Number of co-authors:9
Number of publications with 3 favourite co-authors:Rosemary Luckin:3C. Stephen:1D. Connolly:1
Lydia Plowman's 3 most productive colleagues in number of publications:Yvonne Rogers:93Rosemary Luckin:11Josie Taylor:4
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 Lydia Plowman (bibliography)
Plowman, Lydia and Luckin, Rosemary (2004): Interactivity, Interfaces, and Smart Toys. In IEEE Computer, 37 (2) pp. 98-100.
Plowman, Lydia and Stephen, C. (2003): A 'benign addition'? Research on ICT and pre-school children. In J. Comp. Assisted Learning, 19 (2) pp. 149-164.
Luckin, Rosemary, Connolly, D., Plowman, Lydia and Airey, S. (2003): Children's interactions with interactive toy technology. In J. Comp. Assisted Learning, 19 (2) pp. 165-176.
Plowman, Lydia, Luckin, Rosemary, Laurillard, Diana, Stratfold, Matthew and Taylor, Josie (1999): Designing Multimedia for Learning: Narrative Guidance and Narrative Construction. In: Altom, Mark W. and Williams, Marian G. (eds.) Proceedings of the ACM CHI 99 Human Factors in Computing Systems Conference May 15-20, 1999, Pittsburgh, Pennsylvania. pp. 310-317.
Narrative is fundamental to the ways we make sense of texts of all kinds because it provides structure and coherence, but it is difficult to see how this works in the context of multimedia interactive learning environments (MILEs). We tested our hypotheses about the form and function of narrative in MILEs by developing three versions of material on CD-ROM which had different narrative structures and analysed the impact of the different versions on learner behaviour. We present a theoretical framework in which we explain the concepts of narrative guidance and narrative construction and their application to the design of MILEs.
© All rights reserved Plowman et al. and/or ACM Press
Plowman, Lydia, Rogers, Yvonne and Ramage, Magnus (1995): What Are Workplace Studies For?. In: Marmolin, Hans, Sundblad, Yngve and Schmidt, Kjeld (eds.) ECSCW 95 - Proceedings of the Fourth European Conference on Computer-Supported Cooperative Work 11-15 September, 1995, Stockholm, Sweden. pp. 309-324.
We have considered the role of workplace studies from the CSCW literature which are intended to inform system design and implementation. We present a critique of these studies, categorised according to which phase of the design process they most inform, and discuss the tensions between providing explanatory accounts and usable design recommendations, the pressures on fieldworkers to provide both, the purposes different approaches serve, and the transition from fieldwork to system design.
© All rights reserved Plowman et al. and/or Kluwer Academic Publishers
Cited in the following chapter:
» Ethnography: [Not yet published]
Plowman, Lydia (1994): The interfunctionality of talk and text. In Computer Supported Cooperative Work, 3 (3) pp. 229-246.
Understanding more about how socially distributed cognition operates within a group of writers has implications for the design of technologies to support collaborative writing. This paper presents a chronology of a writing episode in which the communicative practices of collaborating writers and the representations they use to mediate cognition are investigated. The talk generated by the participants discussing how to write an essay provides data for illuminating the group's interactions and is a focus for investigating how this talk becomes metamorphosed into writing. The analysis charts the evolution of a co-authored text through a cycle of activity which is both cognitive and social in orientation and demonstrates the interfunctionality of talk and text for the processes involved in collaborative writing. This suggests that computer systems which support only text-based communication could limit the ways in which talk acts as a mediator for cognition and thus constrain important aspects of collaborative writing.
© All rights reserved Plowman and/or Kluwer Academic Publishers
Plowman, Lydia (1992): An Ethnographic Approach to Analysing Navigation and Task Structure in Interactive Multimedia: Some Design Issues for Group Use. In: Monk, Andrew, Diaper, Dan and Harrison, Michael D. (eds.) Proceedings of the Seventh Conference of the British Computer Society Human Computer Interaction Specialist Group - People and Computers VII August 15-18, 1992, University of York, UK. pp. 271-287.
The classroom research on which this study is based suggests that groups of children using interactive multimedia programmes require clear structure at both global and local levels, and exploratory learning is not necessarily appropriate. Video recordings and spoken and written protocols are used, in conjunction with media interaction charts, to relate task structure to navigation, learner control and machine interaction. Two programmes are used as the basis of the study and some design guidelines with specific reference to group use of interactive multimedia programmes are provided.
© All rights reserved Plowman and/or Cambridge University Press
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