Journal articles: '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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Kim, Il-Hee, Richard C. Anderson, Kim Nguyen-Jahiel, and Anthi Archodidou. "Discourse Patterns During Children's Collaborative Online Discussions." Journal of the Learning Sciences 16, no. 3 (June 13, 2007): 333–70. http://dx.doi.org/10.1080/10508400701413419.

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Sidner, Candace L. "Negotiation in collaborative activity: a discourse analysis." Knowledge-Based Systems 7, no. 4 (December 1994): 265–67. http://dx.doi.org/10.1016/0950-7051(94)90038-8.

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Yelubayeva, Perizat, and Aliya Mustafina. "Developing Kazakh students’ intercultural awareness and communication through collaborative technologies." European Journal of Language Policy: Volume 12, Issue 2 12, no. 2 (October 1, 2020): 235–55. http://dx.doi.org/10.3828/ejlp.2020.12.

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Intercultural communication is a fundamental aspect in EFL classrooms since language teaching (LT) classrooms have tended to provide learners with environments to improve their cultural awareness and intercultural communication in the academic discourses. Researches of both spoken and written discourses have demonstrated that linguistic phenomena are related to their society and culture. The present paper is concerned with the impact of using collaborative technologies to create a relaxed and open atmosphere for language learning, increase retention of cultural background knowledge and stimulate both creative and critical thinking during language classrooms at Kazakh Ablai Khan University of International Relations and World Languages. This paper outlines the culture-aware collaborative technologies founded on task-based approach within a discourse view of language, culture and communication, and presents the findings on how those culturally sensitive communication tasks in foreign-language teaching can influence people to succeed in collaboration with the target language users in a sociocultural context. The initiatives to create an intercultural environment and encourage effective intercultural collaboration in EFL classrooms has a positive impact on language learners’ personal and professional development, with greater understanding of social and cultural issues, ethical awareness and intercultural communication.

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LeeKeenan, Kira. "“We're just building!”: a study of collaborative coaching interactions." International Journal of Mentoring and Coaching in Education 9, no. 3 (April 28, 2020): 239–55. http://dx.doi.org/10.1108/ijmce-02-2019-0014.

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PurposeThis paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.Design/methodology/approachGrounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.FindingsThis study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.Practical implicationsThis study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.Originality/valueThis study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.

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Bietti, Lucas M., and Michael J. Baker. "Collaborating to remember collaborative design: An exploratory study." Memory Studies 11, no. 2 (December 20, 2016): 225–44. http://dx.doi.org/10.1177/1750698016683438.

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We examine the ways in which members of a small group coordinate their memories, bodies and language in a functional and goal-oriented manner when they are co-designing their dream house and then collaborative remembering that previous interactive encounter. Our analyses show the following: (1) participants structured collaborative design and collaborative remembering sessions in different ways (e.g. linear and sequential vs iterative and hierarchically structured, respectively); (2) higher degrees of knowledge building were temporally synchronized with higher degrees of interactivity during both tasks; (3) collaborative remembering did not only follow the spatial structure of successive elements of the dream-house design session, but it was also proceeded by associations between semantic elements of the discourse; and (4) participants collaboratively remember better what initially generated most joint activity during collaborative design. This research thus contributes to understanding of collaborative remembering processes with respect to a knowledge-rich collaborative task.

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Kennedy-Clark, Shannon, and Kate Thompson. "Collaborative Process Analysis Coding Scheme (CPACS)." International Journal of Virtual and Personal Learning Environments 4, no. 2 (April 2013): 19–49. http://dx.doi.org/10.4018/jvple.2013040102.

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The purpose of this paper is to demonstrate the value of using discourse analysis to understand users’ interactions in a scenario-based virtual environment. This study investigated six dyads’ synchronous discourses while they worked side-by-side to plan and implement goal-related decisions in a virtual inquiry. The Collaborative Process Analysis Coding Scheme (CPACS) was adopted for the analysis. The cumulative analysis indicates that the participants in the control group spent more time on average defining the problem and developing solutions, and spent less time off task than the participants in the experimental condition. Overall, the pairs that were able to plan goals, reflect on past experiences and use the workbooks were better able to progress through the inquiry.

