Board 207: Breaking Digital Barriers: Designing a Sociotechnical System for Remote Digital Assistance

Kirk Thelen; Timothy Lawrence Perr; Briana C Bettin; Kelly Sheridan Steelman; Leo C. Ureel; Charles Wallace

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 8
DOI: 10.18260/1-2--46774
Permanent URL: https://peer.asee.org/46774
Download Count: 59

Dr.Briana Bettin is an assistant professor of Computer Science and Cognitive and Learning Sciences at Michigan Technological University. Her research goals intersect computing education, user experience, and reimagining sociotechnical design through consideration of human communication, learning, interest, and impacts.

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Kelly Sheridan Steelman Michigan Technological University orcid.org/0000-0001-6491-4547

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Dr. Kelly Steelman is an Associate Professor in the Department of Cognitive and Learning Sciences and an Affiliated Associate Professor in Mechanical Engineering and Engineering Mechanics at Michigan Technological University.

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Leo C. Ureel II Michigan Technological University orcid.org/0000-0002-2214-5468

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Leo C. Ureel II is an Assistant Professor in Computer Science and in Cognitive and Learning Sciences at Michigan Technological University. He has worked extensively in the field of educational software development. His research interests include intelligent learning environments, computer science education, and Artificial Intelligence

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Charles Wallace Michigan Technological University orcid.org/0000-0002-9712-7694

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Dr. Charles Wallace studied Linguistics at the University of Pennsylvania and the University of California before earning his Ph.D. in Computer Science at the University of Michigan. He has been on the faculty of the Michigan Tech Computer Science Departm

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Abstract

Although the term “Digital Divide” was coined some 25 years ago, most steps to address this problem have focused on inequalities in physical infrastructure or financial barriers. A Pew study found that 34% of older Internet users have “little to no confidence in their ability to use electronic devices to per- form online tasks” and 73% of older adults cannot set up new devices without assistance. Mentoring and training for those with less digital experience can help to resolve these problems, but is often restricted to specific geographical areas, such as our outreach program BASIC. We want to design a system that can bring quality human tutoring to digital learners regardless of their physical location. Since 2011, our group has run an outreach program that pairs technologically savvy students at our institution with community members seeking help in navigating computing technology. Wider-scope problem solving strategies, more transferable between tasks, are emphasized in our program. Strategies allow users to explore (understand the full space of affordances available to them) and tinker (understand how their actions affect the system state) in a safe, methodical way. Exploration and tinkering are enabled by a set of certain attitudes on the user’s part, including confidence, creativity, attentiveness, and perseverance. Together these strategies and attitudes provide a foundation for lifelong, independent learning. Social Cognitive Theory provides guiding principles for our community program: Tutors model problem solving and exploration, work with learners to articulate goals, and put the learner in the driver’s seat as much as possible to build self-efficacy. Using a design-based methodology, we are developing a sociotechnical framework that blends digital technology and human interaction, providing digital technology instruction. We want to: (1) Reach learners whenever they need help, (2) Connect learners to tutors directly through common digital devices, and (3) Make the personal, interactive nature of a community-based tutoring program available anywhere. Contact with human tutors is invaluable in helping individuals overcome obstacles, build skills, and gain confidence in the use of digital technology. Public libraries and other institutions can provide shared physical spaces to facilitate this kind of learning, but there are limitations: learners may have difficulty accessing these spaces, and the technology issues they face may be inextricably situated in their homes, offices, or other locations. The Illuminated Devices project seeks to complement in-person tutoring with online assistance that meets learners where they live and work. Each Illuminated Device is an iPad with a custom portal application that facilitates communication with a human tutor, providing a broad view of user activity across hardware and software applications, and conveying tutor input to learners in a way that minimizes distraction and maximizes flow. The Illuminated system allows tutors to record learner progress and to confer with one another on technical issues. The poster provides an overview of our design and implementation and includes a system walkthrough.

Citation
Format

Thelen, K., & Perr, T. L., & Bettin, B. C., & Steelman, K. S., & Ureel, L. C., & Wallace, C. (2024, June), Board 207: Breaking Digital Barriers: Designing a Sociotechnical System for Remote Digital Assistance Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46774

TY - CPAPER
AB - Although the term “Digital Divide” was coined some 25 years ago, most steps to address this problem have focused on inequalities in physical infrastructure or financial barriers. A Pew study found that 34% of older Internet users have “little to no confidence in their ability to use electronic devices to per- form online tasks” and 73% of older adults cannot set up new devices without assistance. Mentoring and training for those with less digital experience can help to resolve these problems, but is often restricted to specific geographical areas, such as our outreach program BASIC. We want to design a system that can bring quality human tutoring to digital learners regardless of their physical location.
Since 2011, our group has run an outreach program that pairs technologically savvy students at our institution with community members seeking help in navigating computing technology. Wider-scope problem solving strategies, more transferable between tasks, are emphasized in our program. Strategies allow users to explore (understand the full space of affordances available to them) and tinker (understand how their actions affect the system state) in a safe, methodical way. Exploration and tinkering are enabled by a set of certain attitudes on the user’s part, including confidence, creativity, attentiveness, and perseverance. Together these strategies and attitudes provide a foundation for lifelong, independent learning. Social Cognitive Theory provides guiding principles for our community program: Tutors model problem solving and exploration, work with learners to articulate goals, and put the learner in the driver’s seat as much as possible to build self-efficacy.
Using a design-based methodology, we are developing a sociotechnical framework that blends digital technology and human interaction, providing digital technology instruction. We want to: (1) Reach learners whenever they need help, (2) Connect learners to tutors directly through common digital devices, and (3) Make the personal, interactive nature of a community-based tutoring program available anywhere.
Contact with human tutors is invaluable in helping individuals overcome obstacles, build skills, and gain confidence in the use of digital technology. Public libraries and other institutions can provide shared physical spaces to facilitate this kind of learning, but there are limitations: learners may have difficulty accessing these spaces, and the technology issues they face may be inextricably situated in their homes, offices, or other locations. The Illuminated Devices project seeks to complement in-person tutoring with online assistance that meets learners where they live and work. Each Illuminated Device is an iPad with a custom portal application that facilitates communication with a human tutor, providing a broad view of user activity across hardware and software applications, and conveying tutor input to learners in a way that minimizes distraction and maximizes flow. The Illuminated system allows tutors to record learner progress and to confer with one another on technical issues. The poster provides an overview of our design and implementation and includes a system walkthrough.
AU - Kirk Thelen
AU - Timothy Lawrence Perr
AU - Briana C Bettin
AU - Kelly Sheridan Steelman
AU - Leo C. Ureel II
AU - Charles Wallace
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 207: Breaking Digital Barriers: Designing a Sociotechnical System for Remote Digital Assistance
UR - https://peer.asee.org/46774
DO - 10.18260/1-2--46774
ER -