Number of co-authors:14
Number of publications with 3 favourite co-authors:John M. Carroll:5Mary Beth Rosson:5Honglu Du:2
Craig Ganoe's 3 most productive colleagues in number of publications:John M. Carroll:209Mary Beth Rosson:142James Fogarty:35
Computer analyst to programmer: "You start coding. I'll go find out what they want."
-- Popular computer one-liner
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Publications by Craig Ganoe (bibliography)
Du, Honglu, Rosson, Mary Beth, Carroll, John M. and Ganoe, Craig (2009): "I felt more of a member of this class": increasing students' sense of community with video commenting. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 4405-4410.
Public displays are typically situated in strategic places like town centers, and in salient positions on walls within buildings. However, currently most public displays are non-interactive and are typically used for information broadcasting (TV news, advertisements etc). People passing by pay little attention to them. As a consequence, public displays are under-utilized in the everyday world. We are investigating whether use of interactive public displays might increase people's interaction with one another, with a resulting increase in sense of community. In this paper we describe the design and first deployment experiences of a platform-independent, interactive video commenting system using a large public display in two sections of a large-enrollment university class. Our preliminary evaluation suggests that students enjoyed the activity of commenting, that they participated a great deal, and that their sense of community was greater after using the system. We discuss lessons we have learned from this initial experience, and describe further work we are planning using this and similar interactive activities.
© All rights reserved Du et al. and/or ACM Press
Du, Honglu, Rosson, Mary Beth, Carroll, John M. and Ganoe, Craig (2009): I felt like a contributing member of the class: increasing class participation with ClassCommons. In: GROUP09 - International Conference on Supporting Group Work 2009. pp. 233-242.
In this paper we describe the design and first deployment experiences of a platform-independent, interactive video commenting system, ClassCommons, using a large public display in two sections of a large-enrollment university class. Our preliminary evaluation suggests that students enjoyed the activity of commenting, that they participated a great deal, and that their sense of community was greater after using the system. Further analysis revealed that reading the comments and posting relevant comments are associated with increases in community members' sense of community. We discuss lessons learned and describe further work we are planning using this and similar interactive activities.
© All rights reserved Du et al. and/or their publisher
Merkel, Cecelia, Farooq, Umer, Xiao, Lu, Ganoe, Craig, Rosson, Mary Beth and Carroll, John M. (2007): Managing technology use and learning in nonprofit community organizations: methodological challenges and opportunities. In: Proceedings of the 2007 Symposium on Computer Human Interaction for the Management of Information Technology 2007. p. 8.
We are investigating how to empower nonprofit community organizations to develop the information technology management practices required to carry out their civic goals. We highlight our methodology of working with nonprofit organizations through three case examples from the field. These examples illustrate that nonprofit organizations are able to and can indeed sustain their IT management practices through various methodological techniques. These techniques -- such as scenario development, technology inventory assessment, and volunteer management practices -- emphasize the importance of long-term critical planning and design skills. Based on our fieldwork, we enumerate lessons that may be valuable for community stakeholders, designers, researchers, and practitioners.
© All rights reserved Merkel et al. and/or ACM Press
Ganoe, Craig, Somervell, Jacob P., Neale, Dennis C., Isenhour, Philip, Carroll, John M., Rosson, Mary Beth and McCrickard, D. Scott (2003): Classroom BRIDGE: using collaborative public and desktop timelines to support activity awareness. In: Proceedings of the 16th annural ACM Symposium on User Interface Software and Technology November, 2-5, 2003, Vancouver, Canada. pp. 21-30.
Classroom BRIDGE supports activity awareness by facilitating planning and
goal revision in collaborative, project-based middle school science. It
integrates large-screen and desktop views of project times to support
incidental creation of awareness information through routine document
transactions, integrated presentation of awareness information as part of
workspace views, and public access to subgroup activity. It demonstrates and
develops an object replication approach to integrating synchronous and
asynchronous distributed work for a platform incorporating both desktop and
large-screen devices. This paper describes an implementation of these concepts
with preliminary evaluation data, using timeline-based user interfaces.
© All rights reserved Ganoe et al. and/or ACM Press
Carroll, John M., Rosson, Mary Beth, Isenhour, Philip, Ganoe, Craig, Dunlap, Dan, Fogarty, James, Schafer, Wendy and Metre, Christina Van (2001): Designing Our Town: MOOsburg. In International Journal of Human-Computer Studies, 54 (5) pp. 725-751.
MOOsburg is a community-oriented multi-user domain. It was created to enrich the Blacksburg Electronic Village (BEV) by providing real-time, situated interaction and a place-based model for community information. Three versions of MOOsburg have been developed: a classic text-based MOO, a MOO extended to drive a Web-browser, and a Java-based system. The most recent version of MOOsburg is fundamentally different from classic MOOs, supporting distributed system development and management and a direct manipulation approach to navigation. We are currently developing a variety of community-oriented applications, including a virtual science fair and a dispersed natural history museum.
© All rights reserved Carroll et al. and/or Academic Press
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