Tools for Living and Tools for Learning

This paper interweaves the notions of distributed intelligence and scaffolding with fading in discussing the nature of the modes of use of artifacts as tools, particularly computational artifacts. We introduce the notions of tools for living and tools for learning as parts of a framework for evaluating how artifacts are used and as broad guidelines for the design of artifacts. The tools concept is then studied in the context of the Memory Aiding Prompting System (MAPS) for supporting persons with cognitive disabilities in daily living tasks. Finally, the paper investigates the cultural implications of the use of both kinds of artifacts.

[1]  Y. Engeström,et al.  Expansive Learning at Work: Toward an activity theoretical reconceptualization , 2001 .

[2]  Eric S. Raymond,et al.  The cathedral and the bazaar - musings on Linux and Open Source by an accidental revolutionary , 2001 .

[3]  Kristina Höök,et al.  Social navigation: techniques for building more usable systems , 2000, INTR.

[4]  James D. Hollan,et al.  Distributed cognition: toward a new foundation for human-computer interaction research , 2000, TCHI.

[5]  Gerhard Fischer,et al.  Transcending the individual human mind—creating shared understanding through collaborative design , 2000, TCHI.

[6]  Gerhard Fischer,et al.  Beyond access: informed participation and empowerment , 1999, CSCL.

[7]  Eric Horvitz,et al.  Principles of mixed-initiative user interfaces , 1999, CHI '99.

[8]  Anders I. Mørch,et al.  Three levels of end-user tailoring: customization, integration, and extension , 1997 .

[9]  A. Dillon.  Design rationale: Concepts, techniques, and use , 1997 .

[10]  David G. Ullman,et al.  Design rationale: Concepts, techniques, and use , 1997 .

[11]  Jr. James Francis Sullivan,et al.  A proactive computational approach for learning while working , 1996 .

[12]  Paul W. Richardson.  The culture of education , 1996 .

[13]  Douglas C. Engelbart,et al.  Toward augmenting the human intellect and boosting our collective IQ , 1995, CACM.

[14]  Loren G. Terveen,et al.  Overview of human-computer collaboration , 1995, Knowl. Based Syst..

[15]  Jonathan Grudin,et al.  Computer-supported cooperative work: history and focus , 1994, Computer.

[16]  Jonathan Grudin,et al.  Groupware and social dynamics: eight challenges for developers , 1994, CACM.

[17]  Gerhard Fischer,et al.  Embedding critics in design environments , 1993, The Knowledge Engineering Review.

[18]  Marc Rettig,et al.  Cooperative software , 1993, CACM.

[19]  Stephanie D. Teasley,et al.  Perspectives on socially shared cognition , 1991 .

[20]  J. Brown,et al.  Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation , 1991 .

[21]  Susan Leigh Star,et al.  The Structure of Ill-Structured Solutions: Boundary Objects and Heterogeneous Distributed Problem Solving , 1989, Distributed Artificial Intelligence.

[22]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[23]  Thomas D. Williams,et al.  The visions system , 1975, SGAR.

[24]  Herbert A. Simon,et al.  The Sciences of the Artificial , 1970 .

[25]  Anahí Gallardo Velázquez,et al.  Conference , 1969, Journal of Neuroscience Methods.

[26]  Loren Terveen,et al.  Beyond Recommender Systems: Helping People Help Each Other , 2001 .

[27]  Gerhard Fischer,et al.  Courses as Seeds: Expectations and Realities , 2001 .

[28]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[29]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[30]  Peter Gregor,et al.  Human Computer Interfaces for People with Disabilities , 1997 .

[31]  H. Simon.  The Sciences of the Artificial, (Third edition) , 1997 .

[32]  G. Salomon.  Distributed cognitions : psychological and educational considerations , 1997 .

[33]  Bonnie A. Nardi,et al.  A small matter of programming , 1993 .

[34]  Herbert H. Clark,et al.  Grounding in communication , 1991, Perspectives on socially shared cognition.

[35]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[36]  Pelle Ehn,et al.  Work-oriented design of computer artifacts , 1989 .

[37]  D. Shanahan.  Amusing ourselves to death: Public discourse in the age of show business: By Neil Postman New York: Viking, 1985, Penguin, 1986, 180 pp., $15.95 (cloth), $6.95 (paper) , 1988 .

[38]  Raymond S. Nickerson,et al.  Technology in education : looking toward 2020 , 1988 .

[39]  M. Snell.  Systematic instruction of persons with severe handicaps , 1987 .

[40]  H. W. Rittel,et al.  Second-generation design methods , 1984 .

[41]  Donald A. Sch.  The reflective practitioner: how professionals think in action , 1983 .

[42]  Donald A. Norman,et al.  Things that make us smart , 1979 .