Building Support Tools to Connect Novice Designers with Professional Coaches

Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition Pub Date : 2015-06-22 DOI:10.1145/2757226.2757248

D. Lewis, Emily Harburg, E. Gerber, Matthew W. Easterday

{"title":"Building Support Tools to Connect Novice Designers with Professional Coaches","authors":"D. Lewis, Emily Harburg, E. Gerber, Matthew W. Easterday","doi":"10.1145/2757226.2757248","DOIUrl":null,"url":null,"abstract":"Creativity support tools help learners undertake creative work, such as facilitating coaching by creative professionals. How might we design creativity support tools that in-crease learners' access to coaching by creative professionals? This study took place in an extracurricular project-based learning program where students were co-located, and met professional coaches face-to-face once a week but otherwise communicated online. To test an online creativity support tool called the Loft and investigate coach-student communication we collected data from 47 interviews, online log data and field observations. We found that (a) explicit help-seeking was rare outside of meetings, (b) help from professionals was highly-valued but not sought out, and (c) online systems could surface learner struggles and trigger help-giving. Our findings suggested that online creativity platforms can support professional coaching through: (1) structured virtual updates (2) coach thanking, (3) Computer-Supported Group Critique, (4) disclosure of expertise, and (5) help-seeking training.","PeriodicalId":231794,"journal":{"name":"Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"19","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2757226.2757248","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 19

Abstract

Creativity support tools help learners undertake creative work, such as facilitating coaching by creative professionals. How might we design creativity support tools that in-crease learners' access to coaching by creative professionals? This study took place in an extracurricular project-based learning program where students were co-located, and met professional coaches face-to-face once a week but otherwise communicated online. To test an online creativity support tool called the Loft and investigate coach-student communication we collected data from 47 interviews, online log data and field observations. We found that (a) explicit help-seeking was rare outside of meetings, (b) help from professionals was highly-valued but not sought out, and (c) online systems could surface learner struggles and trigger help-giving. Our findings suggested that online creativity platforms can support professional coaching through: (1) structured virtual updates (2) coach thanking, (3) Computer-Supported Group Critique, (4) disclosure of expertise, and (5) help-seeking training.

查看原文本刊更多论文

建立支持工具，将新手设计师与专业教练联系起来

创造力支持工具帮助学习者进行创造性工作，例如促进创造性专业人员的指导。我们如何设计创意支持工具，增加学习者获得创意专业人士指导的机会?这项研究是在一个基于课外项目的学习项目中进行的，学生们在同一个地方，每周与专业教练面对面交流一次，其他时间在网上交流。为了测试一个名为Loft的在线创造力支持工具，并调查教练与学生之间的沟通，我们收集了47次访谈、在线日志数据和实地观察的数据。我们发现(a)在会议之外很少有明确的求助，(b)专业人士的帮助受到高度重视，但没有人寻求，(c)在线系统可以暴露学习者的困难并引发帮助。我们的研究结果表明，在线创意平台可以通过以下方式支持专业指导:(1)结构化的虚拟更新;(2)教练感谢;(3)计算机支持的小组批评;(4)专业知识披露;(5)寻求帮助的培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Proceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition

自引率

0.00%

发文量