Analysis of Popplet

Using the HCHI Model

Warren Griffiths
100388318
University of Ontario Institute of Technology

Introduction

Desjardins Human-ComputerHuman Interaction model (HCHI

2001, 2005) is an epistemological
template for how a user, the
technology that user is operating,
and the processes of systems, are
interdependent entities. In addition,
certain competencies are needed for this

Human-Computer-Human Interaction model (HCHI 2001,

2005)

relationship to function, along distinct

dimensions (Desjardins, 2001, p.1). This HCHI model, as described by Desjardins,
Lacasse and Blair (2001), was an attempt to address specific competencies that were
related to the use of information and communication technology (ICT) in an educational
setting (pg. 1). Desjardins work with the HCHI has been further applied in the
prototyping of collaborative online learning environments and as such the model may
prove useful when analyzing current web-based applications for usability, reliability, and
relevance. This is done by taking the application in question and observing which
features fall in line with the four tenets of the HCHI: the technical order, the
epistemological order, the informational order, and the social order. For this paper, I
intend to apply the HCHI model to critically analyze the web-based mind-mapping tool,
Popplet, using the perspectives and theoretical constructs discussed in EDUC 5101
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Learning with Technology course. As a tool I frequently use, I am curious if Popplet

holds up well to the HCHI paradigm and if Popplet, a collaborative online learning
environment, displays interdependence between the user, the technology itself, and the
processes of systems. Please note that Popplet does have a tablet version of its
application. I will not be focusing on the iOS/Android versions, as it would add certain
considerations to this paper that are beyond its present scope.

What is Popplet?
Popplet is a web-based, Web 2.0 tool allowing users to visualize ideas and present
content with a minimal learning curve. Users can create graphic organizers, timelines,
and many other forms of visuals. But, in my opinion, its strength lies with its
collaborative brainstorming options and its quick-and-easy presentation tools. Setting up
an account (or multiple accounts with a business or education site license) with Popplet
takes only a few moments and includes
a simple tutorial outlining basic
features. Once registered, users can
begin developing their project by
creating a balloon or textbox, called a
popple.
The Popplet desktop

By double-clicking on the Popplet

workspace, text can be entered, left-centre-right aligned, and resized with three prebuilt
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options. In addition, videos and images can be imported from popular social media
platforms such as Facebook, Flickr, and YouTube. Popplet also allows the user to upload
content from any file saved on the computer. Others features include freehand drawing
tools and comment boxes.
To aid with organization users colour code, and group their Popplet workspace.
Additional tools offer added flexibility, which can be accessed by clicking on the wheel
in the top menu. Popplet also allows users to directly embed from Google Maps.
Finished popplets can be exported as image or PDF files, or printed directly. In
presentation mode, this brainstorming, collaboration tool quickly and effortlessly
becomes a presentation tool. The users popples can be numerically organized and then,
when ready, presented full-screen, with the user able to move freely back and forth
between the popples.

Popplet and the Technical Order of the HCHI

The technological order according to Desjardins (2001, 2005) concerns competencies
derived to group the knowledge and skills involved or needed by the subject to
accomplish any desired task
involving computer technology
(Desjardins, 2005, pg 4). For this to
occur, the user must have a certain
level of basic competency with the
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Popplet supporting technical competences

computer interface. With Popplet, other than some assumed basic competencies with a
keyboard and a mouse, the technical skills needed by the user are minimal. Desjardins
states that this procedural knowledge must be developed generally through experience
with the technology and applied as usable methods to interact effectively and efficiently
with the technological object itself (p.5). After viewing its simple, three-step tutorial,
new users will have all the means necessary to begin creating a popplet. The Popplet
application continues to prompt users throughout the creative process with ongoing, yet
discreet, hints which constitute the knowledge that the subject will select from, using
specific criteria derived from the analysis of a situation, to plan and use the technological
object (pg.5). Thus, Popplet ensures that the user is supported with the technical
competencies needed to function. The application builds on these technical skills, and, as
with most Web 2.0 applications, offers the end user a way to use computer-mediated
communication to invite real-time collaboration (or asynchronous, if desired) with other
users.

Popplet and the Social Order of the HCHI

The social order, according to Desjardins
(2001, 2005) is the branch of the HCHI model focusing on communicating with others
through certain technological affordances. This

Simple hints help users create content

quickly.

communication can occur synchronously or

asynchronous, which Desjardins (2001) observes, [brings] on the need to develop
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certain competencies specific to this world. Organizing this order further, van Oostveen
(2014), outlines the competencies apparent, including communication, collaboration,
safety and security, negotiation, and respect. In line with these competences, Popplets
built-in social learning tools are, like the other components of the application, simple yet
powerful. Real-time collaborative teams are connected through a three-step process.
An initial user must start a popplet, as described earlier in this paper in the technical order
section, and by selecting the Share button in the applications desktop space, invite any
number of collaborators to the workspace. Each collaborator has full control of their own
popples within the shared popplet space as well as the ability to move and link to the
popples of other group members (http://blog.popplet.com/share-ideas-or-stay-in-control/).
As a security feature, collaborators are
not permitted to delete or edit the
contents of their partners popples.
According to Desjardins, the user in
this situation must construct this
procedural knowledge by reflecting on
Popplet allows for an unlimited number of
collaborators.

