Relevant bibliographies by topics / Collaborative interaction

Contents

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

Academic literature on the topic 'Collaborative interaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 June 2024

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Journal articles on the topic "Collaborative interaction"

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Hsieh, Yi Chin. "Learner interactions in face-to-face collaborative writing with the support of online resources." ReCALL 32, no. 1 (July 8, 2019): 85–105. http://dx.doi.org/10.1017/s0958344019000120.

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AbstractThis study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in pairs firstly without the support of online resources, and subsequently constructed another essay with the support of online resources. Each pair’s interactional patterns and dynamics of peer scaffolding across the two settings were examined. The findings show that the availability of online resources fosters a variety of interaction characteristics among learners with varied collaboration orientation. Results also suggest that learners’ collaboration predisposition at the onset plays a critical role in influencing the way they used online resources to support their interaction. This study thus suggests that learners’ collaborative patterns and their use of online resources have mutual impact, which may inform teachers seeking to integrate online resources to enhance their students’ collaborative learning.
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Yang, Ying, Tim Dwyer, Michael Wybrow, Benjamin Lee, Maxime Cordeil, Mark Billinghurst, and Bruce H. Thomas. "Towards immersive collaborative sensemaking." Proceedings of the ACM on Human-Computer Interaction 6, ISS (November 14, 2022): 722–46. http://dx.doi.org/10.1145/3567741.

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When collaborating face-to-face, people commonly use the surfaces and spaces around them to perform sensemaking tasks, such as spatially organising documents, notes or images. However, when people collaborate remotely using desktop interfaces they no longer feel like they are sharing the same space. This limitation may be overcome through collaboration in immersive environments, which simulate the physical in-person experience. In this paper, we report on a between-groups study comparing collaborations on image organisation tasks, in an immersive Virtual Reality (VR) environment to more conventional desktop conferencing. Collecting data from 40 subjects in groups of four, we measured task performance, user behaviours, collaboration engagement and awareness. Overall, the VR and desktop interface resulted in similar speed, accuracy and social presence rating, but we observed more conversations and interaction with objects, and more equal contributions to the interaction from participants within groups in VR. We also identified differences in coordination and collaborative awareness behaviours between VR and desktop platforms. We report on a set of systematic measures for assessing VR collaborative experience and a new analysis tool that we have developed to capture user behaviours in collaborative setting. Finally, we provide design considerations and directions for future work.
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Peltonen, Pauliina. "L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 118–38. http://dx.doi.org/10.30660/afinla.73130.

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Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.
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Soni, Nikita, Ailish Tierney, Katarina Jurczyk, Schuyler Gleaves, Elisabeth Schreiber, Kathryn A. Stofer, and Lisa Anthony. "Collaboration around Multi-touch Spherical Displays: A Field Study at a Science Museum." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–34. http://dx.doi.org/10.1145/3476067.

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Multi-touch spherical displays that enable groups of people to collaboratively interact are increasingly being used in informal learning settings such as museums. Prior research on large flatscreen displays has examined group collaboration patterns in museum settings to inform the design of group learning experiences around these displays. However, previous research has shown differences in how users conceptualize interacting with spherical and flatscreen displays, thereby making it important to separately investigate how groups naturally collaborate around spherical displays in a museum setting. The spherical form factor of the display affords new forms of collaboration: unlike flatscreen displays, spherical displays do not have a definite front or center, thus intrinsically creating both shared and private touch interaction areas on the display based on users' viewing angles or physical arrangements. We conducted a 5-day long field study at a local science museum during which 571 visitors (370 adults and 201 children) in 211 groups interacted with a walk-up-and-use collaborative learning application showing global science data visualizations, on a multi-touch spherical display. We qualitatively analyzed groups' natural collaboration patterns including their physical arrangements (F-formations), their collaboration profiles (e.g., turn-taker or independent), and the nature of group discussion around the display. Our results show that groups often engaged in both independent as well as closely collaborative group explorations when interacting around the sphere: physical spacing between group members around the sphere was strongly linked to the way groups collaborated. It was less common for group members to make and accept suggestions or coordinate touch interactions when they did not share the same fields-of-view or touch interaction space with each other around the sphere. We discuss implications for supporting group collaboration in this context which will inform the design of future walk-up-and-use multi-touch spherical display applications for use in public settings.
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KAPITANOFF, SUSAN, and CAROL PANDEY. "COLLABORATIVE TESTING IN STATISTICS: GROUP INTERACTION, ANXIETY, AND CLASS PERFORMANCE." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 51–67. http://dx.doi.org/10.52041/serj.v17i2.158.

