Information Technology Reference
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remained to be addressed. While at the program participants had direct and face-
to-face interaction with peer leaders. One key concern would be to translate the
face-to-face experience into the virtual space.
(5)
Type of contact with participants.
Unlike the other case studies described in this
chapter and similar studies conducted by other researchers using virtual envi-
ronments (Barab et al., 2005; Dede et al., 2005), the ACT program included
approximately equal time for online and for face-to-face interaction. This was
purposeful in design to reflect the overall goal of the program and the cur-
riculum. We felt that in order for a small group to form a peer network that
could successfully work together collaborative in very brief amount of time and
with hope that these relationships could extend beyond the program, face-to-
face time was deemed equally as important. Face-to-face time allowed more
channels through which participants could easily form relationships quickly.
And thus, we designed the program to maximize the relationship building
aspects of the program (e.g., social activities, learning about the community,
and the campus environment) to face-to-face, out-of-lab activities while focus-
ing participants on the building and the
campus of the future
aspects of the
curriculum.
(6)
Assessment.
Assessing participants' experience included multiple modes of
data collection. Participants' activities on Zora were recorded automatically
through the Zora log system, and raw data were analyzed by using the Zora
Log Parser. Participants also completed the
Positive Technological Development
Questionnaire
(Bers, 2006) before, after, and during a 3-month follow-up to the
program to assess changes in their attitudes toward technologies and their com-
petencies and experience as a result of the program. Results relating to these
data are reported in Chau and Bers (2007). In addition, participants were inter-
viewed after the program and during the follow-up to reflect on their experience,
including technical, curricular, and program aspects. One of the most pertinent
level of assessment, although less systematic, was their presentation of the
cam-
pus of the future
to administrators and other faculties during the open house
events. Their enthusiasm was evident that they felt empowered by the process.
However, methodological questions remain as to how to assess their enthusi-
asm systematically, and how to evaluate the level to which their interests and
engagement with the ACT program and the Zora interface influenced their civic
life on campus.
(7)
Access environment.
The advantage of the ACT program being held at moni-
tored and supported computer labs on campus added to the smooth operation
of the various activities. While Zora could be installed on most student com-
puters, the decision to hold the program at the labs was to ensure reliability
and consistency and to secure support from the university IT staff. The envi-
ronment posed a different sort of collaborative space than other case studies
presented in this chapter. It was evident from the field notes that although most
curricular activities were conducted in the Zora virtual environment, there were
certain interactions that participants found to be more efficient, or more possi-
ble, via face-to-face discussion. Because participants only had a brief amount
of time allowed, they were rushed to gain fluency over the Zora interface and
