Relevant bibliographies by topics / Collaborative discourse

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Collaborative discourse'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Collaborative discourse"

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Breen, Henny. "Assessing Online Collaborative Discourse." Nursing Forum 50, no. 4 (June 17, 2014): 218–27. http://dx.doi.org/10.1111/nuf.12091.

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Case, Michael P., and Stephen C.-Y. Lu. "Discourse model for collaborative design." Computer-Aided Design 28, no. 5 (May 1996): 333–45. http://dx.doi.org/10.1016/0010-4485(95)00053-4.

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{n}a-Mora, Feniosky Pe, and Karim Hussein. "Interaction Dynamics in Collaborative Design Discourse." Computer-Aided Civil and Infrastructure Engineering 14, no. 1 (January 1999): 171–85. http://dx.doi.org/10.1111/0885-9507.00139.

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Gruber, Sibylle, Joy Kreeft Peyton, and Bertram C. Bruce. "Collaborative writing in multiple discourse contexts." Computer Supported Cooperative Work (CSCW) 3, no. 3-4 (1995): 247–69. http://dx.doi.org/10.1007/bf00750742.

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Haller, Susan M. "Representing discourse for collaborative interactive generation." Knowledge-Based Systems 7, no. 4 (December 1994): 274–76. http://dx.doi.org/10.1016/0950-7051(94)90041-8.

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Plotnikof, Mie. "Letting go of Managing? Struggles over Managerial Roles in Collaborative Governance." Nordic Journal of Working Life Studies 6, no. 1 (March 1, 2016): 109. http://dx.doi.org/10.19154/njwls.v6i1.4888.

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This article discusses the role of the manager in collaborative governance studies. These studies identify a new managerial role as facilitator of stakeholder collaboration when pursuing public policy and service innovation. But the complications of role changes are underexplored; hence this article addresses the emerging challenges. Drawing on organizational discourse studies, it theorizes and analyzes managers’ positioning during collaborative governance practices in cases from the Danish daycare area. The findings demonstrate how public managers construct old and new roles related to various public management discourses, and their struggles to change accordingly. However, the findings also show how managers empower their new role and gain agency to steer collaborative outcomes. Thereby the article unpacks the challenges of becoming a facilitating manager alongside other roles: the struggles of identity and agency constitutive to particular ways of managing, as well as struggles over multiple roles. It suggests paying greater attention to constitutive aspects of changing roles to understand the managerial challenges and effects implied through emerging public management discourses.
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Freshwater, Dawn, Jane Cahill, and Chris Essen. "Discourses of collaborative failure: identity, role and discourse in an interdisciplinary world." Nursing Inquiry 21, no. 1 (April 10, 2013): 59–68. http://dx.doi.org/10.1111/nin.12031.

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Lin, Tzu-Jung, and Richard C. Anderson. "Reflections on collaborative discourse, argumentation, and learning." Contemporary Educational Psychology 33, no. 3 (July 2008): 443–48. http://dx.doi.org/10.1016/j.cedpsych.2008.06.002.

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Karacapilidis, Nikos. "Modeling discourse in collaborative work support systems:." Knowledge-Based Systems 15, no. 7 (September 2002): 413–22. http://dx.doi.org/10.1016/s0950-7051(02)00029-1.

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Chinn, Clark A., Angela M. O'donnell, and Theresa S. Jinks. "The Structure of Discourse in Collaborative Learning." Journal of Experimental Education 69, no. 1 (January 2000): 77–97. http://dx.doi.org/10.1080/00220970009600650.

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Dissertations / Theses on the topic "Collaborative discourse"

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Fu, Lai-fan, and 傅麗芬. "Characterizing the discourse patterns of collaborative knowledge building." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197113.

