lecture 21 communication and collaboration models
TRANSCRIPT
![Page 1: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/1.jpg)
Lecture 21
communication and collaboration models
![Page 2: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/2.jpg)
Today’s Lecture Introduction Face-to-face communication Conversation
Grounding Text-based communication Group working
![Page 3: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/3.jpg)
Overview All computer systems, single user or multi-
user, interact with the work-groups and organizations in which they are used.
Need to understand normal human-human communication face-to-face communication involves eyes,
face and bodyconversation can be analysed to establish its
detailed structure
![Page 4: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/4.jpg)
Overview This can then be applied to text-based
conversation, which has Reduced feedback for confirmation Less context to disambiguate expression Slower pace of interaction But is more easily reviewed
Group working is more complex than that of a single person Influenced by the physical environment Experiments are more difficult to control and record Field studies must take into account the social situation
![Page 5: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/5.jpg)
Social nature of humans Humans are inherently social creatures We live together, work together, learn
together, play together, etc. Therefore, we need to develop interactive
systems that support and extend these kinds of social interactions
Communication and collaboration
![Page 6: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/6.jpg)
Face-to-face communication Most primitive and most subtle form of
communication Often seen as the paradigm
for computer mediated communication
![Page 7: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/7.jpg)
Face-to-face communication Transfer effects
Carry expectations into electronic media People are adaptable
e.g. “the use of ‘over’ for turn-taking when using a walkie-talkie”
But also expect they can use existing norms (e.g. cultural)
![Page 8: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/8.jpg)
Face-to-face communicationSometimes with disastrous results
The rules of face-to-face conversation are not conscious, so, when they are broken, we do not always recognize the true problem.
May interpret failure as rudeness of colleague e.g., Personal space
video may destroy mutual impression of distance happily the “glass wall” effect helps
Often the ‘glass wall’ afforded by the video screen makes the precise distance less important, which couldhave a positive effect during cross-cultural meetings.
![Page 9: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/9.jpg)
Personal Space
![Page 10: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/10.jpg)
Eye contact To convey interest and establish social
presence Video may spoil direct eye contact But poor quality video better than audio
onlyEstablishing context – focus of the
conversation
![Page 11: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/11.jpg)
Gestures and body language Much of our communication is through our
bodies Gesture (and eye gaze) used for deictic
reference Deictic – “directly pointing out” (oxford dictionary)
Head and shoulders video loses this So: close focus for eye contact or wide focus for body
language?
![Page 12: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/12.jpg)
Back channels Alison:
do you fancy that film . . . er. . . ‘The green’ um . . . it starts at eight.
Brian: great!
Not just the words! Back channel responses from Brian at 1 and 2
Quizzical at 1 Affirmative at 2
Back channels include: Nods and grimaces Shrugs of the shoulders Grunts and raised eyebrows Utterance begins vague then sharpens up just enough
![Page 13: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/13.jpg)
Back channels II Restricting media restricts back channels
Video … loss of body language Audio … loss of facial expression Half Duplex … lose most voice back channel responses Text Based … nothing left!
Back channels used for turn-taking: Speaker offers the floor (fraction of a second gap) Listener requests the floor (facial expression, small noise) Grunts, ‘um's and ‘ah's, can be used by the:
listener to claim the floor speaker to hold the floor
But often too quiet for half-duplex channels
Trans-continental conferences - special problems lag can exceed the turn taking gap
leads to a monologue!
