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In Technology as Experience, John McCarthy and Peter Wright argue that any account of what is often called the user experience must take into consideration the emotional, intellectual, and sensual aspects of our interactions with technology. We don't just use technology, they point out; we live with it. They offer a new approach to understanding human-computer interaction through examining the felt experience of technology. Drawing on the pragmatism of such philosophers as John Dewey and Mikhail Bakhtin, they provide a framework for a clearer analysis of technology as experience.

Assuming that meaning is dependent upon the interplay between lived experience and theoretical (cultural and social) constructs, the task of this chapter in analyzing the sensemaking processes and activities which occurred during the field trip is to integrate lived experiences with theoretical constructs in such a way that the meanings generated from this integration resonate as valid for both field trip participants and informed readers. Or to paraphrase Ken Wilber,1 through the integration of subjective truthfulness and objective truth we seek mutual understanding. To achieve this end, my analysis incorporates the three strands of valid knowing (instrumental injunction, direct experience, and communal confirmation), as outlined in chapter two, and the three cultural value spheres (subjective, intersubjective, and objective domains of knowing), also outlined in chapter two, with three sensemaking themes (being there, storytelling, and living together) which emerged directly from the lived experiences of the participants during the course of the field trip.

This paper is based on a study of personal experience narratives told by witnesses of the September 11th attacks in calls to C-SPAN. Drawing on research on narratives of ordinary and extraordinary experiences and witnessing, the author offers a framework for analyzing the structure and function of eyewitness accounts. Analysis focuses on methods callers use to show and tell the audience where they were, what they were doing, and what they were thinking at the time of the attacks. Verbal, visual, and structural features of these narratives are highlighted, with particular attention given to orientation and ideation components of the narratives. The design of these components and their location within the callers' stories are shown to construct the narratives as eyewitness accounts, position the callers and audience members as witnesses, and engage all in a therapeutic sensemaking process.

The purpose of this study was to improve the quality of students' online discussion of assigned readings in an online course. To improve the focus, depth, and connectedness of online discussion, the first author designed a text-focused Wiki that simultaneously displayed the assigned reading and students' comments side by side in adjacent columns. In the text-focused Wiki, students were able to read the assigned text in the left column and type their comments or questions in the right column adjacent to the sentence or passage that sparked their interest. In post-participation surveys, data were gathered about students' experiences in the text-focused Wiki and prior experiences in threaded discussion forums. Students reported more focus, depth, flow, idea generation, and enjoyment in the text-focused Wiki.

ESSENCE is an immersive internet experiment, and a face-face conference. It invites human-centred technologists, climate scientists, policymakers, and any other stakeholder with a view on some part of the climate change debate, to experience and reflect on a new generation of software tools. Build, structure, summarise and navigate the science and policy arguments underpinning climate challenge. Think of it as a visual Wikipedia, a collective intelligence, to organise the key issues, options and arguments.

There is a revolution happening on the Internet that is alive and building momentum with each passing tag. With the advent of social software and Web 2.0, we usher in a new era of Internet order. One in which the user has the power to effect their own online experience, and contribute to others'. Today, users are adding metadata and using tags to organize their own digital collections, categorize the content of others and build bottom-up classification systems. The wisdom of crowds, the hive mind, and the collective intelligence are doing what heretofore only expert catalogers, information architects and website authors have done. They are categorizing and organizing the Internet and determining the user experience, and it's working. No longer do the experts have the monopoly on this domain; in this new age users have been empowered to determine their own cataloging needs. Metadata is now in the realm of the Everyman.

The OBO Foundry is a collaborative experiment involving developers of science-based ontologies who are establishing a set of principles for ontology development with the goal of creating a suite of orthogonal interoperable reference ontologies in the biomedical domain. The groups developing ontologies who have expressed an interest in this goal are listed below, followed by other relevant efforts in this domain.

CoW is a "Controllable Wiki" and CMS that supports collaborative document creation with asynchonous off-line editing. CoW is desiged to make it easy to add interaction to static websites, and to support concurrent editing and off-line working with straightforward synchronisation (using Subversion). The system also serves as a test-bed for experiments in controlled languages for round-trip ontology engineering (from the GATE project: http://gate.ac.uk/).

Reality-based play-it-forward games Karma points are like experience points. Before launching in 2009, we'll be adding new game features including badges, rewards, and virtual currency. We'll also be improving our scoring system. So beta players should be prepared to see some changes as the game evolves. We appreciate your help in making sure the game is lots of fun.

