M3R 1

M3R

Design Thinking in Mixed Media

Submitted to CDR-HPI

In response to the design thinking research program CFP by

Dr. Renate Fruchter Director of Project Based Laboratory Prof. Kincho H. Law Department of Civil and Environmental Engineering Stanford University

Prof. Matti Vartiainen Dr. Petra Bosch-Sijtsema BIT Research Center: Work Psychology and Leadership Helsinki University of Technology, Finland

July 12, 2008

M3R 2

Abstract.

Design thinking is central to knowledge work in project teams. Businesses seek efficient “greener” and more productive means of and collaboration. Technology advances promise to assist specific knowledge work tasks. However, significant cuts in travel budgets, reduction of corporate real estate, increased globalization, and fewer opportunities to meet face to face to work and socialize pose new challenges for knowledge workers.

How do you express your ideas and make your local conditions visible in a cross- disciplinary and globally distributed team?

This research proposes to create an experimental environment M3R (Mixed Media Mixed Reality) to support design thinking in global project teamwork. We aim to study: (1) how M3R transforms the way knowledge workers express and embody their ideas and questions, (2) new interaction experiences, (3) emergent work practices, team and social dynamics.

Our hypothesis is that concept generation, sharing, and development in a • Mixed Media environment will allow designers to best express, represent, embody, and share their ideas and questions through the they excel in. • Mixed Reality environment will allow designers to have richer interaction experiences interweaving project knowledge work and social activities as they use concurrently physical, digital, and virtual places and spaces.

This is an empirical enquiry study. It will be a collaborative effort between research experts in design, collaboration technologies and interactive workspaces, social science, psychology and organization behavior. We plan to use qualitative case study and cross-case explanatory-exploratory methods combined with grounded theory. We will define experiments and observe different design thinking interaction scenarios, such as concept generation, explanation, exploration, evaluation, decision making, as well as socializing in M3R. M3R 3

Project Description

Design thinking is central to knowledge work in project teams. Businesses seek efficient “greener” and more productive means of communication and collaboration. Technology advances promise to assist specific knowledge work tasks. However, significant cuts in travel budgets, reduction of corporate real estate, increased globalization, and fewer opportunities to meet face to face to work and socialize pose new challenges for knowledge workers. How do you express your ideas and make your local conditions visible in a cross-disciplinary and globally distributed team? These challenges give us an opportunity to re-think “how people work” and to create innovative physical, virtual, and social interaction spaces for global project teams. This research proposes to create an experimental environment M3R (Mixed Media Mixed Reality) to support design thinking in global project teamwork. We aim to study: (1) how M3R transforms the way knowledge workers express and embody their ideas and questions, (2) new interaction experiences, (3) emergent work practices, team and social dynamics. The exploration space is defined by a spectrum of scenarios of increasing complexity that can be identified in a three dimensional space defined by: design thinking, media, and reality in which the knowledge workers engage in dialogue to generate and develop new concepts. (Figure 1)

Figure 1. M3R Exploration Space

Our hypothesis is that concept generation, sharing, and development in a • Mixed Media environment will allow designers to best express, represent, embody, and share their ideas and questions through the intelligences they excel in. • Mixed Reality environment will allow designers to have richer interaction experiences interweaving project knowledge work and social activities as they use concurrently physical, digital, and virtual places and spaces. Information and knowledge resides in the media that the ideas and questions can be expressed and the answers that can be provided. The knowledge worker is offered a rich choice of media and reality types from which to select the best modalities to communicate, express, embody his/her mental model of the idea or question. For instance, the gradient of a “sloped roof” can be expressed through different intelligences and using mixed media and realities: explanation and paper sketch, M3R 4