results of a variety of communications

experiences and develop a concern for the needs of others, in order to develop a strategy
of thinking about and acting with others that would be safe, viable and ethical
(Desjardins, 2005, pg. 6). This small feature allows for safe content negotiations between
collaborators, thus aligning Popplet within the social order.
Popplet and the Informational Order of the HCHI
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Desjardins (2005) describes informational order competencies as comprised of the

knowledge and strategies for searching, selecting and producing documents, often with
Boolean search operators, or even with the creation of Web 3.0-style semantic networks.
In addition, informational order competency is tied to the users ability to verify
information reliability and validity. This then leads to the production of new texts,
requiring an array of knowledge and abilitiesto plan, write and revise documents of all
kinds (Desjardins, 2005, p. 5). Popplet is not a search platform, but rather a
brainstorming, collaborative, presentation tool. In strict definition, Popplet does not line
up with the informational order this way. Popplet does not have any fact-checking tools
built-in, thus the user is solely responsible for reliability and validity of information
added to individual popples. Desjardins (2005) description of the informational order
states that the retrieval of documents and the reading, writing and revision of its work is
key for competencies in this strand of the HCHI. Popplet can assist with the collection of
such information, therefore I would suggest here is where some elements of the
informational order appear, since Popplet, as a mind-mapping tool, helps students
capture facts, thoughts, and images and learn to create relationships between
them (http://popplet.com/).

Popplet and the Epistemological Order of the HCHI

The epistemological order, according to Desjardins (2001, 2005), is the branch of the
HCHI model focusing on the conceptual knowledge required for efficiently and
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effectively identifying and solving of problems or for the accomplishment of specified

tasks (Desjardins, 2005, p. 6). These competencies allow the user to get the most out of
the use of an application in problem solving tasks. Unlike having to know, for instance,
the mathematics behind formula creation in spreadsheet application, Popplet is designed
to help the user develop these epistemological skills. With the visual representation of
data, users are enabled to see things they were not aware of, and this insight may help to
define new questions, hypotheses, and models of their data (van Wijk, 2006, p.421). In
other words, Popplet allows for a large space of ideas, packaged in a small visual
workspace.

Conclusion
Desjardins Human-Computer-Human Interaction model is an epistemological template
for how a user, the technology, and the processes of systems are interdependent entities
and the competencies needed for this relationship to function along distinct dimensions
(Desjardins, 2001, p.1).

In my opinion, Popplet touches on all four strands of the HCHI

model. In the technical order, Popplet builds technical skills, and, as with most Web 2.0
applications, offers the end user a way to use computer-mediated communication to invite
real-time collaboration with distant users. Within this social order, Popplet allows the
user to create negotiated, collaborative knowledge with others. In the informational
order, Popplet helps the user organize data and data relationships thus assisting with
verification, validation, and reliability. Finally, Popplet in it nature is an epistemological
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tool, assisting the user to visually organize and allowing the user to get the most out of
the use of an application in problem solving tasks.
References
Desjardins, F. (2008, November 6). Design based research: a new direction or a new
home? PowerPoint presentation. Retrieved at http://doe.concordia.ca/etec40/
components/events/pdf/desjardins-handout.pdf.

Desjardins, F., and vanOostveen, R. (2008). Collaborative Online Learning

Environment: from PBL theory to working prototype. A presentation at the 1st
Annual conference for the Canadian Network for Innovation in Education (CNIE),
April 27-30, 2008, Banff, AB. Retrieved from http://eilab.ca/collaborative-onlinelearning-environment-from-pbl-theory-to- working-prototype/.

Desjardins, F. J., Lacasse, R., & Blair, L. (2001). Toward a definition of four orders of
competency for the use of information and communication technology (ICT) in
education. In Proceedings of the IASTED International Conference, Computers and
Advanced Technology in Education (pp. 213217). Retrieved from http://eilab.ca/
uploads/2001/06/DesjardLacas.pdf

Desjardins, F.J., (2005) "La representation par les enseignants, quant a leurs profils de
competences relatives a l'ordinateur: vers une theorie des TIC en education", La
revue canadienne de l'apprentissage et de la technologie, 31 (1) 27-49.Fallis, D.
(2008). Toward an epistemology of Wikipedia. Journal of the American Society for
Information Science and Technology, 59(10), 16621674. doi:10.1002/asi.20870

"Share Ideas Or Stay In Control? | Poppletrocks!" Poppletrocks. Retrieved from http://

blog.popplet.com/share-ideas-or-stay-in-control on 24 March, 2014

van Oostveen, R. (2014). Syllabus for EDUC 5101G Learning With Technology.
Retrieved from Blackboard EDUC5101G Course Web Site: https://
uoit.blackboard.com/bbcswebdav/pid-464061-dt-content-rid-2012785_1/courses/
20140172557.201401/EDUC5101_course_outline2014_v2.pdf
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van Wijk, J.J., "Views on Visualization," Visualization and Computer Graphics, IEEE
Transactions on , vol.12, no.4, pp.421,432, July-Aug. 2006. Retrieved from http://
ieeexplore.ieee.org.uproxy.library.dc.uoit.ca/stamp/stamp.jsp?
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