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This study aimed to develop a holistic understanding of knowledge-building discourse supported by Knowledge Forum among primary-and secondary-school students in Hong Kong. It is argued that prior studies of knowledge building did not adequately address the important question of how ideas are progressively improved because these studies employed cognitively oriented approaches that discarded the sequential, structural, and situational information about the process of group interactions. To better understand this question, the author applied methods from qualitative traditions to the study of knowledge-building discourse. The study was part of a five-year professional development project, “Developing a teacher community for classroom innovation through knowledge building”. The author and other project members collaboratively analyzed more than hundreds of Knowledge Forum views to gain an initial understanding of productive group interactions. The selection of data set for the study utilized purposive sampling. The author evaluated the online discourses of several dozens of classes, with the criteria of productive group interactions. Three classes from different schools were selected: Grade 5 Science, Grade 10 Liberal Studies, and Grade 10 Visual Art. These classes offered diverse examples to enhance the transferability of the findings. The data set comprised 764 Knowledge Forum messages, which were examined in great detail by a four-stage qualitative method. The first stage was a thematic analysis at the thread level to pre-process the online discourses for the subsequent analyses. The second stage was a qualitative coding at the action level to characterize the discourse components of the threads. The coding utilized 7 main codes that were adapted from van Aalst (2009): community, information, question, idea, linking, agency, and meta-discourse. This coding scheme formed a foundation of the data analysis, and this study extended the scheme in two ways. First, it gave the main codes a more theoretically solid foundation by conducting a literature review to further conceptualize or re-conceptualize the main codes. Second, it went beyond conducting the qualitative coding to seek for general patterns of interactions in the third-stage analysis. The third stage was a narrative analysis at the episode level to identify discourse patterns. Eleven patterns were identified to demonstrate productive and unproductive group interactions. The findings from the three stages of analysis were then interpreted to provide a comprehensive profile of the class discourses in the final-stage analysis. The relationship between the discourse profiles and idea improvement was explained. Finally, a validity check was conducted and the findings suggested that the discourse patterns could be used as a heuristic device to provide a basis for understanding other discourses. The implications of this study are threefold. Methodologically, the study has identified eleven discourse patterns that can be conceived as an extensive classification scheme allowing researchers to understand different types of group interaction in asynchronous online discussion forums. Theoretically, the discourse patterns contribute to the literature concerning the process of computer-mediated group interactions. Pedagogically, it is hoped that the discourse patterns can be used as conceptual tools for scaffolding students toward productive group interaction and can be used in teacher professional development.
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Austin, Stephen William. "Collaborative narrative discourse in children's writing in Key Stage One." Thesis, University of Brighton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361582.

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Pearce-Neudorf, Justin. "Collaborative Innovation: A shared discourse within Phnom Penh’s co-working community?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21654.

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This paper explores the existence of a shared community involving the members, users and organisers of three collaborative work spaces located in Phnom Penh, Cambodia. Situated as part of an emergent global phenomenon, these spaces, despite having notable differences, share many important features and are, I argue, part of a knowledge exchanging cluster of grassroots entrepreneurialism and innovation-oriented organisations, groups and events in the Phnom Penh area. I explore this cluster as a community in two ways: firstly through the mapping of a knowledge architecture locating the spaces and their actors as nodes within a flow of relationships and activities, secondly, via a networked ethnographic inquiry tracing these flows to actors within the network through qualitative research methods. In doing so I reveal the degree to which there exists a shared community perceived by the users and organisers of these spaces as well highlighting potential opportunities for greater sharing of knowledge, ideas and experience. The paper finds that though a nascent community does exist, there is still significant variance in the levels of cognisance of this community by the different actors as well as in the approach to its engagement. Despite this, there remains, in large part, a shared set of goals and values paving the way for future community collaboration.
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Haugh, Brian. "Collaborative modelling : an analysis of modes of pupil talk." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263247.

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Finn, Rachael. "Collaborative work in the operating theatre : conflict and the discourse of 'teamwork'." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397548.

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Foster, Jonathan. "Structuring information tasks : an analysis of the discourse context of collaborative information seeking." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440952.

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Chao, Crystal. "Timing multimodal turn-taking in human-robot cooperative activity." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54904.