gesture in virtual world or telepresence, text of story, dance, sound, digital or paper 3D model of roof. Design thinking is an iterative process of divergent thinking through concept generation and exploration, and convergent thinking through deep reasoning, evaluation, and decision making. A key activity in the concept generation phase is question-driven thinking. Effective inquiry in design thinking includes generative and convergent design questions. [6][7][8] The Media dimension will consider: gesture, speech, sketch, paper, music, 2D and 3D models, images, 2D and 3D video. A decade of ethnographic observations of global teams at work performed by both PBL Lab and BIT Center show that creation and externalization of tacit knowledge is not revealed in formal documents. Knowledge creation takes place in informal concept generation and problem solving sessions during which knowledge workers use a variety of representation languages to express their ideas. Each profession uses specific representation. In addition, people have diverse intelligences they best communicate through, e.g., visual, musical, spatial, linguistic, logical, naturalistic, kinesthetic, intrapersonal, interpersonal [18], social, emotional intelligences [19][20]. The Reality dimension is defined by different worlds designers work and socialize. We take an integrated “Bits & Brick & Interaction” (BBI) approach [10]. Bricks represent physical places, e.g. meeting rooms. Bits represent the technologies defined by digital spaces (e.g., videoconference, telepresence) and virtual spaces (e.g., virtual worlds e.g. 2nd Life, Qwaq, Wonderland). Interaction focuses on work practices and social experiences that take place in the physical and digital spaces. Design Experiment. We propose to create an experimental M3R environment defined in Figure 1 that will leverage the best of each media and reality in support of design thinking. Figure 2 illustrates instances of M3R design thinking project sessions engaging architecture, engineering, construction students and industry experts. We plan to immerse cross-disciplinary, multi-cultural, geographically distributed project teams in M3R through a series of interaction scenarios of increasing complexity.

Figure 2. Experiment Design Thinking in a Mixed Media Mixed Reality Environment M3R 5

Figure 2 shows examples of M3R considered to support design thinking among project team members in physical, digital, virtual, and social places and spaces. Interaction scenarios will include activities such as generate, explore, evaluate, and decide on solutions, as well as socialize: • Face to face project meeting is known to be the most effective collaborative experience in a collocated physical space using diverse media, e.g., paper, speech, sketching, gesture, models (Figure 2a). • Co-creation and joint concept generation and exploration by bridging the analog (speech, gesture, sketch) and digital (audio, video, images, digital sketch, documents) worlds will leverage innovative technologies, e.g. TalkingPaper [16] (Figure 2b) and RECALL technology [11] (Figure 2c). They provide to capture and stream indexed and synchronized digital audio, video, sketch, images, and documents created and used during a communicative event. RECALL uses large touch displays (SmartBoard) or tablet PC as input devices. TalkingPaper uses as input media AnotoTM paper, Nokia digital pens paired with Bluetooth enabled Nokia phones, and GSM/GPRS services. • Visibility of local conditions, physical artifacts, and direct manipulation of multiple digital models. We envision that each participant will have a tablet PC, and a digital pen. The pen will be uniquely identified as they sketch, annotate, and correlate documents during the meeting. They will immerse into the M3R that will be equipped with telepresence (Figure 2d) [12] that will allow them to use gesture language and show physical artifacts, and multiple Smartboards forming an interactive room (up to 9 Smartboards) [17] (Figure 2e) that will allow them to view, explore, compare and manipulate digital content. • Building knowledge models by expanding 3D and 4D building information models (Figure 2f) by linking informal concept generation and explanation sessions captured by TalkingPaper and RECALL to objects in the 3D/4D models. • Joint building inspection and troubleshooting by avatars representing project team members by bringing the 3D building model into a virtual world (Figure 2g). • Serendipity and socializing in a virtual world where avatars of all geographically distributed teams interact informally (Figure 2h).

We plan to use the Architecture, Engineering, Construction Global Teamwork course (CEE222) as our testbed. It engages students, faculty, and industry mentors from partners universities and companies worldwide in Europe, Asia, and US. [9] [14]. We will define experiments and observe different design thinking interaction scenarios, such as concept generation, explanation, exploration, evaluation, decision making, as well as socializing. Since this is an empirical enquiry study we plan to use qualitative case study and cross-case explanatory-exploratory methods combined with grounded theory [27][28]. Our unit of analysis will be the locale[25], which is a place where a group of students in each location is a social world [26]. The group shares a commitment and will use the M3R resources to fulfill their interaction needs. They will interact with other groups situated in other locales. We plan to focus on what the participants do, how they interact with each other, with the content they generate and manipulate, and how they navigate among different media and realities? We will investigate the following questions: M3R 6

