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Not AvailableGenerating salient and intuitively understood haptic feedback on the human finger through a non-intrusive wearable remains a challenge in haptic device development. Most existing solutions either restrict the hand and finger’s natural range of motion or impede sensory perception, quickly becoming intrusive during dexterous manipulation tasks. Here, we introduce NURing (Non-intrUsive Ring), a tendon-actuated haptic device that provides kinesthetic feedback by deflecting the finger. The NURing is easily donned and doffed, enabling on-demand kinesthetic feedback while leaving the hand and fingers free for dexterous tasks. We demonstrate that the device delivers perceptually salient feedback and evaluate its performance through a series of uniaxial motion guidance tasks. The lightweight NURing device, measuring approximately 220 g, can generate guidance cues at up to 1 Hz, enabling participants to identify target directions in under 3 s with a 1.5° steady-state error, corresponding to a fingertip deviation of less than 11mm. Additionally, it can guide users along complex, smooth trajectories with an average trajectory error of 7°. These findings highlight the effectiveness of fingertip deflection as a kinesthetic feedback modality, enabling precise guidance for real-world applications such as sightless touchscreen navigation, assistive technology, and both industrial and consumer augmented/virtual reality systems. 

Most social challenges fall outside of the authority of any single individual and therefore require collective action—coordinated efforts by many stakeholders to implement solutions. Despite growing interest in teaching students to lead collective action, we lack models for how to teach these skills. Collective action ostensibly involves design: the act of planning to change existing situations into preferred ones. In other domains, instructors commonly scaffold design using an instructional model known as studio critique in which students strengthen their plans by exchanging arguments with peers and instructors. This study explores whether studio critique can serve as the basis for an effective instructional model in collective action. Using design-based research methods, we designed and implemented scoping deliberations, a new instructional model that augments studio critique with domain-specific templates for planning collective action and repeats weekly to enable iterations. We used process tracing to analyze data from field notes, video, and artifacts to evaluate causal explanations for events observed in this case study. By implementing scoping deliberations in a 10-week undergraduate course, we found that this model appeared effective at scaffolding engagement in planning collective action: students articulated and refined their plans by engaging in argumentation and iteration, as expected. However, students struggled to contact the community stakeholders with whom they planned to work. As a result, their plans rested on implausible, untested assertions. These findings advance instructional science by showing that collective action may require new instructional models that help students to test their assertions against feedback from community stakeholders. Practically, scoping deliberations appear most useful for scaffolding thoughtful planning in conditions when students are already collaborating with stakeholders. 

As people increasingly innovate outside of formal R&D departments, individuals take on the responsibility of attracting, managing, and protecting social, financial, human, and information capital. With internet technology playing a central role in how individuals work together to produce something that they could not produce alone, it is necessary to understand how technologies are shaping the innovation process from start to finish. We bring together human-computer interaction researchers and industry leaders who have worked with people and platforms designed to support collective innovation across diverse domains. We will discuss the current and future research on the role of platforms in collective innovation, including topics in social computing, crowdsourcing, peer production, online communities, gig economy, & online marketplaces. 

As people increasingly work different jobs, the responsibility of building long-term career satisfaction and stability increasingly falls more on the workers rather than individual employers. With technologies playing a central role in how people choose and access employment opportunities, it is necessary to understand how online technologies are shaping career development. We bring together leading human-computer interaction researchers, industry members, and community organizers, who have worked with systems and people across the socio-economic spectrum during the career development process. We will discuss research on the role of online technologies in career development, including but not limited to topics in crowd work, social media sites, and freelance work sites.