How Routine Learners can Support Family Coordination

Scott Davidoff, John Zimmerman + Anind K. Dey 2 0 1 0C H I

THE PROJECT ON

Scott Davidoff, John Zimmerman + Anind K. Dey

How families coordinate moving people

Managing ride details can be difficult

Darrah et al. 2000, Frissen 2000, Beech et al. 2004, Davidofff et al. 2006

Routines help give parents control

Darrah et al. 1999, Crabtree et al. 2004, Neustaedter 2007

Practiced routines can feel graceful

Wolin et al. 1984, Wakkary et al. 2007

Non-routine days are often stressful

Frissen 2000, Fiese et al. 2002, Davidoff et al. 2007

A system to help families during (often non-routine) coordination breakdowns

Vision

Describe problems in non-routine days

Goal 1

Goal 2Proscribe what to do in these situations

Related Work

Idiosyncratic actions are hard to interpret

Suchman 1983, Tolmie et al. 2002,

Computer useBegole et al. 2003

Domains using simple routine models

Social interaction

Transportation

Eagle et al 2006

Krumm et al 2006

Study approach

All 28 people in 6 dual-income families

Population

Timeline6 months, Spring, Summer and Fall

Phone Calls

Calendars

528 InterviewsGround truth on location and jobs

Uncover causes of disruptions109 Activity Interviews

108 CalendarsLabel events and examine content

Findings

Deviations from routine happen almost every day

Finding 1

RoutineDeviation, ScheduledDeviation, Unscheduled

March September

Family E activities involving transportation

March September

Disruption can be caused by routines

Examine causes

DayCare Home

5:00 5:455:30 6:30

Family A

5:00 5:455:30 6:30

Out of town

Family A

HomeDayCare

5:00 5:455:30 6:30

Out of town

Family A

HomeDayCare

Family members make plans based on where they believe one another will be but their knowledge is incomplete

Finding 2

Specify S15’s Wednesday Routine

Activity Interview Task

TrackS15 Paper Route

2:30 5:00 6:303:00 5:30 7:00

School

Family E

TrackS15

Paper Route

Scouts

2:30 5:00 6:303:00 5:30 7:00

School

Track Paper RouteSchool

TrackSchool Scouts

Family E

TrackS15

Paper Route

Scouts

2:30 5:00 6:303:00 5:30 7:00

School

Track Paper RouteSchool

TrackSchool ScoutsPaper Route

Family E

S15 makes plans that depend on once-accurate information

School Half Day

TrackS15

2:30 5:003:00 5:30

School Home

Family E

TrackS15 Home

2:30 5:003:00 5:30

School Home

12:30 1:00

Family E

TrackS15

2:30 5:003:00 5:30

School Home

Work Home

12:30 1:00

Family E

TrackS15

2:30 5:003:00 5:30

School Home

Work Baseball

12:30 1:00

Family E

Calendars hold deviations, not routines

Finding 3

AUGUST SEPTEMBER OCTOBER NOVEMBER

Calendar holds deviation, not routine

Deviations are frequent happenings

FINDING 1

People make plans without full information

Calendars are not good resources for routines

FINDING 2

FINDING 3

Information for builders

Forward-chain using planning algorithms to look for conflicts

Conflict detection

TrackS15

Paper Route

2:30 5:00 6:303:00 5:30 7:00

School

ScoutsHome

Scouts

Family E

TrackS15

Paper Route

2:30 5:00 6:303:00 5:30 7:00

School

ScoutsHome

Orthodontist

Scouts

Family E

TrackS15

Paper Route

2:30 5:00 6:303:00 5:30 7:00

School

ScoutsHome

Orthodontist

Scouts

Family E

TrackS15

Paper Route

2:30 5:00 6:303:00 5:30 7:00

School

ScoutsHome

Orthodontist

Scouts

Family E

NO SCHOOL

Alert parents about potential problems in time to do something about it

Safety net

5:00 5:455:30 6:30

Out of town

Family A

HomeDayCare

5:00 5:455:30 6:30

Out of town

Family A

HomeDayCare

5:00 5:455:30 6:30

Out of town

Family A

HomeDayCare

5:00 5:455:30 6:30

Out of town

Family A

HomeDayCare

Summary

Deviations are frequent happenings

FINDING 1

People make plans without full information

Calendars are not good resources for routines

FINDING 2

FINDING 3

Provide a resource for early detection

Conflict detection

Safety netMake sure high-cost events don’t happen

When (and how) do you notify family about a suspected disruption

NEXT STEP 1

How accurate do routine models need to be

What is the social impact of a system that affects coordination

NEXT STEP 2NEXT STEP 3

Thanks to my COLLABORATORS

Thanks to my COMMITTEE

Thanks to my ADVISORS

TheProject on

GRAPHICAL EVIDENCE

March September

4:30 5 5.30

Pickup Drop off

Time 1 2 1 2

Parent A T T A

Child A T T A

2MODELING

Family Precision Recall Accuracy F-measure Total Rides

A 0.625 0.710 0.500 0.665 861

B 0.880 0.611 0.564 0.720 328

C 0.776 0.669 0.567 0.722 99

D 0.751 0.604 0.503 0.670 1440

E 0.511 0.248 0.200 0.334 557

Total 0.731 0.569 0.467 0.622 3285

2MODELING

1How can end-user programming systemsin the homesupport human needs?

2 3What kind of support do families really want for their kids’ activities?

Can understanding of routine be used to model and support coordination?

22 Families12 months

18 Families3 months

6 Families6 months

UNUSED CONTENT

Reduce attention for everyday tasks

Zerubavel 1981

Focus on more meaningful experience

Fiese et al. 2002, Wakkary et al. 2007

Actions have important social meaning

Taylor et al. 2005, Harper et al. 2007

Desire for transportation support is strong

Davidoff et al 2007

How Routine Learners can Support Family Coordination

Technology

Transcript of How Routine Learners can Support Family Coordination

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