• What is the relationship between the physical, digital, and virtual spaces during different interaction experiences? How are these spaces organized? • What are the emergent degrees of engagement and interaction zones in the physical, digital, and virtual spaces? • How is attention distributed in a M3R environment? • How does mixed media support or constrain design thinking activities? What mixed media do the participants use to express their ideas and questions in different interaction scenarios in M3R? • How are personal relationships built, maintained, and repaired in an M3R environment? Can the digital space and virtual world support social interaction to significantly improve team performance? What are these interaction scenarios? • How do collocated participants make their engagement (or lack thereof) visible to each other and to other remote partners in a mixed reality M3R environment? • Can participants build an awareness and appreciation of the perspective of a different team member when playing back the 3D video of a communicative event in the virtual world by choosing the corresponding avatar’s view? Instrumenting the physical, digital, and virtual spaces and data collection methodology for video protocol analysis and ethnographic observations. [15][3][4][5] • Physical place – collect data from two angles using digital video cameras to capture participants movements and their activities with different media and realities • Digital space – video screen capture of all participants in each geographic location. • Virtual world space – 3D video capture of interactions among avatars. • Active reflection interviews with participants. • Ethnographic observations during communicative events.

Impact. M3R will present a horizontal technology environment that can impact almost every vertical market where design thinking is a central activity, e.g., architecture, engineering, construction, product design, manufacturing, education, high-tech, healthcare, fashion industry. The points of departure of this research are: design theory and methodology, i.e., Donald Schon’s “reflective practitioner” theory [22][23], design thinking [6][7][8], knowledge management such as the knowledge creation cycle composed of socialization, externalization, combination, internalization [21] and knowledge life cycle consisting of knowledge creation, capture, and re-use [13][24], and empirical observations from ethnographic studies of knowledge workers’ teamwork.

Technical impact: explore a holistic collaboration environment that brings together diverse media and realities in support of design thinking in a global project team. Identify enablers and hindrances of the technologies in an integrated testbed environment. Business impact: start to understand usage scenarios, emergent work practices and behaviors that can lead to high performance teamwork in a globally distributed setting. Human performance: Explore new relations between physical, digital, virtual, and social spaces during communicative events in global projects. M3R 7

References

1. Biswas, P. and Fruchter, R., (2007) Using Gestures to Convey Internal Mental Models and Index Multimedia Content, AI&Society Journal Vol 22 nr. 2 November 2007, 155-168. 2. Bucciarelli, L. L., “Between Thought and Object in Engineering Design,” Design Studies, Vol. 23, 2002, pp. 219–231. 3. Cross N., Christiaans, H., Dorst K., Analyzing Design Activity, John Wiley & Sons Ltd, West Sussex, England, (1996). 4. Cross, N. and Roozenburg, N., "Modelling the Design Process in Engineering and Architecture", Journal of Engineering Design v3 n4, pp. 325-337, (1992). 5. Dorst, K., Christianns, H., Cross, N. (eds), Analyzing Design Activity, Wiley, (1996). 6. Dym, C. (1994) Engineering Design A Synthesis of Views, Cambridge University Press 7. Dym, C., Agogino, A., Eris, O., Frey, D., Leifer, L., Engineering Design Thinking, Teaching, and Learning, Journal of Engineering Education, (in Press) 2004. 8. Eris, O., Effective Inquiry for Innovative Engineering Design, Kluwer, Boston, 2004. 9. Fruchter, R. “Architecture/Engineering/Construction Teamwork: A Collaborative Design and Learning Space,” Journal of Computing in Civil Engineering, October 1999, Vol 13 No.4, pp 261-270. 10. Fruchter, R. “Bricks & Bits & Interaction,” Special Issue on “Exploring New Frontiers on Artificial ,” Eds. Takao Terano, Toyoaki Nishida, Akira Namatame, Yukio Ohsawa, Shusaku Tsumoto, and Takashi Washio, in Lecture Notes on (LNAI) 2253, Springer Verlag, December 2001, 35-42. 11. Fruchter, R. and Yen, S., “RECALL in Action,” Proc. of ASCE ICCCBE-VIII Conference, ed. R. Fruchter, K. Roddis, F. Pena-Mora, Stanford, August 14-16, 2000, CA.1012-1021. 12. Fruchter, R., Chen, M., Ando, C., "Geographically Distributed Teamwork Mediated by Virtual Auditorium," Proc. of SID2003 2nd Social Intelligence Design Symposium, ed. D. Rosenberg, T. Nishida, R. Fruchter, July 2003, London, UK 13. Fruchter, R. and Demian, P. (2002)“CoMem: Designing an Interaction Experience for Reuse of Rich Contextual Information from a Corporate Memory,” AIEDAM 16,127-147. 14. Fruchter, R., (2006)“The FishbowlTM: Degrees of Engagement in Global Teamwork,” I.F.C. Smith ed., LNAI 4200 “Intelligent Computing in Engineering and Architecture,” Springer Verlag, 241-257. 15. Fruchter, R. and Cavallin, H., (2006) “Developing methods to understand discourse and workspace in distributed computer mediated interaction,” International Journal of AI & Society, Vol 20,169-188. 16. Fruchter, R., Swaminathan, S., Boraiah, M. and Upadhyay, C. (2007) Reflection- in-Interaction AI&Society Journal Vol 22 nr. 2 November 2007, 211-226. M3R 8

