surrounding the tailored courses for nonmajors: programming, context, choice of language, and classroom culture.

Constructing text:: Wiki as a toolkit for (collaborative?) learning

Writing a book from which others can learn is itself a powerful learning experience. Based on this proposition, we have launched Science Online, a wiki to support learning in high school science classrooms through the collaborative production of an online science resource. Our approach to designing educational uses of technology is based on an approach to education called constructionism, which advocates learning by working on personally meaningful projects. Our research examines the ways that constructionism connects to collective models of knowledge production and learning such as Knowledge Building. In this paper, we explore ways that collaboration using wiki tools fits into the constructionist approach, we examine learning goals for youth growing up in a read-write culture, and we discuss preliminary findings in an ongoing year-long study of Science Online in the classroom. Despite the radically open collaboration afforded by wiki, we observe that many factors conspired to stymie collaborative writing on the site. We expected to find cultural barriers to wiki adoption in schools. Unexpectedly, we are also finding that the design of the wiki tool itself contributed barriers to collaborative writing in the classroom.

Computers for communication, not calculation: media as a motivation and context for learning

As the skills that constitute literacy evolve to accommodate digital media, computer science education finds itself in a sorry state. While students are more in need of computational skills than ever, computer science suffers dramatically low retention rates and a declining percentage of women and minorities. Studies of the problem point to the overemphasis in computer science classes on abstraction over application, technical details instead of usability, and the stereotypical view of programmers as loners lacking creativity. In spring 2003, Georgia Institute of Technology trialed a new course, Introduction to Media Computation, which teaches programming and computation in the context of media creation and manipulation. Students implement PhotoShop-style filters and digital video special effects, splice sounds, and search Web pages. The course is open only to noncomputer science and nonengineering majors at Georgia Tech, such as liberal arts, management and architecture students. The course is supported through the use of a Web-based collaboration environment where students actively share and discuss their digital creations. The results have been dramatic. 120 students enrolled, 2/3 female, and only three students withdrew. By the end of the semester, the combined withdrawal, failure and D-grade rate had reached 11.5% - compared to 42.9% in the traditional introductory computer science course. 60% of the students who took media computation reported that they would be interested in taking an advanced version of the course; only 6% reported that they would otherwise be interested in taking more computer science. Results of the trial indicate that media computation motivates and engages an audience that is poorly served by traditional computer science courses.

Design process for a non-majors computing course

There is growing interest in computing courses for non-CS majors. We have recently built such a course that has met with positive response. We describe our design process, which includes involvement of stakeholders and identifying a context that facilitates learning. We present evaluation results on success rates (approximately 90% of the students earn an A, B, or C) and impact of the course on students over time (80% report that the class has influenced them more than a semester later).

Defining, Understanding, and Supporting Open Collaboration Lessons From the Literature

In this short introductory piece, we define open collaboration and contextualize the diverse articles in this special issue in a common vocabulary and history. We provide a definition of open collaboration and situate the phenomenon within an interrelated set of scholarly and ideological movements. We then examine the properties of open collaboration systems that have given rise to research and review major areas of scholarship. We close with a summary of consistent findings in open collaboration research to date.

Facebook is a luxury: an exploratory study of social media use in rural Kenya

Facebook use is pervasive in developed countries where computers, smartphones, high-bandwidth Internet, and electricity are ubiquitous. In this paper, we examine Facebook use in a country where social media participation is growing, but less developed technological infrastructures and uneven access to technology limit use. We conducted observations and 24 interviews at Internet cafés in rural Kenya. Our findings reveal how costs associated with using the Internet, limited access to computers and smartphones and unreliable electricity hinder online participation. We draw on these results to discuss the critical role of constraints in understanding social media use, to raise questions about broadening online participation and to highlight ethical issues researchers must consider when studying Facebook use in developing regions.

Sensitive Self-disclosures, Responses, and Social Support on Instagram: The Case of #Depression

People can benefit from disclosing negative emotions or stigmatized facets of their identities, and psychologists have noted that imagery can be an effective medium for expressing difficult emotions. Social network sites like Instagram offer unprecedented opportunity for image-based sharing. In this paper, we investigate sensitive self-disclosures on Instagram and the responses they attract. We use visual and textual qualitative content analysis and statistical methods to analyze self-disclosures, associated comments, and relationships between them. We find that people use Instagram to engage in social exchange and story-telling about difficult experiences. We find considerable evidence of social support, a sense of community, and little aggression or support for harmful or pro-disease behaviors. Finally, we report on factors that influence engagement and the type of comments these disclosures attract. Personal narratives, food and beverage, references to illness, and self-appearance concerns are more likely to attract positive social support. Posts seeking support attract significantly more comments. CAUTION: This paper includes some detailed examples of content about eating disorders and self-injury illnesses.

Depression-related Imagery on Instagram

Despite the well-established finding that people share negative emotions less openly than positive ones, a hashtag search for depression-related terms in Instagram yields millions of images. In this study, we examined depression-related images on Instagram along with their accompanying captions. We want to better understand the role of photo sharing in the lives of people who suffer from depression or who frame their experience as such; specifically, whether this practice engages support networks and how social computing systems can be designed to support such interactions. To lay the groundwork for further investigation, we report here on content analysis of depression-related posts.

An Analysis of HTML and CSS Syntax Errors in a Web Development Course

Many people are first exposed to code through web development, yet little is known about the barriers beginners face in these formative experiences. In this article, we describe a study of undergraduate students enrolled in an introductory web development course taken by both computing majors and general education students. Using data collected during the initial weeks of the course, we investigate the nature of the syntax errors they make when learning HTML and CSS, and how they resolve them. This is accomplished through the deployment of openHTML, a lightweight web-based code editor that logs user activity. Our analysis reveals that nearly all students made syntax errors that remained unresolved in their assessments, and that these errors continued weeks into the course. Approximately 20% of these errors related to the relatively complex system of rules that dictates when it is valid for HTML elements to be nested in one another. On the other hand, 35% of errors related to the relatively simple tag syntax determining how HTML elements are nested. We also find that validation played a key role in resolving errors: While the majority of unresolved errors were present in untested code, nearly all of the errors that were detected through validation were eventually corrected. We conclude with a discussion of our findings and their implications for computing education.