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Kazempour, Mahsa, and Aidin Amirshokoohi. "Pre-service Teachers’ Collaborative Learning Experiences in a Science Content Course." Science Education International 31, no. 4 (December 6, 2020): 379–85. http://dx.doi.org/10.33828/sei.v31.i4.6.

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Developing an in-depth understanding, skills, and level of comfort to teach through inquiry requires that pre-service teachers themselves learn through an inquiry-based approach that would allow them to explore various dimensions of such an approach. Productive discourse and collaboration, involving extensive interactions among students, constant and mutual exchange of ideas, and higher-order thinking are critical components of inquiry-based learning. Further research is needed to understand the dynamics of collaborative experiences and the process by which science is learned in collaborative team contexts, particularly with teacher candidates who will be responsible for implementing such approaches in their future classrooms. This qualitative study aimed to explore the dynamics of inquiry-based learning experiences of two teams of elementary pre-service teachers in an introductory science content course. Analysis of observation data indicated that although the team engaged in a less structured activity engaged in slightly more productive communication, both teams experienced inequitable levels of involvement by different team members. Team members assumed different roles and varying degrees of participation and engagement in discourse. Our research indicated possible challenges of collaborative interaction and discourse which are critical to consider as teacher educators and researchers. It is imperative that science content and methods courses offer pre-service teachers opportunities for direct experience and explicit instruction on effective means of productive interactions and discourse.

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Chen, Bodong. "Designing for Networked Collaborative Discourse: An UnLMS Approach." TechTrends 63, no. 2 (April 19, 2018): 194–201. http://dx.doi.org/10.1007/s11528-018-0284-7.

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Turoff, Murray, Starr Roxanne Hiltz, Michael Bieber, Jerry Fjermestad, and Ajaz Rana. "Collaborative Discourse Structures in Computer Mediated Group Communications." Journal of Computer-Mediated Communication 4, no. 4 (June 23, 2006): 0. http://dx.doi.org/10.1111/j.1083-6101.1999.tb00104.x.

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Knight, Simon, and Neil Mercer. "Collaborative epistemic discourse in classroom information-seeking tasks." Technology, Pedagogy and Education 26, no. 1 (April 26, 2016): 33–50. http://dx.doi.org/10.1080/1475939x.2016.1159978.

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Cowell, Andrew J., Michelle L. Gregory, Joe Bruce, Jereme Haack, Doug Love, Stuart Rose, and Adrienne H. Andrew. "Understanding the Dynamics of Collaborative Multi-Party Discourse." Information Visualization 5, no. 4 (December 2006): 250–59. http://dx.doi.org/10.1057/palgrave.ivs.9500139.

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In this paper, we discuss the efforts underway at the Pacific Northwest National Laboratory in understanding the dynamics of multi-party discourse across a number of communication modalities, such as email, instant messaging traffic and meeting data. Two prototype systems are discussed. The Conversation Analysis Tool (ChAT) is an experimental test-bed for the development of computational linguistic components and enables users to easily identify topics or persons of interest within multi-party conversations, including who talked to whom, when, the entities that were discussed, etc. The Retrospective Analysis of Communication Events (RACE) prototype, leveraging many of the ChAT components, is an application built specifically for knowledge workers and focuses on merging different types of communication data so that the underlying message can be discovered in an efficient, timely fashion.

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van Boxtel, Carla, Jos van der Linden, Erik Roelofs, and Gijsbert Erkens. "Collaborative Concept Mapping: Provoking and Supporting Meaningful Discourse." Theory Into Practice 41, no. 1 (February 2002): 40–46. http://dx.doi.org/10.1207/s15430421tip4101_7.

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Wiegand, Patrick. "Analysis of Discourse in Collaborative Cartographic Problem Solving." International Research in Geographical and Environmental Education 11, no. 2 (June 2002): 138–58. http://dx.doi.org/10.1080/10382040208667476.