17. Fruchter, R., Saxena, K., Breidenthal, M., and Demian, P. (2007) “Collaborative Exploration in an Interactive Workspace,” AIEDAM International Journal, Special issue on “Support for Design Teams,” Vol. 21, Nr. 3, 279-293. 18. Gardner, H. (1985) Frames of : Theory of Multiple Intelligences, Basic Books. 19. Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ, Bantam Books 20. Goleman, D. (2006) Social Intelligence: The New Science of Human Relationships, Bantam Books 21. Nonaka and Takeuchi, (1995) The Knowledge-Creating Company, Oxford UnivPress. 22. Schön, D. A., 1983, The Reflective Practitioner 23. Tversky, B., (1999) “What Does Drawing Reveal About Thinking?” Proceedings of Visual and Spatial Reasoning in Design. 24. Rosson, M. B. and Carroll, J. M. (2001). Usability Engineering: Scenario-Based Development of Human Computer Interaction 25. Fitzpatrick, G., Kaplan, S., and Mansfield, T. (1998). Applying the locales framework to understanding and designing. Proceedings Australasian Computer Human Interaction Conference (OzCHI'98), pp. 122-129, Adelaide Australia, IEEE, 1998 26. Strauss, A. (1978). A social world perspective. Studies in Symbolic Interaction, 1, 119-128. 27. Strauss, A. and Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage Publishing 28. Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publishing.

Kincho H. Law Professor of Civil and Environmental Engineering Phone: (650)725-3154 Stanford University Fax: (650)723-7514 Stanford, CA 94305-4020 E-mail: [email protected]

Education B.S., Civil Engineering (with High Honors), University of Hawaii, 1976. B.A, Mathematics (with Distinction), University of Hawaii, 1976. M.S., Civil Engineering, Carnegie Mellon University, 1979. Ph.D., Civil Engineering, Carnegie Mellon University, 1981.

Professional Appointments 1997-present, Professor, Civil and Environmental Engineering Department, Stanford University 1991-1997, Associate Professor, Civil Engineering Department, Stanford University 1988-1991, Assistant Professor, Civil Engineering Department, Stanford University 1982-1988, Assistant Professor, Civil Engineering Department, Rensselaer Polytechnic Institute 1982, Research Associate, Department of Civil Engineering, Carnegie Mellon University

