skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Community Collectives: Low-tech Social Support for Digitally-Engaged Entrepreneurship
With the rise of social media, entrepreneurs are feeling the pressure to adopt digital tools for their work. However, the upfront effort and resources needed to participate on these platforms is ever more complex, particularly in underresourced contexts. Through participatory action research over two years in Detroit's Eastside, we found that local entrepreneurs preferred to become engaged digitally through a community collective, which involved (a) resource-connecting organizations, (b) regular in-person meetings, (c) paper planning tools, and (d) practice and validation. Together, these elements combined to provide (1) awareness and willingness to use digital tools, (2) regular opportunities to build internet self-efficacy, and (3) ways to collectively overcome digital obstacles. We discuss our findings in the context of digital engagement and entrepreneurship, and outline recommendations for digital platforms seeking to better support economic mobility more broadly.  more » « less
Award ID(s):
1665049
PAR ID:
10183912
Author(s) / Creator(s):
; ; ; ; ; ; ;
Date Published:
Journal Name:
CHI Conference on Human Factors in Computing Systems
Page Range / eLocation ID:
1 to 15
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Benjamin, Paaßen; Carrie, Demmans Epp (Ed.)
    With the support of digital learning platforms, synchronous and collaborative learning has become a prominent learning paradigm in mathematics education. Computer-Supported Collaborative Learning (CSCL) has emerged as a valuable tool for enhancing mathematical discourse, problem solving, and ultimately learning outcomes. This paper presents an innovative examination of Graspable Math (GM), a dynamic mathematic notation and learning online platform, to enable synchronous, collaborative learning between pairs of students. Through analyzing students' online log data, we adopt a data-driven method to better understand the intricate dynamics of collaborative learning in mathematics as it happens. Specifically, we apply frequency distributions, cluster analysis to present students' dynamic interaction patterns and identify distinctive profiles of collaboration. Our findings reveal several collaboration profiles that emerge through these analyses. This research not only bridges the gap in current CSCL tools for mathematics, but also provides empirical insights into the effective design and implementation of such tools. The insights gained from this research offer implications for the design of digital learning tools that support effective and engaging collaborative learning experiences. 
    more » « less
  2. Generative pretrained transformer (GPT) tools have been thriving, as ignited by the remarkable success of OpenAI’s recent chatbot product. GPT technology offers countless opportunities to significantly improve or renovate current health care research and practice paradigms, especially digital health interventions and digital health–enabled clinical care, and a future of smarter digital health can thus be expected. In particular, GPT technology can be incorporated through various digital health platforms in homes and hospitals embedded with numerous sensors, wearables, and remote monitoring devices. In this viewpoint paper, we highlight recent research progress that depicts the future picture of a smarter digital health ecosystem through GPT-facilitated centralized communications, automated analytics, personalized health care, and instant decision-making. 
    more » « less
  3. Electronics prototyping platforms such as Arduino enable a wide variety of creators with and without an engineering background to rapidly and inexpensively create interactive prototypes. By opening up the process of prototyping to more creators, and by making it cheaper and quicker, prototyping platforms and toolkits have undoubtedly shaped the HCI community. With this workshop, we aim to understand how recent trends in technology, from reprogrammable digital and analog arrays to printed electronics, and from metamaterials to neurally-inspired processors, might be leveraged in future prototyping platforms and toolkits. Our goal is to go beyond the well-established paradigm of mainstream microcontroller boards, leveraging the more diverse set of technologies that already exist but to date have remained relatively niche. What is the future of electronics prototyping toolkits? How will these tools fit in the current ecosystem? What are the new opportunities for research and commercialization? 
    more » « less
  4. This paper focuses on how former collegiate student entrepreneurs define failure and compares their definitions with how academic literature has traditionally defined entrepreneurial failure. The article examines the context by which collegiate student entrepreneurs, and more specifically student entrepreneurs who studied an engineering discipline, start their venture, and how that influences their perceptions of what entrepreneurial failure is. Entrepreneurial failure and its importance to the field of entrepreneurship is discussed almost as frequently as entrepreneurial success. In fact, learning from failure and learning to fail quickly as a means to assist in advancing toward success are often discussed as fundamental key attributes of successful entrepreneurs. Despite this, factors that influence and contribute to entrepreneurial success and how to increase entrepreneurial success through support mechanisms are far more understood than methods that would help support entrepreneurs in learning from failure, or finding ways to fail early and often in a way that helps them as opposed to discouraging or demoralizing them. Given the rapid increase and interest within colleges of engineering in introducing and exposing students to entrepreneurial experiences, and also in developing programs that help students start entrepreneurial ventures, it is timely to better understand the experiences of these student entrepreneurs, particularly the largest percentage of them who started ventures that failed. While the importance of learning from failure is often repeated in the literature, this paper highlights distinct differences between how collegiate entrepreneurs define failure, compared with more traditionally researched non-collegiate entrepreneurs, and also outlines how the various contexts by which students become involved in an entrepreneurial endeavor influences their perception of how failure is defined. 
    more » « less
  5. This paper focuses on how former collegiate student entrepreneurs define failure and compares their definitions with how academic literature has traditionally defined entrepreneurial failure. The article examines the context by which collegiate student entrepreneurs, and more specifically student entrepreneurs who studied an engineering discipline, start their venture, and how that influences their perceptions of what entrepreneurial failure is. Entrepreneurial failure and its importance to the field of entrepreneurship is discussed almost as frequently as entrepreneurial success. In fact, learning from failure and learning to fail quickly as a means to assist in advancing toward success are often discussed as fundamental key attributes of successful entrepreneurs. Despite this, factors that influence and contribute to entrepreneurial success and how to increase entrepreneurial success through support mechanisms are far more understood than methods that would help support entrepreneurs in learning from failure, or finding ways to fail early and often in a way that helps them as opposed to discouraging or demoralizing them. Given the rapid increase and interest within colleges of engineering in introducing and exposing students to entrepreneurial experiences, and also in developing programs that help students start entrepreneurial ventures, it is timely to better understand the experiences of these student entrepreneurs, particularly the largest percentage of them who started ventures that failed. While the importance of learning from failure is often repeated in the literature, this paper highlights distinct differences between how collegiate entrepreneurs define failure, compared with more traditionally researched non-collegiate entrepreneurs, and also outlines how the various contexts by which students become involved in an entrepreneurial endeavor influences their perception of how failure is defined. 
    more » « less