Values, Identity, and Social Translucence

Abstract

To successfully function within a team, students must develop a range of skills for communication, organization, and conflict resolution. For students on the autism spectrum, these skills mirror the social, communicative, and cognitive experiences that can often be challenging for these learners. Since instructors and students collaborate using a mix of technology, we investigated the technology needs of neurodiverse teams comprised of autistic and non-autistic students. We interviewed seven autistic students and five employees of disability services in higher education. Our analysis focused on technology stakeholder values, stages of small-group development, and Social Translucence -- a model for online collaboration highlighting principles of visibility, awareness, and accountability. Despite motivation to succeed, neurodiverse students have difficulty expressing individual differences and addressing team conflict. To support future design of technology for neurodiverse teams, we propose: (1) a design space and design concepts including collaborative and affective computing tools, and (2) extending Social Translucence to account for student and group identities.