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Please note this page is for an old version of the HI2 course - the Overview link above will return you to the archive page.
Topic 4 - HI2
The aim of this section of the course is to develop the ideas about how to analyse group activity; in particular to compare and contrast the abstract and formal approach of Cognitive Science with the view of human activity as being Embodied and Situated.
The key text for this topic is:
- According Tools With Meanings Within the Organization of Concrete Work Situations, Chapter 7, pp 159 - 188 in Social Science, Technical Systems and Cooperative work, GC Bowker, SL Star, W Turner and L Glasser (Eds), Lawrence Erlbaum, 1997.
Two copies of this book are on reserve in the library - shelf mark SK 6.9 BOW.
Books/Articles
The following books/articles relate to some of the content of this topic and may be of interest.
- JD Bolter, Turing's man: western culture in the computer age, Duckworth, 1984 - shelf mark D 1.243 BOL - may also be of interest as an illustration of how an understanding human may be based on technological developments.
- JC Mingers. Information and meaning: foundations for an intersubjective account. Journal of Information Systems Vol 5, 1995, pp 285 - 306 - shelf mark Periodical SK - may also be of interest as an illustration of how human understanding can be seen as embodied.
Web Links
The following links also relate to some of the content of this topic and may be of interest.
- Collaborative Technology: A Perspective From Dewey and Situated Learning - http://www-cscl95.indiana.edu/cscl95/outlook/39_roschelle.html
Distinguishes between the technological situation for collaboration and collaborative technology. The paper is based on research on situated learning and the educational philosophy of John Dewey.
- Non-Cartesian Cognitive Science - http://www.cogs.susx.ac.uk/users/ronaldl/noncartesian.htm
Traditional Cognitive Science is Cartesian in the sense that it takes as fundamental the distinction between the mental and the physical. This page brings together a large number of links to non-Cartesian approaches to the study of cognition.
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