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Turn-taking is a fundamental process that governs social interaction. When humans interact, they naturally take initiative and relinquish control to each other using verbal and nonverbal behavior in a coordinated manner. In contrast, existing approaches for controlling a robot's social behavior do not explicitly model turn-taking, resulting in interaction breakdowns that confuse or frustrate the human and detract from the dyad's cooperative goals. They also lack generality, relying on scripted behavior control that must be designed for each new domain. This thesis seeks to enable robots to cooperate fluently with humans by automatically controlling the timing of multimodal turn-taking. Based on our empirical studies of interaction phenomena, we develop a computational turn-taking model that accounts for multimodal information flow and resource usage in interaction. This model is implemented within a novel behavior generation architecture called CADENCE, the Control Architecture for the Dynamics of Embodied Natural Coordination and Engagement, that controls a robot's speech, gesture, gaze, and manipulation. CADENCE controls turn-taking using a timed Petri net (TPN) representation that integrates resource exchange, interruptible modality execution, and modeling of the human user. We demonstrate progressive developments of CADENCE through multiple domains of autonomous interaction encompassing situated dialogue and collaborative manipulation. We also iteratively evaluate improvements in the system using quantitative metrics of task success, fluency, and balance of control.
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Lai, Lan Heung Serina. "Collaborative learning experience in project groups : an analysis of collaborative process and discourse patterns in peer discussions of college students in Hong Kong." Thesis, University of Bristol, 2011. http://hdl.handle.net/1983/889467de-d651-4973-b9aa-d3919d473c6d.

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Schulthies, Becky Lyn. "The Social Circulation of Media Scripts and Collaborative Meaning-Making in Moroccan and Lebanese Family Discourse." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194677.

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This dissertation tracks the social circulation of media scripts and collaborative meaning-making in urban Moroccan and Lebanese families' domestic conversations as ways in which the social imaginary of a differentiated pan-Arab audience imaginary is performed. Media scripts refer to television input or information circulated through entextualization processes, embedded direct and indirect quotations framed by a particular discussion, in household dialogues. They include stories, statistics, historical dates, anecdotal observations, music tunes, quotes, iconic units of language varieties and their attendant identities that Moroccan and Lebanese families managed in interpretive discussions. Scripts are easily detached and mobile sound bites that serve on an affective level as possible identity performances. I argue that Fassi Moroccan and Beiruti families are interpretive communities created and who participate in creating a culture of circulation, which is not just about the objects moving through a culture, but the means, methods, and mechanisms of transmission and interpretation built around and negotiated by the members of that community (Lee and LiPuma 2002). Collaborative in this dissertation draws on the Bakhtinian concept that all interaction involves interlocutors, whether present or not, and a set of interpretive conditions affecting meaning (Bakhtin and Holquist 1982:424). Although the social imaginary of an Arab audience is perceived as unitary enough to merit regional satellite programming, the performances of Moroccan and Lebanese families illuminate the differentiated and fractured construction of a pan-Arab cultural project. Through domestic media ethnography of pan-Arab and national entertainment, talk shows, and news programming reception, I explore functional literacies tied to intervisual cues and the management of intergenerational authority; a pan-Arab language ideology that includes performances of multilingualism and shifting identity alignments linked to specific features of linguistic varieties encountered via television; and the link between language, gender, and confessionalism in morality evaluations of gendered media representations. I focus on the everyday domestic contexts, linguistic mechanisms, and discursive frameworks activated by Moroccan and Lebanese families in media engagements.
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Wong, On-wing, and 黃安穎. "Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50605859.

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This study aims to investigate the automated question detection and classification methods to support teachers in monitoring the progression of discussion in Computer-Supported Collaborative Learning (CSCL) discourse of Hong Kong students. Questioning is an important component of CSCL. Through the analysis of question types in CSCL discourse, teachers may probably get a general idea of how an inquiry is constructed. This study is an attempt to take up this time-consuming task of question classification with the techniques developed from machine learning. In general, the performance of machine learning algorithms will improve by increasing the amount of empirical data for training. The amount of training data is a determining factor for the performance of machine learning algorithms. The machine learning based question classification algorithms may not able to detect those question types with a small amount of training data. In order not to miss out those questions, an extra step to detect the occurrence of all question types might be needed. One Chinese and one English datasets are collected from an online discussion platform. These datasets are selected for comparing the performance of question detection and classification in the two languages, and a sentence is defined as the unit of analysis. Question detection is a process to distinguish questions from other types of discourse act. A hybrid method is proposed to combine the rule-based question mark method and machine-learning-based syntax method for question detection. This method achieves 94.8% f1-score and 98.9% accuracy in English question detection and 94.8% f1-score and 93.9% accuracy in Chinese question detection. While question detection focuses mainly on the identification of questions, question classification concentrates on the categorization of questions. The literature showed that the tree kernel method is almost a standardized method for question classification. The classification of English verification and reason questions using tree kernel method can both attained f1-score above 80%. Though the precision of Chinese question classification using the same settings remains at a similar level, the recall drops greatly. This result indicates that the syntax-based tree kernel method may not be appropriate for classifying questions in Chinese languages. In order to improve on the Chinese question classification result, Case-Based Reasoning (CBR) is introduced. CBR is a method to retrieve example case(s) which shares the maximum percentage of similarity with the test case from a database. In this study, the similarity is measured by the lexemes that composed a question. Although the implementation of the CBR method can improve the recall, it also causes the great drop of precision. Considering the high precision of tree kernel method and wide coverage of CBR method, a hybrid method is proposed to combine the two methods. The experiment result shows that f1-score of the hybrid method for multi-class classification surpasses the tree kernel and CBR methods. This indicates that the implementation of hybrid method can generally improve the result of Chinese question classification.
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Master
Master of Philosophy
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Books on the topic "Collaborative discourse"