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Seventy-one students in two community college Statistics for the Social Sciences classes took six exams either individually or collaboratively. Assignment to test condition was randomly determined for each exam. Scores on collaboratively-taken exams were significantly higher than those for individually-taken exams, particularly for students with low GPAs and high test anxiety. Women’s, but not men’s, performances on the mid-term and final exams was related to the quality and quantity of their collaborative interactions. Thus, examining both quantity and quality of collaboration adds to our understanding of the underlying mechanisms of collaborative testing. First published November 2018 at Statistics Education Research Journal Archives
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Lailiyah, Malikhatul, and Karlina Karadila Yustisia. "Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education." Journal of Vocational Education Studies 5, no. 2 (December 15, 2022): 312–21. http://dx.doi.org/10.12928/joves.v5i2.6181.

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Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning.
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Hadna, Agus Heruanto, and Nasrulhaq Nasrulhaq. "Collaborating Local Government Agencies to Prevention Adolescent Reproductive Health in Makassar, Indonesia." Otoritas : Jurnal Ilmu Pemerintahan 9, no. 1 (May 31, 2019): 12–27. http://dx.doi.org/10.26618/ojip.v9i1.2025.

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Collaboration is an approach and concept of managing public policy in Makassar, Indonesia. Recently, the municipality of Makassar has capitalized on the collaboration of local government agencies regarding public affairs to prevent issues of Adolescent Reproductive Health (ARH). ARH is a strategic issue for local government so that it is solved collaboratively. The collaborating governmental organization comprises the Department of Education, Health, Family Planning, and all of the Urban Villages. This research employed a qualitative method focusing on the analysis of collaborative phenomena of local government agencies in Generation Planning Program through Adolescent Counseling Information Center (ACIC) and Adolescent Families Development (AFD) in Makassar. Data were obtained and analyzed in an orderly and structured manner with general qualitative approach. Based on the field research, the local government agencies collaborate in two ways. The first collaboration deals with the sectoral term which is the involvement of the government agencies related to adolescent reproductive health policy. The second collaboration deals with the regional term including the involvement of the Sub-District and Urban Villages in Makassar as grassroots bureaucracy. Collaborative themes and relations are the main findings in this article. An interesting theme in the idea of collaboration is mutual interdependence, while an exciting theme in the implementation of collaborative action is joint interaction. Organizational relationships in collaboration between local government agencies are coordination, consolidation, consultation, and command. This study concluded that sectoral and regional collaboration is proper in bringing a solution to public health affairs that are very complex.
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Heldal, Ilona, Anthony Steed, Maria Spante, Ralph Schroeder, Sophia Bengtsson, and Marja Partanen. "Successes and Failures in Co-Present Situations." Presence: Teleoperators and Virtual Environments 14, no. 5 (October 2005): 563–79. http://dx.doi.org/10.1162/105474605774918679.

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Virtual environments systems based on immersive projection technologies (IPTs) offer users the possibility of collaborating intuitively in a 3D environment. While considerable work has been done to examine interaction in desktop-based collaborative virtual environments (CVEs), there are currently no studies for collaborative interaction using IPTs. The aim of this paper is to examine how immersive technologies support interaction and to compare this to the experience with desktop systems. A study of collaboration is presented where two partners worked together using networked IPT environments. The data collected included observations, analysis of video and audio recordings, questionnaires and debriefing interviews from both IPT sites. This paper focuses on the successes and failures in collaboration through detailed examination of particular incidents during the interaction. We compare these successes and failures with the findings of a study by Hindmarsh, Fraser, Heath, & Benford (Computer Supported Collaborative Work, CSCW'98, 1998, pp. 217–226) that examined object-focused interaction on a desktop-based CVE system. Our findings identify situations where interaction is better supported with the IPT system than the desktop system, and situations where interaction is not as well supported. We also present examples of how social interaction is critical to seamless collaboration.
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Hudson, Thomas C., Aron T. Helser, Diane H. Sonnenwald, and Mary C. Whitton. "Managing Collaboration in the nanoManipulator." Presence: Teleoperators and Virtual Environments 13, no. 2 (April 2004): 193–210. http://dx.doi.org/10.1162/1054746041382447.