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Hujanen, Jaana. "Renegotiating the Journalism Profession in the Era of Social Media: Journalism Students From the Global North and South." Journalism & Mass Communication Educator 73, no. 3 (July 14, 2017): 282–92. http://dx.doi.org/10.1177/1077695817719353.

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Relying on theories of journalistic ideals and critical discourse analysis, a case study was conducted to investigate how journalism students (re)define journalism ideals in the era of social media. Data were gathered from focus group interviews with European and African students participating in a joint journalism program. The results indicate that the renegotiation of journalism occurs in the discourses of open and collaborative journalism, accountable digital journalism, and challenging and contextualized journalism ethics, where an autonomous journalism profession moves toward collaboration with citizens. An accountable and transparent news process and public awareness of the need for journalism ethics are vital.

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Baines, Ed, and Christine Howe. "Discourse topic management and discussion skills in middle childhood: The effects of age and task." First Language 30, no. 3-4 (August 2010): 508–34. http://dx.doi.org/10.1177/0142723710370538.

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Discourse topic management and discussion skills are central for intersubjectivity, learning and education, yet there is little understanding of how such skills develop.The reported research comprises two studies, which examined the skills of discourse topic maintenance, shading and hierarchicalization during middle childhood. Each study compared the performances of same-age and same-sex dyads of 4, 6 and 9 years of age (Study 1: 28 dyads; Study 2: 43 dyads) across two tasks. Overall, topic maintenance varied according to age and task. Study 1 found that task structure constrained the interactions of older children while supporting those of younger children. Older children, but not 4-year-olds maintained topics through collaborative discussion. Study 2 examined these differences further by comparing performance on similar tasks but where one required collaborative discussion for successful completion. Results showed that young children use justifications but not counter-arguments and suggestions, and do not collaborate in discussion. Development in discourse topic management and collaborative discussion skills is linked to an increasing ability to engage in mutually active dialogue, and to adapt to, connect with and comment on alternative perspectives, as well as to functional changes in the use of justifications during dialogue.

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He, Baogang. "Collaborative and Conflictive Trilateralism." Asian Survey 54, no. 2 (March 2014): 247–72. http://dx.doi.org/10.1525/as.2014.54.2.247.

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This paper provides a critical overview of Australian, Chinese, and American perspectives on trilateralism, with a detailed discussion of Australian debates on the matter. Its aim is to trace the evolution of the changing discourse on the rise of China, examine major debates in Australia, and provide both an intellectual background and an overview for this special issue.

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Teng, Xuan, and Xinhui Zhou. "A Study of the Effects of Collaborative Writing on the Development of Chinese Senior High School Students’ Discourse Competence." International Journal of Linguistics 12, no. 4 (August 24, 2020): 214. http://dx.doi.org/10.5296/ijl.v12i4.17376.

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Although writing is an important skill, the writings of many high school students in China in general lack cohesion and coherence. As the Chinese National English Curriculum Standards for High School (2017) mentioned, the cultivation of senior high school students’ discourse competence is of great importance. However, traditional teaching methods paid little attention to student writing at the discourse level. In recent years, collaborative writing has been introduced to writing classes, and most researchers examined its effect on students’ writing interests andwriting scores. The purpose of this study is therefore to investigate whether collaborative writing has a positive effect on students’ discourse competence. Specifically, it seeks to explore the effect of collaborative writing on students’ textual cohesion and textual coherence.Students’ writing assignments were analyzed using Coh-Metrix 3.0. Their interaction was analyzed through the perspective of sociocultural theory. The results showed that collaborative writing effectively promoted senior high school students’ textual cohesion and coherence. It also mediated their co-construction of knowledge about discourse through peer-peer scaffolding, which led to higher level of discourse competence.

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Dobson, Elizabeth. "Talk for collaborative learning in computer-based music production." Journal of Music, Technology & Education 12, no. 2 (September 1, 2019): 141–64. http://dx.doi.org/10.1386/jmte_00003_1.