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Shepherd, Jennifer Dorothy. Storytelling in conversational discourse: A collaborative model. Birmingham: University of Birmingham, 1998.

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C, Armstrong Jeannette, ed. The Native creative process: A collaborative discourse. Penticton, B.C: Theytus Books, 1991.

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Hybrid voices and collaborative change: Contextualising positive discourse analysis. New York: Routledge, 2012.

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Wilson, E. J. Peer group discourse and collaborative learning in the primary school. Norwich: University of East Anglia, 1990.

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Collaborating towards coherence: Lexical cohesion in English discourse. Amsterdam: John Benjamins, 2003.

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Stauber, Roni. Collaboration with the Nazis: Public discourse after the Holocaust. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Dascălu, Mihai. Analyzing Discourse and Text Complexity for Learning and Collaborating. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03419-5.

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Collaboration in intercultural discourse: Examples from a multicultural Australian workplace. Frankfurt am Main: P. Lang, 1996.

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Brioni, Simone, and Shirin Ramzanali Fazel. Scrivere di Islam. Venice: Edizioni Ca' Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-411-0.

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Scrivere di Islam. Raccontare la diaspora (Writing About Islam. Narrating a Diaspora) is a meditation on our multireligious, multicultural, and multilingual reality. It is the result of a personal and collaborative exploration of the necessity to rethink national culture and identity in a more diverse, inclusive, and anti-racist way. The central part of this volume – both symbolically and physically – includes Shirin Ramzanali Fazel’s reflections on the discrimination of Muslims, and especially Muslim women, in Italy and the UK. Looking at school textbooks, newspapers, TV programs, and sharing her own personal experience, this section invites us to change the way Muslim immigrants are narrated in scholarly research and news reports. Most importantly, this section urges us to consider minorities not just as ‘topics’ of cultural analysis, but as audiences and cultural agents. Following Shirin’s invitation to question prevailing modes of representations of immigrants, the volume continues with a dialogue between the co-authors and discusses how collaboration can be a way to avoid reproducing a ‘colonial model’ of knowledge production, in which the white male scholar takes as object of analysis the work of an African female writer. The last chapter also asserts that immigration literature cannot be approached with the same expectations and questions readers would have when reading ‘canonised’ texts. A new critical terminology is needed in order to understand the innovative linguistic choices and narrative forms that immigrant writers have invented in order to describe a reality that has lacked representation or which has frequently been misrepresented, especially in the discourse around the contemporary Muslim diaspora.
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Conese, Claudio, ed. Sixth International Symposium Monitoring of Mediterranean Coastal Areas. Problems and Measurement Techniques. Florence: Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-428-2.

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The Sixth International Symposium Monitoring of Mediterranean Coastal Areas. Problems and Measurement Techniques (Livorno, Italy 28-29 September 2016) was organized by the CNR-IBIMET in collaboration with University Departments, the City of Livorno, the LEM Foundation, the Livorno Port Authority and CeSIA-Accademia dei Georgofili, with the patronage by Accademia Nazionale dei Lincei, the Tuscany Region and the Province of Livorno. The Symposium, that every two years addresses to Mediterranean scholars, was characterized by discourse of topics related to Mediterranean coastal areas and by the search for technical and instrumental solutions to problems related to: energy production in the coastal area, morphology and evolution of coastlines, flora and fauna of the littoral system, management and integrated coastal protection, coastline geography, human influence on coastal landscape.
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Book chapters on the topic "Collaborative discourse"

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Choi, Seongsook, and Keith Richards. "The Collaborative Construction of Knowledge." In Interdisciplinary Discourse, 145–89. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-47040-9_6.

