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Remote homeplace communication what is it like and how might we support it

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Remote Homeplace Communication:What is it Like and How Might We Support It?

David Frohlich, Kathy Chilton*, Paul Drew*Interaction Technology DepartmentHP Laboratories BristolHPL-97-85July, 1997

E-mail:dmf@hplb.hpl.hp.com[ksc102,wpd1]@york.ac.uk

home, homeplace,communication,interaction,telephone, call,relationship,user needs,requirements,technologyWe introduce the study of homeplace communication asbeing relevant to the design of new communicationtechnology for the home market. After reviewing currentapproaches to the field, we go on to describe the natureof remote homeplace communication over the telephone,based on a quantitative and qualitative analysis of 315household telephone calls. The findings are contrastedwith aspects of workplace communication and used toidentify 7 user requirements for support. We concludewith recommendations for future basic and appliedresearch in the area.

*Department of Sociology, University of York, Heslington, York, United Kingdom© Copyright Hewlett-Packard Company 19971.The homeplace communication challengeIn the future, a majority of homes in Europe and the US will be connected by broadbandcommunication networks capable of carrying many times the amount of data which iscurrently transported over traditional telephone lines. This infrastructure will allow peopleto interactively exchange multimedia information on a personal, community and globalscale using new kinds of computers, phones and appliances. The key question whichhangs over such developments is a social rather than a technical one. In what ways wouldpeople find it useful to enhance and extend their everyday communication using the newtechnology?

Somewhat surprisingly there has been very little direct research into this question. Mosteffort in the technological community has been directed towards understanding user needsin workplace communication, since the primary market for computer and communicationstechnology has been the workplace. Indeed, the field in which most of this research hastaken place is called ’Computer Supported Cooperative Work’ (CSCW); a name whichindicates that the key problem situation of study is cooperative or group work (Bannon &Schmidt 1991). By default, many of the technologies developed out of this tradition aremaking their ways into personal and domestic contexts, through the use of small portableappliances such as mobile phones, pagers and organisers, and through the rise of homecomputers for telework and internet access. However it is unlikely that these tools andtechnologies will be ideally suited to the support of what might be called homeplacecommunication, where the problem situation may have more to do with the maintenanceof relationships between family, friends and others, communicating within, to or from ahousehold unit. What is really needed here is the equivalent of a CSCW-like researcheffort in homeplace communication, to identify the relevant behaviours and needs and soaddress the question outlined above. We might call this effort Computer Supported SocialInteraction (CSSI).

In this paper we begin to characterize aspects of homeplace communication as it iscarried out today, as a first step in identifying broad classes of user needs andtechnological requirements for further study in CSSI. The approach is similar to thattaken in a previous publication characterizing informal workplace communication, andthis paper can be read both as an extension and companion to that one (Whittaker,Frohlich & Daly-Jones 1994). For further information on the workplace study see alsoFrohlich (1995), Isaacs, Whittaker, Frohlich & O’Conaill (1997), O’Conaill & Frohlich(1995).

An alternative approach to the area is to examine the uptake and use of newcommunication technologies in a domestic context. Work on the home use of internetcommunication services is probably the most advanced of this kind, and should be seen ascomplementing the picture we are about to present (e.g. Kraut, Scherlis, Mukhopadhyay,Manning & Kiesler 1996, Rhiengold 1995, Turkle 1995).

2.Building on previous work in homeplace communicationA detailed understanding of how people organize their domestic communication activitiesis not available from the scientific literature. Several fields of research intersect the topicwithout providing the necessary level of insight to reason about requirements fortechnological support. Family Studies have examined the changing pattern of family

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2015年考研英语二真题解析和翻译(大师兄版)

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2020_年12_月大学英语四、六级作文试题评析(二)

本题要求考生论述为什么应该鼓励学生培养应对挑战的能力。所以， 本题论述的重点是培养应对挑战的能力对学生的重要意义。
本题可以写三个段落。 第一段提出所讨论的话题。可以从人生充满挑战说起，接着列举一些 挑战，使之具体化。然后顺势指出应对挑战的能力对学生至关重要。 第二段阐述培养应对挑战的能力对学生的重要意义。首先指出，积极 应对挑战可以让学生有机会成为最好的自己。不挑战自己，就永远不知道 自己的实力。此为立论。然后从两方面对此展开论述。首先，应对挑战能 够把学生塑造成一个善于交际的人，因为挑战迫使他与别人沟通交流。其 次，应对挑战还能够使学生更加成熟。可以引用美国石溪大学的一项研究， 证明人们接受挑战才会成长。 本题可以用建议法结尾：第领导鼓励学生提高应对挑战的
六级 Directions:
For this part, you are allowed 30 minutes to write an essay on why students should be encouraged to develop the ability to meet challenges. You should write at least 150 words but no more than 200 words.
2. However, with the advent of the Internet, people can now get in touch with their relatives or friends on the other side of the globe in a flash. 然而随着互 联网的诞生，如今人们在转眼之间就能和地球另一边的亲友取得联系。with the advent of… 随着……的到来。in/like a flash 转瞬间。
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远程学习 雅思作文

远程学习雅思作文英文回答：As a student who has experienced remote learning, I can say that it has both advantages and disadvantages. On one hand, remote learning provides flexibility in terms of time and location. I can choose when and where to study,allowing me to create a personalized schedule that suits my needs. For example, I can study in the comfort of my own home, which eliminates the need for commuting and saves time. Additionally, remote learning allows me to access a wide range of online resources, such as educational videos and interactive quizzes, which can enhance my learning experience.On the other hand, remote learning also has its challenges. One of the main difficulties is the lack offace-to-face interaction with teachers and classmates. In a traditional classroom setting, I can easily ask questions and receive immediate feedback. However, in remote learning,communication is often limited to online platforms or emails, which may not be as effective as in-person communication. For instance, I once had a question about a math problem, but it took several days to get a response from my teacher, which delayed my learning progress.中文回答：作为一个经历过远程学习的学生，我可以说它既有优点也有缺点。

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2024-2025学年高二英语选择性必修第四册教学课件UNIT10LESSON1


Activity 5
Group Work Think and share. 1 Why did Milgram and Columbia University both label their experiments “Small-world”?
Because they believed that any person on Earth could be connected to any other person through a chain of no more than five other people. In this sense the world is small.
Activity 3 Read the rest of the article. Find out about the development of the “Six Degrees of
Separation” theory. Take notes in the table below. Then talk about how the theory
It states that any person on Earth can be connected to any other person through a chain of no more than five other people. The theory was first introduced by Hungarian author Frigyes Karinthy，in the early 20th century.
写出 refer to 在句中的含义
（1） I was not referring to her when I said so. 指的是