Selected Publications (from over 300) 1. C. P. Cheng, K. H. Law, and H. Bjornsson, “A Collaborative Web Service Platform for AEC Supply Chain,” Proceedings of the 12th International Conference on Computing in Civil and Building Engineering (ICCCBE XII), Beijing, China, October 16-18, 2008. 2. J. Cao, J. Wang, K. H. Law, S. Zhang, and M. Li. "An Interactive Service Customization Model," Journal of Information and Software Technology, 48:280-296, 2006. 3. D. Liu, J. Peng, K. H. Law, G. Wiederhold, and R. D. Sriram. “Composition of Engineering Web Services with Distributed Data Flows and Computations,” Advanced Engineering , 19:25-42, 2005. 4. G. T. Lau, K. H. Law, and G. Wiederhold. “A Relatedness Analysis Tool for Comparing Drafted Regulations and the Associated Public Comments,” Journal of Law and Policy for the Information Society , 1(1):95-110, 2005. 5. G. T. Lau, K. H. Law, and G. Wiederhold. "Comparative Analysis of Government Regulations Using Structural and Domain Information," IEEE Computer. 38(12):70-76, Dec 2005 6. J. Cao, J. Wang, S. Zhang, M. Li, and K. H. Law. “Engineering Process Coordination Based on A Service Event Notification Model,” Proceedings of the 3rd International Conference on Grid and Cooperative Computing, Wuhan, China, October 21- 24, 2004. 7. D. Liu, J. Peng, K. H. Law, and G. Wiederhold. “Efficient Integration of Web Services with Distributed Data Flow and Active Mediation,” Proceedings of the Sixth International Conference on Electronic Commerce (ICEC), Delft, The , October 25-27, 2004. 8. J. Cheng, M. Gruninger, R. D. Sriram, and K. H. Law. “Process Specification Language For Project Scheduling Information Exchange,” International Journal of IT in Architecture, Engineering and Construction, 1(4): 307-328, 2003. 9. J. Cheng, P. Trivedi, and K. H. Law. “Ontology Mapping Between PSL and XML-Based Standards For Project Scheduling,” Proceedings of 3rd International Conference on Concurrent Engineering in Construction, pp. 143-156, Berkeley, CA, July 1-2, 2002. 10. Liu, D., Law, K.H. and Wiederhold, G., “Analysis of Integration Models for Service Composition,” Third International Workshop on Software and Performance, Italy, July 24-26, 2002.

Postdoctoral Students 5 (former) and 1 (current); Ph.D. Students 23 (completed) and 2 (current) Renate Fruchter Director of Project Based Learning Laboratory Phone: 650-725-1549 Civil and Environmental Engineering Department Fax: 650-723-4806 Stanford University Email: [email protected] 473 Via Ortega, Stanford, CA 94305-4020 http://pbl.stanford.edu

Education Dipl. Ing., Civil Engineering Institute Bucharest, Romania, Civil Engineering, 1981 M.S., Technion Israel Institute of Technology, Haifa, Israel, Civil Engineering, 1986 Ph.D., Technion Israel Institute of Technology, Haifa, Israel, Civil Engineering, 1990

Employment: Department of Civil and Environmental Engineering, Stanford University 1996-present Founding Director of Project Based Learning Laboratory (PBL Lab) 1997-present Senior Research Associate and Lecturer 1993-1997 Research Associate and Lecturer 1990-1992 Post-doctoral Fellow

Awards 2007 American Society of Civil Engineering (ASCE) Appreciation Award, 2007 2002 Intel Appreciation Award 1998 Best Journal Paper Award CERA: Concurrent Engineering Research and Application International Journal 1997 Stanford President’s Fund Award for Project Based Learning Laboratory

Related Publications 1. Fruchter, R., Saxena, K., Breidenthal, M., and Demian, P. (2007) Collaborative Exploration in an Interactive Workspace,” AIEDAM Journal, Vol. 21, Nr. 3, 279-293. 2. Biswas, P. and Fruchter, R., (2007) Using Gestures to Convey Internal Mental Models and Index Multimedia Content, AI&Society Journal Vol 22 nr. 2, 155-168. 3. Fruchter, R., Swaminathan, S., Boraiah, M. and Upadhyay, C. (2007) Reflection-in- Interaction AI&Society Journal Vol 22 nr. 2, 211-226. 4. Fruchter, R., (2006) The Fishbowl: Degrees of Engagement in Global Teamwork, ed. I.F.C. Smith, LNAI 4200 “Intelligent Computing in Engineering and Architecture,” Springer Verlag, 241-257 5. Fruchter, R. and Cavallin, H., (2006) Developing methods to understand discourse and workspace in distributed computer mediated interaction, International Journal of AI & Society, Vol 20,169-188 6. Fruchter, R (2004). Global Teamwork: Cross-disciplinary, Collaborative, Geographically Distributed e-Learning Environment, in Collaborative Design and Learning: Competence Building for Innovation, ed. Bento, Duarte, Heitor, Mitchell, Quorum Books Greenwood Inc., 2004, 265-299. 7. Fruchter, R. and Townsend, A. (2003) Multi-cultural Dimensions and Multi-Modal Communication in Distributed Cross-Disciplinary Teamwork, International Journal of Engineering Education IJEE, Vol 19, Nr. 1, 53-61. 8. R. Fruchter and P. Demian, (2002) CoMem: Designing an Interaction Experience for Reuse of Rich Contextual Information from a Corporate Memory, AIEDAM 2002, 16, 127-147. Matti Vartiainen Director of Virtual and Mobile Work Research Unit Phone: 358-50-5553380 Department of Industrial Engineering and Management Fax: 358-9-4513665 Helsinki University of Technology Email: [email protected] P.O.Box 5500, 02015 TKK, Finland http://vmwork.hut.fi

