1. Latika Nirula & Earl Woodruff OISE/University of Toronto
Cognitive Work Analysis and Design Research: Designing for Mobile Human-Technology Interaction Within Elementary Classrooms
Latika Nirula & Earl Woodruff
OISE/University of Toronto

2. Cognitive Work Analysis (CWA)
An approach used in the analysis, design, and evaluation of complex sociotechnical systems
Follows an ecological approach to examining potential constraints that impact human-technology interventions

3. Components of a Cognitive Work Analysis
Vicente’s (1999) five key components of a CWA:
(1) Work Domain
(2) Control Tasks
(3) Strategies
(4) Social- Organizational
(5) Worker Competencies

4. The Human-Tech Ladder

5. CWA and Design Research: What can a CWA offer a design research experiment?
The addition of CWA can be an important complement methodologically to design research
CWA should be seen as an integral precursor to any design iteration, aiding in the design and evaluation of innovations

6. CWA in an Elementary School Context
An observational period
Individual CWA interviews
Focused field observations
“Think Alouds” with participants using their existing technology
Preparation and verification of a summary report
Introductory activities using the new technology (handhelds)

7. Emergent Themes from a CWA of an Elementary School
Differing Personal Values (Priorities)
Distribution and Access to Technological Resources
Literacy and Achievement Focus
Professional Development

8. Participant Expectations for the PDA Intervention Study
Principal: How can this study translate to the ‘regular classroom’ and the larger school context?
Technology Lead Teacher: How can the technology support the students’ learning?
Teacher: How can the technology help the students to become more organized in their thinking and with their work?

9. What do the students expect?

10. Potential Constraints
Political Constraint
Existence of a Board-level technology policy for schools; most staff unaware of its existence
Design: PD on document should be provided to all school staff; document should be made available in their school database
Organizational Constraint
Sign out procedures for using the technology are not being followed (teachers forget)
Design: Sign out coordinated by TLT (or administrator) with them providing tech.
Team Constraint
Collaboration and support using technology only among J/I teachers (Primary not using tech or seeking support)
Design: Collaboration could be extended by pairing Primary teachers with J/I teachers for tech. support
Psychological Constraint
Teacher wants to provide opportunities to interact 1-on-1 and provide feedback
Design: Promoting transparency as individualized notes are beamed to students
Physical Constraint
Classroom setup makes difficult reconfigurations to allow for individual or group work using the technology
Design: Using handheld computers requires minimal setup and allows for flexibility

11. Some Initial Innovations
Teacher-beamed notes of encouragement and positive reinforcement
Literacy-based “fun” activities (Joke/Riddle of the Day; Word Scrambles, etc.)
Reading comprehension strategies developed as students mark up text on their handhelds
Using Inspiration® software to create concept maps of prior knowledge on reading topic
Using dictionary on handheld to look up difficult words
Difficult words recorded in a private vocabulary list
Using the Internet to locate additional information on a topic

12. Implications of CWA
Critical in designing educational interventions that are reflective of the complexity of real-world schools
CWA enables us to identify the priorities for schools, given the goals and constraints of each stakeholder
Results of CWA should directly be considered in both pedagogical and technological innovations
CWA may provide platform from which to make recommendations in the design of hardware and software
CWA may assist in the design, evaluation, and interpretation of results from a design research study