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This article presents a case study exploring the interrelationship between talk and learning in collaborative computer-based music production. Framed by Neil Mercer and Karen Littleton’s Sociocultural perspective on collaborative learning, research on talk and ‘thinking together’ for learning, this study observed two undergraduate composers as they co-produced a contemporary dance film soundtrack across one academic term. The composers recorded their collaboration, providing data for a systematic moment-by-moment micro-analysis focusing on the audio-visual aspects of this project over twelve weeks. Sociocultural discourse analysis methods were used to explore how social, cultural and concrete situations shaped the students’ developing common knowledge. Interaction analysis has been used to code turn functions and display talk characteristics and patterns. This research found that collaborative computer music production is a ‘cumulative conversation’, comprised of many ‘thinking spaces’ that foster ‘post-dialogic’ activity’ and ‘connection building’. In this case the students developed new ‘tools for progressive discourse’ providing them access to the remote and private ‘thinking spaces’ that are characteristic of longer-term co-creating. This research argues for the development of new pedagogies that focus on understanding how talk shapes collaborative learning within music technology.

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Buchheister, Kelley, Christa Jackson, and Cynthia E. Taylor. "What, how, Who: Developing Mathematical Discourse." Mathematics Teaching in the Middle School 24, no. 4 (January 2019): 202–8. http://dx.doi.org/10.5951/mathteacmiddscho.24.4.0202.

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Hunt, Carolyn S., and Deborah MacPhee. "Using critical discourse analysis to reflect on collaborative professional learning." International Journal of Mentoring and Coaching in Education 9, no. 2 (May 12, 2020): 153–67. http://dx.doi.org/10.1108/ijmce-04-2019-0055.

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PurposeThis article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.Design/methodology/approachData presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.FindingsFindings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.Originality/valuePrevious literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

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Vass, Eva, Karen Littleton, Dorothy Miell, and Ann Jones. "The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration." Thinking Skills and Creativity 3, no. 3 (December 2008): 192–202. http://dx.doi.org/10.1016/j.tsc.2008.09.001.

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Angelo, Elin, Øivind Varkøy, and Eva Georgii-Hemming. "Notions of Mandate, Knowledge and Research in Norwegian Classical Music Performance Studies." Journal for Research in Arts and Sports Education 3, no. 1 (September 3, 2019): 78–100. http://dx.doi.org/10.23865/jased.v3.1284.

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Policy changes and higher education reforms challenge performing musician programmes across Europe. The academisation of arts education means that classical performance programmes are now marked by strong expectations of research paths, publications, and the standardisation of courses, grades and positions. Drawing on interviews with ten teachers and leaders within the field of higher music education, this article discusses notions of mandate, knowledge and research in classical performance music education in Norway. Against the backdrop of academisation, the aim of this article is to illuminate central tensions and negotiations concerning mandate, knowledge and research within higher music education. The problem concerns issues of who should be judged as qualified and who should have the authority to speak on behalf of the performing music expertise community. The study is part of the larger study Discourses of Academisation and the Music Profession in Higher Music Education (DAPHME), conducted by a team of senior researchers in Sweden, Norway and Germany. Through an analytic-theoretical reading of the empirical data, informed by Foucault’s power/knowledge concept, two discourses on mandate are identified (the awakening discourse and the Bildung discourse) as well as three discourses on knowledge (the handicraft discourse, the entrepreneurship discourse and the discourse of critical reflection) and two discourses on research (the collaborative discourse and the ‘perforesearch’ discourse). The latter of the two research discourses pinpoints a subject position as a musician/researcher with knowledge, craft and skills in both music performing and research.

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Milroy, Lesley, and Lisa Perkins. "Repair strategies in aphasic discourse; towards a collaborative model." Clinical Linguistics & Phonetics 6, no. 1-2 (January 1992): 27–40. http://dx.doi.org/10.3109/02699209208985517.

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Sawyer, R. Keith, and Sarah Berson. "Study group discourse: How external representations affect collaborative conversation." Linguistics and Education 15, no. 4 (December 2004): 387–412. http://dx.doi.org/10.1016/j.linged.2005.03.002.