Education Master of Arts 24.4.1979, Licentiate of Philosophy 6.3.1984 and 23.2.1988 at University of Helsinki (psychology).

Employment: Department of Industrial Engineering and Management, Helsinki University of Technology - Associate professor, Helsinki University of Technology since 1.2.1994 - Professor in major 'Learning Organization' at the Helsinki University of Technology since 1.8.1998 - Research director at BIT Research Center (http://www.bit.hut.fi/) since 1.5.2004 - Academy Research Fellow 1.1.2006-31.12.2006 (Academy of Finland) - Head of the unit, Work Psychology and Leadership at the Department of Industrial Engineering, TKK, 1.9. 2007-present.

Selected on-going research - NEW GLOBAL - Globalization and new collaborative working environments (SMART 2006- 0045) with University of St. Gallen, Deflt University of Technology, empirica Gesellschaft für Kommunikations- und Technologieforschung GmbH and Telematica Instituut 2007-2008, (funded by European Comission, Information Society and Media Directorate-General) - Innovative Business and Collaboration in Virtual Environments (VINCO, 2008-2010, Helsinki University of Technology, MIDE – Multidiciplinary Institute of Digital Engineering) with Mechanical Engineering Design, Stanford University and Kyoto Institute of Technology.

Related Publications 1. Vartiainen, M. (2008) Facilitating Mobile and Virtual Work. In C. Wangel, C. (Ed.) 21st Century Management, A Reference Handbook, Vol. II, pp. 348-360. Thousand Oaks, CA: Sage. 2. Vartiainen, M. & Andriessen, J.H.Erik (2008) Virtual team-working and collaboration technologies. In: Chmiel, N. (Ed.) An introduction to work and organizational psychology – a European perspective, pp. 209-233. Oxford: Blackwell Publishing. 3. Kokko, N., Vartiainen, M. & Lönnblad, J. (2007) Individual and collective competences in virtual project organizations. The Electronic Journal for Virtual Organizations and Networks 8, March 2007, 28-52. 4. Vartiainen, M., Hakonen, M., Koivisto, S., Mannonen, P., Nieminen, M.P., Ruohomäki, V. & Vartola, A. (2007) Distributed and Mobile Work – Places, People and Technology. Tampere: Otatieto. 206 p. 5. Vartiainen, M. (2007) Analysis of Multilocational and Mobile Knowledge Workers’ Work Spaces. In: Harris, D. (Ed.) Engineering Psychology and Cognitive Ergonomics, Proceedings of 7th International Conference, EPCE 2007, held as Part of HCI International 2007, Beijing, China, July 22-27, 2007, pp. 194–203. Berlin, Heidelberg: Springer-Verlag. 6. Andriessen, J.H.Erik & Vartiainen, M. (eds.) (2006) Mobile Virtual Work: A New Paradigm? Heidelberg: Springer. 400 p. Petra Bosch-Sijtsema Helsinki University of Technology Phone: 650-799-3919 Work Psychology and Leadership Research Center Fax: 650-723-4806 Otanimintie 17, Espoo, Finland Email:[email protected] Visiting Scholar at PBL Lab, Stanford University 473 Via Ortega, Stanford, CA 94305-4020

Education 1995 B.S., Business Administration, Blekinge Institute of Technology, 1996 B.S., Business Informatics, Hogeschool Enschede University College, The Netherlands 1996 M.S., Business Administration, Blekinge Institute of Technology, Sweden 2001 Licentiate Degree in Business Administration, Lund University Sweden 2003 Ph.D., Management & Organization, University of Groningen, the Netherlands