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We designed, developed, deployed, and evaluated the Collaborative nanoManipulator (CnM), a distributed, collaborative virtual environment system supporting remote scientific collaboration between users of the nanoManipulator interface to atomic force microscopes. This paper describes the entire collaboration system, but focuses on the shared nanoManipulator (nM) application. To be readily accepted by users, the shared nM application had to have the same high level of interactivity as the single-user system and include all the functions of the single-user system. In addition the application had to support a user's ability to interleave working privately and working collaboratively. Based on our experience developing the CnM, we present: a method of analyzing applications to characterize the concurrency requirements for sharing data between collaborating sites, examples of data structures that support distributed collaboration and interleaved private and collaborative work, and guidelines for selecting appropriate synchronization and concurrency control schemes.
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Masoumi, Saeid, and Ali Mahjur. "Collaborative Component Interaction." Ingénierie des systèmes d information 24, no. 3 (August 31, 2019): 321–29. http://dx.doi.org/10.18280/isi.240312.

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Dissertations / Theses on the topic "Collaborative interaction"

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Dodds, Trevor James. "Collaborative interaction in virtual environments." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/1372/.

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Collaborative virtual environments (CVEs) extend existing virtual environment (VE) technology to enable it to run over a network (e.g. the Internet), and introduce mechanisms that allow multiple people to co-exist, be aware of each other’s presence (e.g. through avatars) and communicate. CVEs are useful for when teams of people want to collaborate when they are geographically separated, e.g. in games [14], social communication [65], visualisation [120], computational steering [17], or alternatively people might be spatially collocated in the real world but wish to work together in a VE, e.g. military training [99]. The dream is for interaction in CVEs to be more effective than interaction in the real world. The increase in globalisation and geographically distributed personnel who need to collaborate, act as a driving force for the development of effective collaborative technologies, which would allow businesses to save time and money, help distributed communities stay in touch, and reduce the impact on the world’s environment. The work presented in this thesis aims to make collaborative interaction in virtual environments more effective, more like that of face-to-face interaction, without unnecessarily restricting virtual collaboration to the naturalistic constraints of the ‘real world’ (cf. [79], [39]). This thesis describes the implementation and evaluation of techniques to support synchronous and asynchronous collaborations in virtual environments. The techniques were evaluated in the context of an urban planning application, where proposed developments could be modelled in 3D and evaluated by members of the public (and potentially clients, architects) to decide if they support or object to the designs (e.g. [30]). Synchronous collaborations were supported by a suite of techniques called Mobile Group Dynamics (MGDs), which were introduced and evaluated in two stages (Chapters 4 and 5). First, a novel ‘group graph’ metaphor was used to explicitly show the groups that people had formed themselves into (and help people locate the whereabouts of their collaborators), and techniques were provided to help people move around together and communicate over extended distances. The techniques were evaluated by providing one batch of participants with MGDs and another with an interface based on conventional CVEs. Participants with MGDs spent nearly twice as much time in close proximity (within 10m of their nearest neighbour), communicated seven times more than participants with a conventional interface, and exhibited real-world patterns of behaviour such as staying together over an extended period of time and regrouping after periods of separation (Chapter 4). Second, three additional techniques were introduced (teleporting, awareness and multiple views) which, when combined, produced a four times increase in the amount that participants communicated in the CVE and also significantly increased the extent to which participants communicated over extended distances in the CVE (Chapter 5). Asynchronous working in CVEs was assisted using the metaphor of Virtual Time (VT), where the utterances of previous users were embedded in a CVE as conversation tags (Chapter 6). With VT, participants chose to listen to a quarter of the conversations of their predecessors while performing the task. The embedded conversations led to a reduction in the rate at which participants travelled around, but an increase in the live communication that took place. Taken together, the studies have implications for CVE designers, because they provide quantitative and qualitative data on how group dynamics functioned in a CVE, and how synchronous and asynchronous groupwork was improved by using MGDs and VT techniques. In addition, the rich complexity of possible functionality for VT highlights a number of possibilities for future research.
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Domingues, Christophe. "Interaction 3D Collaborative en Réalité Virtuelle." Phd thesis, Université d'Evry-Val d'Essonne, 2010. http://tel.archives-ouvertes.fr/tel-00542170.