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Matsuzaw, Yoshiaki, Jun Oshima, Ritsuko Oshima, Yusuke Niihara, and Sanshiro Sakai. "KBDeX: A Platform for Exploring Discourse in Collaborative Learning." Procedia - Social and Behavioral Sciences 26 (2011): 198–207. http://dx.doi.org/10.1016/j.sbspro.2011.10.576.

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Michael Nussbaum, E. "Collaborative discourse, argumentation, and learning: Preface and literature review." Contemporary Educational Psychology 33, no. 3 (July 2008): 345–59. http://dx.doi.org/10.1016/j.cedpsych.2008.06.001.

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SUE ENGLERT, CAROL, and KATHI L. TARRANT. "Creating Collaborative Cultures for Educational Change." Remedial and Special Education 16, no. 6 (November 1995): 325–36. http://dx.doi.org/10.1177/074193259501600602.

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Teacher-researcher communities constitute an imporant forum for change in the educational reform movement. yet little is known about the construction of these communities in special education contexts. in the early literacy project, we found that the discourse inthe teacher-researcher community provided a public space in which participants constructed new literacy meanings. a more careful examination of the discourse revealed that talk related to six issues: theoretical principles, teaching practice, problem solving about difficulties related to curricular enactments, the effects of the literacy curriculum on students, case studies of particular children, and references to prior events in the community. further, talk about principles and teaching practice formed a tightly woven braid ofmeaning that came to represent common assumptions about ways-of-doing and ways-of-thinking about literacy.

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Rozestraten, Artur. "Images photographiques, imaginaires urbains et identités à Lyon : entre la visibilité et l’invisibilité." Caietele Echinox 40 (June 28, 2021): 284–95. http://dx.doi.org/10.24193/cechinox.2021.40.22.

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"This study recognizes a significant gap and mismatch between: the official discourse of apology regarding collaboration and co-authorship in the construction of Lyon as a city; the collaborative potential that has been sensed, in fact, on the Web at least since 2004 and the hegemonic, closed and restrictive curatorial practices expressed in the non-collaborative Web 1.0 identities of Lyon’s GLAMs on the Internet. Intending to understand the complexity and contradictions of these processes, the text explores comparative perspectives between Lyon’s and São Paulo’s GLAMs and Web projects."

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Dowell, Nia Marcia Maria, and Arthur C. Graesser. "Modeling Learners’ Cognitive, Affective, and Social Processes through Language and Discourse." Journal of Learning Analytics 1, no. 3 (November 19, 2014): 183–86. http://dx.doi.org/10.18608/10.18608/jla.2014.13.18.

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There is an emerging trend toward computer-mediated collaborative learning environments that promote lively exchanges between learners in order to facilitate learning. Discourse can play an important role in enhancing epistemology, pedagogy, and assessments in these environments. In this paper we highlight some of our recent work showing the advantages using theoretically grounded automated linguistics tools to identify pedagogically valuable discourse features that can be applied in collaborative learning, intelligent tutoring systems (ITS), computer-mediated collaborative learning (CMCL), and MOOC environments.

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Dowell, Nia Marcia Maria, and Arthur C. Graesser. "Modeling Learners’ Cognitive, Affective, and Social Processes through Language and Discourse." Journal of Learning Analytics 1, no. 3 (November 19, 2014): 183–86. http://dx.doi.org/10.18608/jla.2014.13.18.

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There is an emerging trend toward computer-mediated collaborative learning environments that promote lively exchanges between learners in order to facilitate learning. Discourse can play an important role in enhancing epistemology, pedagogy, and assessments in these environments. In this paper we highlight some of our recent work showing the advantages using theoretically grounded automated linguistics tools to identify pedagogically valuable discourse features that can be applied in collaborative learning, intelligent tutoring systems (ITS), computer-mediated collaborative learning (CMCL), and MOOC environments.