Employment 2007-present: Visiting Scholar Project Based Learning Laboratory (PBL Lab), Stanford University 2006-2007: Researcher Helsinki University of Technology, Work Psychology and Leadership lab, Finland 2005-2006: Visiting Scholar Helsinki Business School, Finland 2003-2005: Post Doctoral Researcher Management and Organization at Groningen University, the Netherlands 2003 Visiting scholar school of Business, Strategy and Management, University of Alberta, Canada

Publications 1. Bosch-Sijtsema, P.M. & T.J.B.M. Postma (2009) Cooperative innovation projects: Capabilities and Governance Mechanisms, forthcoming in Journal of Product Innovation Management (January 2009). 2. Verburg, Robert M. & Petra M. Bosch-Sijtsema (2007) Guest Editorial: Limits of virtual working, Electronic Journal of Organizational Virtualness, EJOV, Special issue on limits of virtual work, volume 9: 1-8. 3. Bosch-Sijtsema, Petra M. (2007) The impact of individual expectations and expectation conflicts on virtual teams, in Group & Organization Management, 32: 358-388. 4. Bosch-Sijtsema, P.M. (2007) Cooperative Virtual development projects. A comparison of six cases, Electronic Journal of Organizational Virtualness, Special issue: Managing Projects in a Virtual World, vol. 8: 5-27. 5. Bosch-Sijtsema, Petra M. (2004) A knowledge transfer framework for project organizations, in International Journal of networking and virtual organizations, special issue on knowledge management in virtual organizations, vol. 2 (4): 298-311. 6. Bosch-Sijtsema, P.M. (2003) Virtualness: A new organizational dimension. The relationship between virtualness and knowledge, Labyrint Publication (PhD dissertation series of the SOM research school), Capelle a/d IJssel, The Netherlands, ISBN: 90-5335-010-1 7. Bosch-Sijtsema, Petra M. (2002) A structure of roles within virtual organizations, in International Journal of and Decision Making (IJITDM) (ISSN: 0219-6220), Vol. 1 (3), special issue on Virtual Organizations and E-commerce Applications (VOECA), pp: 371-384. Design Thinking in M3R Workplan

YEAR 1 YEAR 2 YEAR 3

Activities Sept Oct Nov Dec Jan Feb Mar April May June July Agu Sept Oct Nov Dec Jan Feb Mar April May June July Agu Sept Oct Nov Dec Jan Feb Mar April May June July Agu M3R Research M3R Exploration Environment Develop M3R exploration environment architecture Adapt TalkingPaper and RECALL to specs for M3R intearction experiences Deploy TalkingPaper and RECALL in AEC Global Teamwork testbed Integrate TalkingPaper and RECALL as embedded nodal tools and services in M3R Define Governing Principles for Mixed Media Interactions Develop Governing Principles for Mixed Reality Interactions Pilot tests subgroups of Mixed Media in different interaction scenarios: Preliminary M3R tests telepresence, virtual world, speech, gesture, sketch, docs, models. Deploy M3R in the AEC Global Teamwork testbed Deliverables: (1) M3R exploration environmant, (2) three rapid prototyping cycles of design thinking interaction scenarios in M3R Attention, engagement, emergent work practices, and socialization Develop Framework ethnographic observations in M3R Determine data to be collected and define data analysis methods Implement and test instruments for data collection Run data collection and analysis from test data in M3R physical, digital, virtual space Deliverables: Attention, engagement, emergent work practices, and socialization: framework, instrumentation, data collection and analysis M3R Interaction Interventions Research Face‐toFace Interaction Experience in M3R Design Interaction Scenario Experiences: generate, explore, evaluate, decide Deploy Interaction Scenarios Interventions in AEC Global Teamwork testbed Revise Interaction Experience Interventions in AEC Global Teamwork testbed Data analysis Question Driven Interaction Experience in M3R Design and Deploy Question Driven Interaction Experience Model Deploy Question Driven Interaction Interventions in AEC Global Teamwork testbed Revise Question Driven Interaction Framework and Taxonomy Socializing and Serendipity Experiences in M3R Assessment of design thining experiences and M3R exploration environment Deliverables: (1) Design Thinking Interaction Experiences in M3R Deployed and Assed in AEC Global Teamwork testbed, (2) Emergent Socialization and Serendipity in M3R. Coordination and Management Kick‐off Meeting at Stanford University Meeting at Stanford University Meeting at Helsinki University of Technology Reports Deliverables: Strategic kick‐off, mid year, end of the year and final reporting.