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Les Environnements Virtuels Collaboratifs (EVCs) sont des environnements virtuels peuplés où les utilisateurs interagissent entre eux pour réaliser des actions communes (déplacement en groupe, sélection et manipulation d'objets en commun, communication, etc.). Dans les EVCs, la complexité se situe au niveau de l'interaction d'un groupe d'utilisateurs avec les objets. En effet, il y a plusieurs contraintes à respecter notamment celles liées à la coordination des actions des différents utilisateurs et la conscience de présence d'un utilisateur par rapport aux objets de l'environnement et par rapport aux autres utilisateurs. Notre travail de recherche s'inscrit dans le cadre de l'interaction 3D et de la collaboration en Réalité Virtuelle. Il développe la notion d'assistance à l'interaction 3D collaborative et à son évaluation. Pour l'assistance à l'interaction 3D collaborative, une approche basée sur un Workflow intégrant l'anticipation et la gestion des interactions du groupe est proposée. Pour l'assistance à l'évaluation des techniques d'interaction 3D, une approche basée sur les méthodes empiriques d'évaluation intégrant les outils statistiques de recherche d'informations est proposée. L'objectif de cette thèse est de modéliser, concevoir, implémenter et évaluer un système d'assistance à l'interaction 3D collaborative.
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Bulmer, Lee Richard. "A model-driven collaborative interaction architecture." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410636.

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Hor, Joon Suk 1976. "Social interaction in collaborative engineering environments." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80156.

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Colás, Álvarez Joaquim. "Interaction and participation in collaborative storytelling systems." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/456037.

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Storytelling is one of the oldest models of cultural expression in human history. Thanks to the evolution of information technologies, the Web 2.0 paradigm has impacted in this field: some modern audiences actively participate in their favorite narrative worlds. We define Shared Narrative spaces as informative spaces concerning narratives created, developed and maintained through the collaboration of multiple authors. Our research aims to understand the perception of SNS using a HCI (human-computer interaction) lens, and to define the determinant factors affecting users’ interaction (exploration, comprehension and contribution) with them. We approach the issues of multiple authoring as an opportunity for collaboration through a storyline paradigm grounded on classic narratology, and use it to examine the users’ perception and exploration of SNS. We propose an analysis framework that suits the comparative analysis of narrative systems of very diverse nature, which allows us to study the interplay of fundamental HCI aspects. Finally, we lay out the bases of a general model to approach the design of a wide range of collaborative narrative systems.
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Henry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.

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Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of "well-designed instruction" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Hauber, Joerg. "Understanding Remote Collaboration in Video Collaborative Virtual Environments." Thesis, University of Canterbury. Computer Science and Software Engineering, 2008. http://hdl.handle.net/10092/1247.

