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Alex Pompe

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Publications by Alex Pompe (bibliography)

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2012
 
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Jackson, Steven J., Pompe, Alex and Krieshok, Gabriel (2012): Repair worlds: maintenance, repair, and ICT for development in rural Namibia. In: Proceedings of ACM CSCW12 Conference on Computer-Supported Cooperative Work 2012. pp. 107-116.

This paper explores the nature and centrality of maintenance and repair ('M&R') work in the extension and sustainability of ICT infrastructure in the global South. Drawing from pragmatist traditions in CSCW and the social sciences at large, we develop a concept of 'repair worlds' intended to map the varieties and effects of such maintenance and repair activities. Empirically, our analysis builds on ethnographic fieldwork into local practices of maintenance and repair that have accompanied and supported the extension of mobile phone and computing infrastructure in the Kavango region of northeastern Namibia.

© All rights reserved Jackson et al. and/or ACM Press

2011
 
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Jackson, Steven J., Pompe, Alex and Krieshok, Gabriel (2011): Things fall apart: maintenance, repair, and technology for education initiatives in rural Namibia. In: Proceedings of the 2011 iConference 2011. pp. 83-90.

Repair and maintenance haunt the margins of ICT and development ('ICTD') and broader information school scholarship, but have rarely received central theoretical or empirical attention in the field. This paper attempts to fill this gap. Theoretically, it explores ideas from the growing but scattered body of social science work around infrastructure, maintenance and repair, and argues for maintenance and repair as key sites of difference, innovation, power, and sustainability in ICTD settings. Empirically, the paper examines patterns and tensions in maintenance and repair in Rundu and the wider Kavango region in northeastern Namibia. We conclude with key findings and lessons for future ICTD and iSchool scholarship.

© All rights reserved Jackson et al. and/or ACM Press

2010
 
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Cahill, Clara, Kuhn, Alex, Schmoll, Shannon, Pompe, Alex and Quintana, Chris (2010): Zydeco: using mobile and web technologies to support seamless inquiry between museum and school contexts. In: Proceedings of ACM IDC10 Interaction Design and Children 2010. pp. 174-177.

Museums and other out-of-school settings, are ideal contexts for children to engage in authentic scientific inquiry. However, students need support to successfully do inquiry outside of the classroom, and to make connections between what they are learning in and outside of school. Zydeco is a new system that aims to support students in seamlessly conducting inquiry across contexts. Zydeco includes an online web component that allows students to define goals, questions, and categorical information for their science investigations. This information is uploaded to a handheld device, which allows students to photograph, tag, and annotate information in a museum. Students can then access their museum work in the classroom to complete their investigations. Here we describe the Zydeco system, highlighting strategies for addressing challenges of mediating inquiry across class and museum contexts.

© All rights reserved Cahill et al. and/or their publisher

 
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Changes to this page (author)

10 Nov 2012: Modified
03 Apr 2012: Modified
03 Nov 2010: Added

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URL: http://www.interaction-design.org/references/authors/alex_pompe.html

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Featured chapter

Marc Hassenzahl explains the fascinating concept of User Experience and Experience Design. Commentaries by Don Norman, Eric Reiss, Mark Blythe, and Whitney Hess

User Experience and Experience Design !

 
 

Our Latest Books

 
 
The Social Design of Technical Systems: Building technologies for communities. 2nd Edition
by Brian Whitworth and Adnan Ahmad
start reading
 
 
 
 
Gamification at Work: Designing Engaging Business Software
by Janaki Mythily Kumar and Mario Herger
start reading
 
 
 
 
The Social Design of Technical Systems: Building technologies for communities
by Brian Whitworth and Adnan Ahmad
start reading
 
 
 
 
The Encyclopedia of Human-Computer Interaction, 2nd Ed.
by Mads Soegaard and Rikke Friis Dam
start reading