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Kamara, Richard Douglas. "Outcomes-based performance management through measuring indicators: Collaborative governance for local economic development (LED) in South African municipalities." Technium Social Sciences Journal 9 (July 2, 2020): 1–19. http://dx.doi.org/10.47577/tssj.v9i1.965.

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Undoubtedly, there is a lag in the scholarships on performance outcomes of collaboration aimed at improving the system management and responsiveness to socio-economic issues in local government. Whilst most scholarships on collaborative governance in LED focuses on what we do (processes), some others research addresses the outputs in terms of the goods and services produced from the activities as well as the social outcomes. Very little discourse on collaboration addresses collaborative outcomes in LED. Put simply, we are acquainted with what collaborative actors do, but we know very little about the impact of collaboration on the system management and responsiveness to socio-economic issues within municipalities. Now the question is how do we know what to measure? The dearth in scholarship on how to assess collaborative outcomes in LED provide an impetus to present this paper as it helps to address the knowledge gap on LED and collaboration. The paper aims to present some innovative indicators which can be used to assess, monitor and review collaborative performance in LED, with special focus on the processes and outcomes of the collaboration. Using secondary sources, the paper argues the desirability and constraints of assessing performance outcomes in collaborative governance of development pathways in local municipalities. Moreover, the paper presents some criteria for selecting effective indicators used in measuring outcomes performance of collaboration. A synopsis of major determinants of effective outcomes in collaboration for LED is presented in the paper. Finally, the paper presents proposed innovative quantitative and qualitative indicators which can be used to assess, monitor and review collaborative performance in LED in local municipalities.

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Yang, Jun. "Participatory, self-organising, and learning." Target. International Journal of Translation Studies 32, no. 2 (July 2, 2020): 327–57. http://dx.doi.org/10.1075/target.19156.yan.

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Abstract This article presents a case study on communication in online collaborative translation projects, drawing on a community of amateur Chinese translators called Yeeyan. Centring on the concept of ‘translaboration’, the study explores the collaborative dimension of translation by examining conversational discourse during the translation process. It argues that participants play the role not only of translators, but also of translaborators, who self-organise and resolve various kinds of issues through collaboration. The study uses dialogue act analysis and social network analysis to investigate the features and influence of communication that drive and shape translation and other collaborative activities. The findings show that communication can help mitigate organisational and quality risks in online collaborative translation. A learning process embedded in peer communication is also found. The study enriches existing knowledge of translaboration as a model of transdisciplinary research of collaborative practices in multi-agent relationships, collective problem-solving and knowledge communication.

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Pearce, Celia, Sara Diamond, and Mark Beam. "BRIDGES I: Interdisciplinary Collaboration as Practice." Leonardo 36, no. 2 (April 2003): 123–28. http://dx.doi.org/10.1162/002409403321554189.

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Today, a worldwide community of innovators is engaged in the convergence of art, technology and science, as are a number of vital and active organizations, yet there seems to be very little discourse about the process of doing interdisciplinary work. The BRIDGES Consortium seeks to create a collaborative forum for the study and development of interdisciplinary collaboration as a practice. At the first Bridges Summit, held in June 2001, participants discussed a broad range of topics, including: preceding historical developments, the role of language, institutional hurdles to collaboration and the value of art/technology-based research. The event concluded with recommendations for aggregating, validating and strengthening the interdisciplinary community through the creation of a new form of collaborative organization.

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Doosti, Hooman, Kourosh Fathi Vajargah, Abasalt Khorasani, and Saied Safaee Movahed. "Dominant discourses of workplace curriculum in Iranian organizations." Journal of Workplace Learning 31, no. 4 (May 13, 2019): 274–88. http://dx.doi.org/10.1108/jwl-10-2018-0130.