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Video-mediated communication (VMC) is currently the prevalent mode of telecommunication for applications such as remote collaboration, teleconferencing, and distance learning. It is generally assumed that transmitting real-time talking-head videos of participants in addition to their audio is beneficial and desirable, enabling remote conferencing to feel almost the same as face-to-face collaboration. However, compared to being face-to-face, VMC still feels distant, artificial, cumbersome, and detached. One limitation of standard video-collaboration that contributes to this feeling is that the 3D context between people and their shared workspace given in face-to-face collaboration is lost. It is therefore not possible for participants to tell from the video what others are looking at, what they are working on, or who they are talking to. Video Collaborative Virtual Environments (video-CVEs) are novel VMC interfaces which address these problems by re-introducing a virtual 3D context into which distant users are mentally "transported" to be together and interact with the environment and with each other, represented by their spatially controllable video-avatars. To date, research efforts following this approach have primarily focused on the demonstration of working prototypes. However, maturation of these systems requires a deeper understanding of human factors that emerge during mediated collaborative processes. This thesis contributes to a deeper understanding of human factors. It investigates the hypothesis that video-CVEs can effectively support face-to-face aspects of collaboration which are absent in standard video-collaboration. This hypothesis is tested in four related comparative user studies involving teams of participants collaborating in video-CVEs, through standard video-conferencing systems, and being face-to-face. The experiments apply and extend methods from the research fields of human-computer interaction, computer-supported cooperative work, and presence. Empirical findings indicate benefits of video-CVEs for user experience dimensions such as social presence and copresence, but also highlight challenges for awareness and usability that need to be overcome to unlock the full potential of this type of interface.
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Chen, Hsinchun. "Collaborative Systems: Solving the vocabulary problem." IEEE, 1994. http://hdl.handle.net/10150/105966.

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Artificial Intelligence Lab, Department of MIS, University of Arizona
Can on-line information retrieval systems negotiate the diverse vocabularies of different users? This article suggests a robust algorithmic solution to the vocabulary problem in collaborative systems.
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Fencott, Robin. "Computer musicking : designing for collaborative digital musical interaction." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8487.

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This thesis is about the design of software which enables groups of people to make music together. Networked musical interaction has been an important aspect of Sound and Music Computing research since the early days, although collaborative music software has yet to gain mainstream popularity, and there is currently limited research on the design of such interfaces. This thesis draws on research from Computer Supported Cooperative Work (CSCW) to explore the design of systems for Collaborative Digital Musical Interaction (CDMI). A central focus of this research is the concept of Awareness: a person’s understanding of what is happening, and of who is doing what. A novel software interface is developed and used over three experimental studies to investigate the effects different interface designs have on the way groups of musicians collaborate. Existing frameworks from CSCW are extended to accommodate the properties of music as an auditory medium, and theories of conventional musical interaction are used to elaborate on the nature of music making as a collaborative and social activity which is focused on process-oriented creativity. This research contributes to the fields of Human-Computer Interaction (HCI), Computer Supported Cooperative Work, and Sound and Music Computing through the identification of empirically derived design implications and recommendations for collaborative musical environments. These guidelines are demonstrated through the design of a hypothetical collaborative music system. This thesis also contributes towards the methodology for evaluating such systems, and considers the distinctions between CDMI and the forms of collaboration traditionally studied within CSCW.
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Xu, Yicong. "Goal Based Human Swarm Interaction for Collaborative Transport." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/597.

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Human-swarm interaction is an important milestone for the introduction of swarm-intelligence based solutions into real application scenarios. One of the main hurdles towards this goal is the creation of suitable interfaces for humans to convey the correct intent to multiple robots. As the size of the swarm increases, the complexity of dealing with explicit commands for individual robots becomes intractable. This brings a great challenge for the developer or the operator to drive robots to finish even the most basic tasks. In our work, we consider a different approach that humans specify only the desired goal rather than issuing individual commands necessary to obtain this task. We explore this approach in a collaborative transport scenario, where the user chooses the target position of an object, and a group of robots moves it by adapting themselves to the environment. The main outcome of this thesis is the design of integration of a collaborative transport behavior of swarm robots and an augmented reality human interface. We implemented an augmented reality (AR) application in which a virtual object is displayed overlapped on a detected target object. Users can manipulate the virtual object to generate the goal configuration for the object. The designed centralized controller translate the goal position to the robots and synchronize the state transitions. The whole system is tested on Khepera IV robots through the integration of Vicon system and ARGoS simulator.
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Books on the topic "Collaborative interaction"

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Networked collaborative learning: Social interaction and active learning. Oxford: Chandos, 2010.

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O'Malley, Claire. Computer Supported Collaborative Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995.

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1957-, O'Malley Claire, North Atlantic Treaty Organization. Scientific Affairs Division., and NATO Advanced Research Workshop on Computer Supported Collaborative Learning (1989 : Acquafredda di Maratea, Italy), eds. Computer supported collaborative learning. Berlin: Springer-Verlag, 1995.