Instead of constructing theories like their researcher colleagues, researching clinicians must face their previous constructions (i.e., sensemaking from experience), create methods which allow for deconstruction (i.e., sensemaking challenged), and then work towards building reconstructions (i.e., sensemaking remade) (Dervin, 1992; Duffy, 1995; Shields & Dervin, 1993; Weick, 1995)

PMOG is an infinite game built on individual network histories, transforming our web surfing into ongoing social play. With a game head-up display in Firefox, players can bomb each other, wage war over web sites, and lead other users on web missions. Ordinary web sites become caches for items and currency. PMOG fuses an MMO into our WWW. PMOG stands for Passively Multiplayer Online Game. Players play without playing; clicking around the internet turns into experience points and currency. This unconventional massively multiplayer online game merges your web life with an alternate, hidden reality. The mundane takes on a layer of fantastic achievement. Player behavior generates characters and alliances, triggers interactions in the environment, and earns the player points to spend online beefing up their inventory. Suddenly the internet is not a series of untouchable exhibits, but a hackable, rewarding environment.

Grockit is about questioning together. To this end, we are developing an online learning game where people can teach each other. Our organization is about the space where learning and technology meet. By combining our years of experience as teachers and developers, we are creating a place where learners can meet other learners. You can read more about our thoughts on learning and technology in our blog. You can also learn more about how we live and work at Grockit.

Triplify is based on the definition of relational database queries for a specific Web application in order to retrieve valuable information and to convert the results of these queries into RDF, JSON and Linked Data. Experiences showed that for most web-applications a relatively small number of queries (mostly between 3-7) is sufficient to extract the important information. After generating such database views the Triplify software can be used to convert the view into an RDF, JSON or Linked Data representation, which can be shared and accessed on the (Semantic) Web.

"Cyber English is a pedagogical experiment in practical theory in developing an alternative option to tradition education and a project to answer the various voices of America for better educational practice"

how tagging transforms the solitary browsing experience into a social one

myExperiment is a collaborative environment where scientists can safely publish their workflows, share them with groups and find the workflows of others. Workflows, other digital objects and collections - called Packs - can now be swapped, sorted and searched like photos and videos on the Web. And unlike Facebook or MySpace, myExperiment fully understands the needs of the researcher. myExperiment makes it really easy for the next generation of scientists to contribute to a pool of scientific workflows, build communities and form relationships. It enables scientists to share, reuse and repurpose workflows and reduce time-to-experiment, share expertise and avoid reinvention.

Wikipedia, the free online encyclopedia, has challenged the way that reference works are used and understood, and even the way that the collective enterprise of knowledge construction and circulation is itself conceptualized. The article presents an ethnographic study of Wikiversity, an educationally-oriented sister project to Wikipedia. It begins by providing an overview of the orientations and aims of Wikiversity, which seeks to provide for participants both open educational contents and an open educational community. It then undertakes a detailed examination of this project's emerging, overlapping communities and cultures by providing descriptions produced through a combination of ethnographic techniques. These descriptions focus on the experiences of a participant-observer in the context of an 11-week course developed and delivered via Wikiversity, titled Composing Free and Open Online Educational Resources. These descriptions are discussed and interpreted through reference to qualitative studies of the more developed dynamics of the Wikipedia effort - allowing this study to trace the possible trajectories for the future development of the fledgling Wikiversity project. In this way, this paper investigates the communal and cultural dynamics of an undertaking that - should it meet only with a fraction of Wikipedia's success - will be of obvious significance to education generally.

ESSENCE: E-Science/Sensemaking/Climate Change is an immersive internet experiment, culminating in a face-face conference. We want to build a collective intelligence resource on the climate change debate. This is analogous to Wikipedia, but decidely not enforcing a "neutral point of view". We are going to put through their paces tools tuned for mapping the key issues, options, arguments and evidence on the different dillemmas - and reflect on how effective the current tools are.

An unbook is more like software: 1. An unbook is never finished, but rather continually updated, based on feedback from users andtheir evolving needs. 2. An unbook is released in versions. As in open source software, version 1.0 of an unbook is a significant milestone, indicating that it is stable and reliable enough for use by the general public. The significance of a new release is indicated by the size of the gap: For example, the difference between 1.1 and 1.1.3 is minor, while the difference between 1.1 and 2.0 is major. 3. An unbook is supported by a community of users who share their experiences and best practices with each other, and help each other troubleshoot problems encountered in their practice areas. An unbook's community is a very real part of the unbook's development team. An unbook is mindware: software for the mind.

This project seeks to develop and employ top level Internet/WWW support for academic and other courses. Our publications on one hand describe the experiences made with using Internet/WWW technologies for our courses, further concepts and systems we are developing, and specific issues like adaptive hyperbooks, configuration management etc. needed for these applications. (1999)