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Lyle, Susan. "Children’s Collaborative Talk." In Oral Discourse and Education, 197–206. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_20.

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Sidner, C. L. "Building a Collaborative Interface Agent." In Discourse, Interaction and Communication, 165–77. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-015-8994-9_10.

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Strong, Tom. "Neuroscience Discourse and the Collaborative Therapies?" In Collaborative Therapy and Neurobiology, 116–27. New York, NY : Routledge, 2017: Routledge, 2017. http://dx.doi.org/10.4324/9781315622484-10.

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Dascalu, Mihai. "Collaborative Learning." In Analyzing Discourse and Text Complexity for Learning and Collaborating, 29–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03419-5_3.

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Case, Michael P., and Stephen C.-Y. Lu. "A discourse model for collaborative design." In Cooperative Knowledge Processing for Engineering Design, 205–24. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-0-387-35357-9_12.

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Kolodner, Janet L. "The Roles of Scripts in Promoting Collaborative Discourse in Learning by Design." In Scripting Computer-Supported Collaborative Learning, 237–62. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-36949-5_14.

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Schwarz, Baruch B. "Understanding Symbols with Intermediate Abstractions: An Analysis of the Collaborative Construction of Mathematical Meaning." In Discourse, Tools and Reasoning, 312–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-03362-3_14.

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Rickel, Jeff, Neal Lesh, Charles Rich, Candace L. Sidner, and Abigail Gertner. "Collaborative Discourse Theory as a Foundation for Tutorial Dialogue." In Intelligent Tutoring Systems, 542–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_56.

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Coleman, Elaine B. "Learning by Explaining: Fostering Collaborative Progressive Discourse in Science." In Dialogue and Instruction, 123–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57827-4_9.

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Conference papers on the topic "Collaborative discourse"

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Biermann, Alan W., Curry I. Guinn, D. Richard Hipp, and Ronnie W. Smith. "Efficient collaborative discourse." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1993. http://dx.doi.org/10.3115/1075671.1075710.

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Fujita, Nobuko, and Christopher Teplovs. "Automating the analysis of collaborative discourse." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599558.

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Shimoda, Todd, Barbara White, Marcela Borge, and John Frederiksen. "Designing for science learning and collaborative discourse." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485782.

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Lochbaum, Karen E. "An algorithm for plan recognition in collaborative discourse." In the 29th annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1991. http://dx.doi.org/10.3115/981344.981349.

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Guinn, Curry I. "Mechanisms for mixed-initiative human-computer collaborative discourse." In the 34th annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1996. http://dx.doi.org/10.3115/981863.981900.

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Dieckmann, Lisa, Anita Kliemann, and Martin Warnke. "Meta-Image – a collaborative environment for image discourse." In Electronic Visualisation and the Arts (EVA 2010). BCS Learning & Development, 2010. http://dx.doi.org/10.14236/ewic/eva2010.29.

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Doctors, Steven. "Historical Problematics of the collaborative Divide." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.3.

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Collaboration is ubiquitous as a signifier of collective action in the contemporary discourse on inter- and trans-disciplinary practices. While this undoubtedly foregrounds the collective nature of architectural production — that is, architects do not produce buildings in isolation — in a quest to optimize such practices, the discourse tends to overlook historical problematics of collaboration relative to architectural identity and authority. In this paper, I examine these problematics as a framework for critically assessing the twenty-first century re-emergence of collaboration as a technologically-driven practice.
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Liu, Changsong, Lanbo She, Rui Fang, and Joyce Y. Chai. "Probabilistic Labeling for Efficient Referential Grounding based on Collaborative Discourse." In Proceedings of the 52nd Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/p14-2003.

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Papangelis, Alexandros, Yi-Chia Wang, Piero Molino, and Gokhan Tur. "Collaborative Multi-Agent Dialogue Model Training Via Reinforcement Learning." In Proceedings of the 20th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-5912.

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Barros-Martinez, Juan Fernando. "Interaction in the classroom and argumentative discourse in a science learning process." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402057.

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