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1962-, Churchill Elizabeth F., Snowdon David N. 1968-, and Munro Alan J. 1965-, eds. Collaborative virtual environments: Digital places and spaces for interaction. London: Springer, 2001.

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Robert, Rutherford, and Educational Resources Information Center (U.S.), eds. Social skills instruction: A collaborative approach. Ann Arbor, MI: Foundation for Exceptional Innovations, 1996.

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Warger, Cynthia L. A collaborative approach: Social skills instruction. Ann Arbor, MI: Foundation for Exceptional Innovations, 1996.

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1966-, Lambropoulos Niki, and Romero Margarido 1980-, eds. Educational social software for context-aware learning: Collaborative methods and human interaction. Hershey, PA: Information Science Reference, 2010.

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1966-, Lambropoulos Niki, and Romero Margarido 1980-, eds. Educational social software for context-aware learning: Collaborative methods and human interaction. Hershey, PA: Information Science Reference, 2010.

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1966-, Lambropoulos Niki, and Romero Margarido 1980-, eds. Educational social software for context-aware learning: Collaborative methods and human interaction. Hershey, PA: Information Science Reference, 2010.

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1951-, Kirschner Paul Arthur, ed. Visualizing argumentation: Software tools for collaborative and educational sense-making. London: Springer, 2003.

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Book chapters on the topic "Collaborative interaction"

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Pipek, Volkmar, and Helge Kahler. "Supporting Collaborative Tailoring." In Human-Computer Interaction Series, 315–45. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-5386-x_15.

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Reid, F. J. M., and S. E. Reed. "Interaction and Entrainment in Collaborative Design Meetings." In Collaborative Design, 233–41. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0779-8_22.

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Payne, Stephen J., and Andrew Howes. "Signal Detection Theory and Collaborative Diagnosis." In Adaptive Interaction, 13–21. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-031-02199-2_3.

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Kälviäinen, M., and M. S. Pontecorvo. "Consumer-designer Interaction Through a Generative Design Medium." In Collaborative Design, 451–58. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0779-8_42.

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Men, Liang, and Nick Bryan-Kinns. "Supporting Sonic Interaction in Creative, Shared Virtual Environments." In Sonic Interactions in Virtual Environments, 237–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04021-4_8.

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AbstractThis chapter examines user experience design for collaborative music making in shared virtual environments (SVEs). Whilst SVEs have been extensively researched for many application domains including education, entertainment, work and training, there is limited research on the creative aspects. This results in many unanswered design questions such as how to design the user experience without being detrimental to the creative output, and how to design spatial configurations to support both individual creativity and collaboration. Here, we explore multi-modal approaches to supporting creativity in collaborative music making in SVEs. We outline an SVE, LeMo, which allows two people to create music collaboratively. We then present two studies; the first explores how free-form visual 3D annotations instead of spoken communication can support collaborative composition processes and human–human interaction. Five classes of use of annotation were identified in the study, three of which are particularly relevant to the future design of sonic interactions in virtual environments. The second study used a modified version of LeMo to test the support for a creative collaboration of two different spatial audio settings, which according to the results, changed participants’ behaviour and affected their collaboration. Finally, design implications for the auditory design of SVEs focusing on supporting creative collaboration are given.
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Duarte, Luís, Marco de Sá, and Luís Carriço. "Exploring Multimodal Interaction in Collaborative Settings." In Human-Computer Interaction. Novel Interaction Methods and Techniques, 19–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02577-8_3.

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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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Fitrianie, Siska, Zhenke Yang, Dragoş Datcu, Alin G. Chiţu, and Léon J. M. Rothkrantz. "Context-Aware Multimodal Human–Computer Interaction." In Interactive Collaborative Information Systems, 237–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-11688-9_9.

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Glasbergen, Pieter, and Jan Veen. "From adversarial to collaborative interaction." In Managing Environmental Disputes, 53–68. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0766-2_4.

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Clark, Kevin A. "Human Interaction and Collaborative Innovation." In Human Centered Design, 13–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21753-1_2.