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Purpose The purpose of this paper is to investigate and analyze the dominant discourses of the workplace curriculum in Iranian organizations. Design/methodology/approach The research data were collected through in-depth interviews with 30 professionals working in the field of workplace curriculum in three groups of consultants, managers and experts who were selected purposefully and with a theoretical sampling strategy. To analyze the data, thematic analysis method was used. The themes are extracted and categorized into three phases, namely, descriptive coding, interpretive coding and determination of overarching theme. To validate the data, collaborative research technique, member checking and researcher review and, to make sure of findings’ reliability, reliability index between two coders were used. Findings Based on the findings, the kind of planner’s look at the workplace curriculum commonplaces will shape the nature of the curriculum and in terms of this look define and redefine the workplace curriculum discourses. Therefore, based on perceptions and attitudes in these areas, 11 different discourses are recognizable from the workplace curriculum. These include suppression discourse, justification discourse, ceremonial/ formality discourse, administrative discourse, engineering discourse, economical discourse, psychological discourse, partnership discourse, research discourse, developmental discourse and, finally, multi-cultural discourse. Practical implications The common goal of all learning professionals in the workplace is to play the role of a strategic partner, or at least be a good partner for the organization. One of the main challenges of learning and development professionals in the workplace is increase in integration and alignment between learning programs and developmental opportunities with business organization strategies. Achieving this important goal is possible when we have a proper understanding of the current situation and condition. Various situations and conditions are identified and described in the form of 11 discourses. If the authors do not look at the context and proper understanding of the main concepts – The main concepts of each discourse are put into a quill – in which any discourse that was created, the authors will not be able to make the appropriate strategies. A good doctor will hear and understand well before the first thing. Originality/value To the best of the authors’ knowledge, this study is one of the few studies that offer a variety of discourses for the workplace curriculum.

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Gredel, Eva. "Itis-Kombinatorik auf den Diskussionsseiten der Wikipedia: Ein Wortbildungsmuster zur diskursiven Normierung in der kollaborativen Wissenskonstruktion." Zeitschrift für Angewandte Linguistik 68, no. 1 (March 29, 2018): 35–72. http://dx.doi.org/10.1515/zfal-2018-0003.

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AbstractThis paper presents a corpus study of talk pages on Wikipedia combining morphologic and discourse linguistics approaches. The study reveals that –itis is a highly productive suffix in meta(-linguistic) discourses of the online-encyclopaedia: Wikipedia authors using word formation products with the suffix –itis (e. g. Newstickeritis or WhatsAppitis) try to standardise the collaborative knowledge production with the help of these linguistic innovations. The corpus analysis delivers evidence for the fact that certain linguistic innovations and special types of word formation characterise the community of Wikipedia authors and their discourse traditions. Thereby, this paper contributes to the discussion about digital discourse analysis of natively digital data taking stock of the Wikipedia corpora in the German Reference Corpus (Deutsches Referenzkorpus). The peculiarities of Wikipedia's data will be explained, modes of analysis discussed and the challenges of the suggested integration of morphology and discourse linguistics will be explored.

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Qiu, Mingzhu, Jim Hewitt, and Clare Brett. "Online class size, note reading, note writing and collaborative discourse." International Journal of Computer-Supported Collaborative Learning 7, no. 3 (July 22, 2012): 423–42. http://dx.doi.org/10.1007/s11412-012-9151-2.

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Perovic, Svetlana. "Collaborative Research and Urban Educational Discourse in Contemporary Higher Education." Procedia - Social and Behavioral Sciences 116 (February 2014): 4559–63. http://dx.doi.org/10.1016/j.sbspro.2014.01.985.

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Skelcher, Chris, Navdeep Mathur, and Mike Smith. "The Public Governance of Collaborative Spaces: Discourse, Design and Democracy." Public Administration 83, no. 3 (August 2005): 573–96. http://dx.doi.org/10.1111/j.0033-3298.2005.00463.x.

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Schriner, Delores K., and William C. Rice. "Computer Conferencing and Collaborative Learning: A Discourse Community at Work." College Composition and Communication 40, no. 4 (December 1989): 472. http://dx.doi.org/10.2307/358247.

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Fratila, A. "Activating memories in interviews: an instance of collaborative discourse construction." Discourse Studies 8, no. 3 (June 1, 2006): 369–99. http://dx.doi.org/10.1177/1461445606061880.

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Journal articles on the topic 'Collaborative discourse'

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