STANFORD UNIVERSITY BUDGET JUSTIFICATION (Applicable to each of _3__ years) PI: PROFESSOR Kincho H. Law In collaboration with: Dr. Renate Fruchter, Director of PBL Lab, Stanford Unniversity Prof. Matti Vartiainen and Dr. Petra Bosch-Sijsema, BIT Research Center, Helsinki University of Technology

This budget was constructed for the three year period 10/01/2008 through 09/30/2011.

The indirect cost and benefit rates used are those most recently negotiated with the Office of Naval Research and are the rates appropriate for the time frame proposed.

A cost-of-living increase of 3% was assumed for salaries, according to guidelines approved by Stanford University, and a 3% inflation rate was assumed for all other categories except tuition (at 4%). All effort and expenses charged to this project will be for services specific to the project and not for the general support of the academic activity of the faculty or department.

A. SENIOR PERSONNEL: Kincho H. Law, Professor and Principal Investigator. Dr. Law will oversee all aspects of this proposed research and supervise the graduate students working on the project. Dr. Renate Fruchter, Director of PBL Lab will oversee all aspects of this proposed research and supervise the graduate students working on the project jointly with Prof. Law. She will directly collaborate with Prof. Matti Vartiainen and Dr. Petra Bosch-Sijsema to integrate the social science, psychology, and organization behavior research aspects. She will lead the development of the M3R exploration environment, instrumentation and data collection of the physical, virtual, and social spaces. Prof. Matti Vartiainen and Dr. Petra Bosch-Sijsema, from BIT Research Center, Helsinki University of Technology will provide valuable input for data collection and analysis from the perspective of social science, psychology, and organization behavior research aspects.

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B. OTHER PERSONNEL:

B-1Graduate Student (1)-The first graduate student will be responsible for the design and development of the M2R exploration environment, design of the experiments, data collection and analysis.

B-2 Graduate Student (2)-The second graduate student will be responsible for the design and development of the instrumentation, data collection and analysis in collaboration with Graduate Student (1).

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C. FRINGE BENEFITS (Effective 9/1/2003): Faculty and Staff: 29% Graduate Students: 3.5% (health insurance subsidy) Postdoctoral Fellows: 18.7% Contingent Employees 9.1%

The budgeted salary amount is comprised of the direct effort for the project plus 8.65% vacation accrual/disability sick leave (DSL) for exempt employees and 7.45% for non-exempt employees. These amounts do not exceed total salary. The vacation accrual/DSL rates will be charged at the time of the salary expenditure. No net salary will be charged when the employee is on vacation, disability or worker's compensation.

E. TRAVEL: Funding is requested for domestic and international travel to disseminate results of research and to discuss future experiments: [1] $4,000 for year one and two for domestic and international travel in order to attend conferences (ACM, ASCE, DTM) and workshops related to the research.

G. OTHER DIRECT COSTS: Funding is requested for

G-1 Subcontract for Prof. Matti Vartiainen and Dr. Petra Bosch-Sijsema, BIT Research Center, Helsinki University of Technology to support our inter-disciplinary collaboration that will provide expert input from the perspective of social science, work psychology, and organization behavior $20,000 per year.

G-2 Funding is requested for materials and supplies for the instrumentation and data collection in physical, digital, and virtual spaces. Year 1 - $2,374, Year 2 – $2,625, Year 3 – $2,744.

G-6 GRADUATE STUDENT TUITION: The 1993 OMB Circular A-21 revisions require Stanford University to charge tuition directly for Graduate Student Research Assistants working on sponsored projects, beginning September 1, 1997. At Stanford, tuition benefits for a 50% Graduate Student Research Assistant are equal to 65% of the full tuition rate

I. INDIRECT COST RATES Assessed on "Modified Total Direct Costs": IDC Costs on MTDC is requested $11,112 per year.