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Conference papers on the topic "Collaborative interaction"

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Kragic, Danica. "Collaborative robots: from action and interaction to collaboration (keynote)." In ICMI '17: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136755.3137026.

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Barthelmess, Paulo, Edward Kaiser, Rebecca Lunsford, David McGee, Philip Cohen, and Sharon Oviatt. "Human-centered collaborative interaction." In the 1st ACM international workshop. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1178745.1178747.

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Rojano-Cáceres, José Rafael, Fernando Ramos Quintana, and Edgard Benítez Guerrero. "Assessing collaboration from real computer supported collaborative learning sessions." In Interacción '17: XVIII International Conference on Human Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3123818.3123867.

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Puckdeepun, T., J. Jaafar, M. F. Hassan, and F. A. Hussin. "Investigating collaborative interaction using interactive table and IR devices." In 2010 International Conference on User Science and Engineering (i-USEr 2010). IEEE, 2010. http://dx.doi.org/10.1109/iuser.2010.5716728.

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Kobayashi, Masakazu, Masataka Yoshimura, Shinji Nishiwaki, and Kazuhiro Izui. "A Method for Supporting Creative Interaction During Collaborative Design Processes." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/cie-48223.

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This paper discusses design problems where creative solutions are required, and proposes a support system for a group of designers engaged in collaborative design processes. There are two merits to such collaboration: the sharing of information and knowledge among members of the design team and the promotion of designer creativity during interactive communication. In the current engineering field, the extent of expertise that one designer can master is narrower than the total area of expertise needed to achieve a successful product design. To achieve practical designs, designers must work cooperatively and share the requisite information and knowledge as the design is developed and optimized. During collaboration, designers exchange various types of information, such as knowledge, ideas, opinions and so on, and this exchange can stimulate their creativity, enabling the generation of more creative ideas than would be possible when working alone. This paper focuses on the enhancement of designer creativity and constructs systems that maximize it during the collaborative design process. This research consists of three steps: formation of a basic model of creative group activity, construction of a support system for creative collaboration based on the basic model, and comparative experiments, conducted to investigate the effectiveness of the proposed support system.
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Lo, Kan, and Yaoping Hu. "The nuances of collaborative interaction." In 2011 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2011. http://dx.doi.org/10.1109/icsmc.2011.6083696.

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Grossman, Tovi, and Ravin Balakrishnan. "Collaborative interaction with volumetric displays." In Proceeding of the twenty-sixth annual CHI conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1357054.1357118.

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Bell, Jeanette, and Tuck Wah Leong. "Collaborative futures." In OzCHI '17: 29th Australian Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3152771.3156144.

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Ko, SuJin, Namgon Kim, and JongWon Kim. "Design of interaction manager supporting collaborative display and multimodal interaction for advanced collaborative environment." In Optics East 2007, edited by Susanto Rahardja, JongWon Kim, and Jiebo Luo. SPIE, 2007. http://dx.doi.org/10.1117/12.739788.

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Di Marino, Castrese, Andrea Tarallo, Andrea Vitali, and Daniele Regazzoni. "Collaborative Robotics and Ergonomics: A Scientific Review." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-72919.

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Abstract Collaborative robotics, or Human-Robot Collaboration (HRC), is a challenging topic characterized by multidisciplinary approaches. Many researchers are facing this innovative manufacturing system studying several aspects such as task allocation, facility layout problem and timing. Above all, one of the most important issues in collaborative robotics is the wellbeing of the operator collaborating with the robot system during the different phases of the process. The added value of a collaborative workplace respect to the manual and automatic workplaces is strictly correlated to a safe and ergonomic interaction between the operator and the robot. Indeed, the combination of robot and operator skills lead to a higher level of accuracy and flexibility. Thus, assessing operator’s working conditions requires the acquisition, eventually in real time, of relevant parameters such as posture, movements, and interactive tasks. This may require the adoption of existing metrics proposed by standard evaluation guidelines, as well as the introduction of new or modified prescription to consider the presence of the robot. The ergonomics analysis in collaborative robotics is evaluated by considering both physical and cognitive aspects of the operator during the interaction with the robot. The research work aims to carry out a scientific bibliometric literature review (BLR) about the ergonomics analysis of collaborative workplaces, and to identify methods and tools for the physical and cognitive ergonomics assessment that can be adopted in collaborative robotics. The search has been accomplished using the Scopus database by means of a set of key words specifically defined to investigate the ergonomics in the collaborative robotics. The review provides a sharp classification, a critical analysis of the most relevant contributions in this field so that emerging trends for future development can be defined and discussed.
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Reports on the topic "Collaborative interaction"