![Page 14: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/14.jpg)
Basic conversational structure Alison: Do you fancy that film Brian: the uh (500 ms) with the black cat –”The Green
whatsit” Alison: yeah, go at uh (looks at watch 1.2 s) twenty to? Brian: sure
Smallest unit is the utterance Turn taking … utterances usually alternate
![Page 15: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/15.jpg)
Basic conversational structure Simplest structure - adjacency pair Adjacency pairs may nest;
Brian: Do you want some gateau? (X) Alison: is it very fattening? (Y) Brian: yes, very (Y) Alison: and lots of chocolate? (Z) Brian: masses (Z)
Alison: I'll have a big slice then. (X)
Structure is: B-x, A-y, B-y, A-z, B-z, A-x Inner pairs often for clarification But, simple pairing is not always possible or useful
![Page 16: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/16.jpg)
Context in conversation
Utterances are highly ambiguous We use context to disambiguate
Brian: (points) that post is leaning a bitAlison: that's the one you put in
![Page 17: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/17.jpg)
Context in conversation
Two types of context:external context
reference to the environment e.g., Brian's “that” = the thing pointed to [deictic
reference]
internal context reference to the previous conversation e.g., Alison's “that” = the last thing spoken of
![Page 18: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/18.jpg)
Context in conversation Often contextual utterances involve
indexicals: that, this, he, she, it
These may be used for internal or external context
Also descriptive phrases may be used:external: “the corner post is leaning a bit” internal: “the post you mentioned”
![Page 19: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/19.jpg)
Common Ground Resolving context depends on meaning
participants must share meaning so must have shared knowledge
Conversation constantly negotiates meaning process called grounding
Alison: So, you turn right beside the river. Brian: past the hotel. Alison: yeah -
Each utterance is assumed to be: relevant - furthers the current topic helpful - comprehensible to listener
![Page 20: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/20.jpg)
Focus and breakdown Context resolved relative to current dialogue focus
Alison: Oh, look at your roses – Brian: mmm, but I've had trouble with green fly. Alison: they're the symbol of the English summer. Brian: green fly? Alison: no roses silly!
Tracing topics is one way to analyse conversation. Alison begins - topic is roses Brian shifts topic to green fly Alison misses shift in focus = breakdown
![Page 21: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/21.jpg)
Focus and breakdown
You can classify utterances by the task they perform in the conversation Substantive
– directly relevant to the development of the conversation
Annotative – points of clarification, elaboration etc
Procedural – talking about the process of collaboration itself
![Page 22: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/22.jpg)
Focus and breakdown
Alison is giving Brian directions, using a whiteboard
Alison: you go along this road until you get to the river Brian: do you stop before the river or after you cross it? Alison: before Brian: draw the river in blue and the road in black Alison: So, you turn right beside the river Brian: past the hotel Alison: yeah … is there another black pen? This one is
running dry.
substantive
annotative
procedural
substantive
substantive
procedural
annotative
NB: The final utterance is “procedural technical” and indicates that the system has become apparent to the participants
![Page 23: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/23.jpg)
Breakdown Breakdown happens at all levels:
Topic, indexicals, gesture
Breakdowns are frequent, but:
Redundancy makes detection easy(brian cannot interpret “they're the symbol of the english summer”)
People very good at repair(brain and alison quickly restore shared focus)
Electronic media may lose some redundancy= breakdown more severe
![Page 24: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/24.jpg)
breakdown Alison: Isn’t that beautiful
Points to a large male deer (stag) standing next to a tree Brian: the symmetry of the branches
He thinks she pointed to the tree Alison: how some people can dislike them I cannot understand! Brian: Yes – the park rangers should shoot all those damn deer
before they kill the trees off for good! Alison: (silence)
NOTE: Brian’s reference to symmetrical branches MAY have sounded to Alison like a reference to the stag’s antlers!
![Page 25: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/25.jpg)
Speech-Act Theory A specific form of conversational analysis Utterances characterised by what they do,
they’re actse.g., “I'm hungry”
propositional meaning – hunger intended effect – “get me some food”
Classic example: “I now pronounce you man & wife”
![Page 26: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/26.jpg)
Speech-Act Theory Basic conversational acts (illocutionary
points):PromisesRequestsDeclarationsAssertionsCountersRenegesWithdrawals
![Page 27: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/27.jpg)
Speech-Act Theory
Speech acts need not be spokene.g., silence often interpreted as
acceptance
![Page 28: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/28.jpg)
Speech-Act Theory Generic patterns of acts can be identified:
Conversation for action (CfA) Seeks to obtain a specific request
Conversation for clarification (CfC) Usually embedded in CfA - to clarify the requested
actionConversation for possibilities (CfP)
Looking towards future actionsConversation for Orientation (CfO)
Building a shared understanding
![Page 29: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/29.jpg)
Conversations for action
Circles represent ‘states’ in the conversation Arcs represent utterances (speech acts)
Simplest route 1-2-3-4-5: Alison: have you got the market survey on chocolate? [request] Brian: sure [promise] Brian: there you are [assert] Alison: thanks [declare]
More complex routes possible, e.g., 1-2-6-3 Alison: have you got – [request] Brian: I've only got the summary figures [counter] Alison: that'll do [accept]
![Page 30: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/30.jpg)
Text based communication Most common media for asynchronous
groupwareexceptions: voice mail, answer phone
Familiar medium, similar to paper lettersbut, electronic text may act as speech
substitute!
