s (on, on but focused on something other than the person in the office, and off). Individuals took responsibility for controlling their own personal and private space boundaries. What did the media space project learn about work over distance? First, that technology can enable the social relationships of workers separated by space. The frequent and regular use of the media space for awareness, informal encounter, and culture sharing indicate that technology can support more than task-specific communication. The media space project showed that a group could and did maintain itself as a single community that only distance separated. Participants routinely referred to all members across sites as, "We." The group learned that different settings require different media spaces. During design, thought should be given to "not only the objects of the system but also to their placement," how they are accessed, and how well they are integrated into the ongoing organization of work life. Open, continuously available video and audio is not appropriate for every environment or culture. The challenge is to build systems that reflect the changing needs of user communities. One size does not fit all electronically-mediated connections. The unique needs of the SCL led the researches to uncover a need for a shared drawing surface. Users not only wanted to see what their coworkers had written, but also wanted to amend what had been written or drawn, to collaborate on problems and solutions. This aspect of the project resulted in Xerox's LiveBoard, which it introduced in 1993. It is a 3- by 5-foot backlit active-matrix liquid crystal display (LCD) powered by an Intel processor. LiveBoards allow workers in different locations Case Profiles to simultaneously view and edit the same document. The group also noted that typical "marketplace technological offerings" including videoconferencing and desktop video devices did not offer the flexibility of media spaces because they were not integrated into a computing environment. "Most videocon