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Participants in open collaboration communities coproduce knowledge despite minimal explicit communication to coordinate the efforts. Studying how participants coordinate around the knowledge artifact and its impacts are critical for understanding the open knowledge production model. This study builds on the theory of stigmergy, wherein actions performed by a participant leave traces on a knowledge artifact and stimulate succeeding actions. We find that stigmergy involves two intertwined processes: collective modification and collective excitation. We propose a new measure of stigmergy based on the spatial and temporal clustering of contributions. By analyzing thousands of Wikipedia articles, we find that the degree of stigmergy is positively associated with community members' participation and the quality of the knowledge produced. This study contributes to the understanding of open collaboration by characterizing the spatial-temporal clustering of contributions and providing new insights into the relationship between stigmergy and knowledge production outcomes. These findings can help practitioners increase user engagement in knowledge production processes in order to create more sustainable open collaboration communities. [ABSTRACT FROM AUTHOR]

Design artifacts in online innovation communities are increasingly becoming a primary source of innovation for organizations. A distinguishing feature of such communities is that they are organized around design artifacts, not around people. The search for novel innovations thus equates to a search for novel designs. This is not a trivial problem since the novelty of a design is a function of its relationship to other designs, and this relationship changes as each design is added. These relations between artifacts affect both consumption and production. Moreover, these relations form a landscape whose structure affects the emergence of novelty. We find evidence for our theorizing using an analysis of over 35,000 Thingiverse design artifacts. This work identifies the differential effects of different forms of novelty, visual and verbal, on subsequent innovation, and identifies the differential effects of different degrees of structure in the landscape on novelty. [ABSTRACT FROM AUTHOR]

Providing stimuli may facilitate idea generation. Creativity theories often suggest that stimuli unrelated to the problem task will improve creativity, but empirical studies have yielded inconsistent results. We propose a Wikipedia-based approach that is able to identify stimuli at different levels of relatedness. Specifically, we use hypertext links in two sections of the Wikipedia article of a focal concept to identify closely related concepts. Repeating this procedure leads to increasingly remote concepts. Using this approach to obtain stimulus concepts, we examine the effect of stimulus relatedness on idea generation. Our results show that stimulus relatedness is positively related to idea quantity and idea usefulness. While creativity theories often suggest using unrelated stimuli to promote idea novelty, results of this experimental study indicate that remotely related stimuli, not unrelated stimuli, tend to improve idea novelty. Because Wikipedia covers knowledge in almost all disciplines, our Wikipedia-based approach can be used to discover appropriate stimuli and thereby support creative work in most domains of knowledge. [ABSTRACT FROM AUTHOR]

Economic pressures on universities and the emergence of new technologies have spurred the creation of new systems for delivering engineering laboratories in education, in particular simulations and remote-access laboratory systems. Advocates of simulation argue that physical labs needlessly consume university space and students' time. However, proponents of hands-on laboratories argue that student engineers should be exposed to real environments. Remote laboratories have appeared as a third option. These laboratories are similar to simulation techniques in that they require minimal space and time, because the experiments can be rapidly configured and run over the Internet. But unlike simulations, they provide real data. Studying the relative effectiveness of these modes of delivering student laboratories is complex, for the underlying technology of the laboratory is just one of many possible factors that could influence effectiveness. For example, the interface to the equipment may be of importance, as might the discussions students have among themselves. This paper presents a model for testing the relative effectiveness of engineering laboratories in education that takes account of these and other factors. The results are presented for an assessment study comparing versions of remote labs versus hands-on labs in a junior-level mechanical engineering course on machine dynamics and mechanisms. The results suggest that students learned lab content information equally well from both types of laboratories, and that they have a realistic understanding and appreciation of the practical advantages of remote laboratories.

Laboratory-based courses play a critical role in scientific education. Automation is changing the nature of these laboratories, and there is a long-running debate about the value of hands-on versus simulated laboratories. In addition, the introduction of remote laboratories adds a third category to the debate. Through a review of the literature related to these labs in education, the authors draw several conclusions about the state of current research. The debate over different technologies is confounded by the use of different educational objectives as criteria for judging the laboratories: Hands-on advocates emphasize design skills, while remote lab advocates focus on conceptual understanding. We observe that the boundaries among the three labs are blurred in the sense that most laboratories are mediated by computers, and that the psychology of presence may be as important as technology. We also discuss areas for future research. Categories and Subject Descriptors: K.3 [Computing Milieux]: Computers and Education; H.5.2 [Information Interfaces and Presentation]: User Interfaces--User-centered design; interaction styles (e.g., commands, menus, forms, direct manipulation); theory and methods; J.4 [Computer Applications]: Social and Behavioral Sciences General Terms: Experimentation, Design, Performance Additional Key Words and Phrases: Remote laboratories, experimentation, simulation, presence, thought experiments, human-computer interaction, teleoperation

A curriculum for a master's level course called Integrating Information Systems Technologies is presented. The course content is drawn from industry practice, and teaches ways of integrating large scale information systems. The teaching method used is similar to the method used to teach architecture. Students are asked to design complex systems in the form of posters; in each class these posters are discussed. Course evaluations from 95 students suggest that students find posters more effective than written papers and slide presentations. Specifically, students find that posters not only encourage visualization, but also provide them a way of seeing the thought processes of fellow students. Index Terms--Decision making, design evaluation, design science, information systems education, technical integration.