![Page 31: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/31.jpg)
Text based communication Types of electronic text:
Discrete: directed messages, no structureLinear: messages added (in temporal order)Non-Linear: hypertext linkagesSpatial: two dimensional arrangement
![Page 32: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/32.jpg)
Text based communication Most obvious loss, no facial expression or
body languageweak back-channels, so it is difficult to
convey: affective state - happy, sad, angry humorous illocutionary force - urgent, important, deferential
Participants compensate by flaming and smilies ;-)
![Page 33: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/33.jpg)
Grounding constraints Establishing common ground depends on
grounding constraintsCo-Temporality: - instant feedthroughSimultaneity: - speaking togetherSequence: - utterances ordered
33
![Page 34: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/34.jpg)
Grounding constraints These constraints are often weaker in text
based communication than in face-to-face conversatione.g., loss of sequence in linear text:
network delays or coarse granularity = overlap
![Page 35: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/35.jpg)
Grounding constraints
1. Bethan: how many should be in the group?2. Rowena: maybe this could be one of the 4 strongest reasons3. Rowena: please clarify what you mean4. Bethan: I agree5. Rowena: hang on6. Rowena: Bethan what did you mean?
Message pairs 1&2 and 3&4 composed simultaneously
i.e., lack of common experience
Rowena: 2 1 3 4 5 6 Bethan: 1 2 4 3 5 6
Above shows breakdown of turn-taking result of poor back channels
![Page 36: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/36.jpg)
Maintaining context
Recall context was essential for disambiguation
Text loses external context, hence deixis (cf: deictic) linking to shared objects can help
1. Alison: Brian's got some lovely roses
2. Brian: I'm afraid they're covered in green fly
3. Clarise: I've seen them, they're beautiful
Both (2) and (3) are responses to (1) but the transcript suggests green
fly are beautiful Hypertext can maintain ‘parallel’
conversations
![Page 37: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/37.jpg)
Pace and Granularity
Pace of conversation - the rate of turn taking face-to-face - every few seconds telephone - half a minuteemail - hours or days
face-to-face conversation is highly interactive If initial utterance is vague feedback gives cues for
comprehension lower pace = less feedback = less interactive
![Page 38: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/38.jpg)
Pace and Granularity
Coping strategies attempt to increase granularity:eagerness - looking ahead in the
conversation game Brian: Like a cup of tea? Milk or lemon?
multiplexing - several topics in one utterance Alison: No thanks. I love your roses.
![Page 39: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/39.jpg)
The Conversation Game
Conversation is like a game Linear text follows one path through it Participants choose the path by their utterances Hypertext can follow several paths at once
![Page 40: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/40.jpg)
Group dynamics
Workgroups constantly change: in structure in size
Several groupware systems have explicit roles But roles depend on context and time
e.g., M.D. down a mine is under the authority of the foreman e.g., a General can be under a Private during an Int. Briefing
and may not reflect duties e.g., subject of biography, author, but now writer
![Page 41: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/41.jpg)
Group dynamics
Social structure may change: democratic, autocratic,and group may fragment into sub-groups
Groupware systems rarely achieve this flexibility Groups also change in composition
new members must be able to ‘catch up’
![Page 42: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/42.jpg)
Physical environment
Face-to-face working radically affected by layout of workplacee.g., meeting rooms:recessed terminals reduce visual impact inward facing to encourage eye contactdifferent social-power positions
Traditional cognitive psychology is all in the head
![Page 43: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/43.jpg)
Physical environment
Distributed cognition suggests we look to the world
Thinking takes place in interaction with other people and the physical environment
Implications for group work: importance of mediating representationsgroup knowledge greater than sum of partsdesign focus on external representation
![Page 44: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/44.jpg)
Summary Face-to-face communication is extremely
complex. People maintain precise distances, which can
be disrupted through video links. At a higher level, the structure of
conversation can be seen as a sequence of turns, usually alternating between the participants.
![Page 45: Lecture 21 communication and collaboration models](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649e565503460f94b4edb7/html5/thumbnails/45.jpg)
Summary Context is important in disambiguating
utterances, especially when deictic reference is also used.
Text-based communication loses most of the low-level feedback of face-to-face conversation.
Group dynamics make it very difficult to predict how a particular group willbehave.