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Sofge, D., Dennis Perzanowski, M. Skubic, N. Cassimatis, J. G. Trafton, D. Brock, Magda Bugajska, William Adams, and Alan C. Schultz. Achieving Collaborative Interaction with a Humanoid Robot. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada434972.

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Schneider, Niklas. Collaborative Project: Ocean-Atmosphere Interaction From Meso- to Planetary-Scale: Mechanisms, Parameterization, and Variability. Office of Scientific and Technical Information (OSTI), October 2018. http://dx.doi.org/10.2172/1479865.

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Saravanan, Ramalingam, and Justin Small. Collaborative project. Ocean-atmosphere interaction from meso- to planetary-scale. Mechanics, parameterization, and variability. Office of Scientific and Technical Information (OSTI), December 2015. http://dx.doi.org/10.2172/1233736.

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Small, Richard, Frank Bryan, Joseph Tribbia, Sungsu Park, John Dennis, R. Saravanan, Niklas Schneider, and Young-Oh Kwon. Collaborative project. Ocean-atmosphere interaction from meso-to planetary-scale. Mechanisms, parameterization, and variability. Office of Scientific and Technical Information (OSTI), June 2015. http://dx.doi.org/10.2172/1184220.

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Schneider, Ben Ross. Business-Government Interaction in Policy Councils in Latin America: Cheap Talk, Expensive Exchanges, or Collaborative Learning? Inter-American Development Bank, October 2010. http://dx.doi.org/10.18235/0010830.

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While effective industrial policy requires close cooperation between government and business, there is little agreement on what makes that cooperation work best. This paper analyzes institutional arrangements for public-private cooperation and the character of private sector representation. Questions on institutional design focus on three main issues: i) maximizing the benefits of dialogue and information exchange; ii) motivating participation through authoritative allocation; and iii) minimizing unproductive rent seeking. Key elements in the nature of business representation through associations are the quality of research staff and internal mechanisms for reconciling divergent preferences within associations. The empirical analysis also disaggregates councils by scope (economy-wide versus targeted), function (trade, upgrading, technology, etc.), sector (agriculture, industry, services), and level (national, provincial, and municipal).
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Bagchi, Shelly, Murat Aksu, Megan Zimmerman, Jeremy A. Marvel, Brian Antonishek, Heni Ben Amor, Terry Fong, Ross Mead, and Yue Wang. Workshop Report: Test Methods and Metrics for Effective HRI in Collaborative Human-Robot Teams, ACM/IEEE Human-Robot Interaction Conference, 2019. National Institute of Standards and Technology, December 2020. http://dx.doi.org/10.6028/nist.ir.8339.

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Hille, Carsten, Daria Morcinczyk-Meier, Sarah Schneider, and Dana Mietzner. From InnoMix to University–Industry Collaboration: Fostering Exchange at Eye Level. Technische Hochschule Wildau, 2021. http://dx.doi.org/10.15771/innohub_1.

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In this paper, we address a specific tool—InnoMix—that is implemented to overcome the lack of university–industry interaction in a selected region facing structural change with its corresponding impact on the economy and society. InnoMix is facilitated and implemented by university-based transfer scouts who act as mediators and translators between the players of the regional innovation system. These transfer scouts are part of the Innovation Hub 13, in which the region’s partners and stakeholders, infrastructures and competencies are systematically networked with each other to set new impulses for knowledge and technology transfer. These new impulses are brought into the region through new transfer approaches ranging from people and tools to infrastructure. InnoMix can be considered to be a highly interactive tool to overcome the weak, direct interaction between researchers and potential corporate partners in the region to foster strong collaboration between academia and industry. InnoMix especially aims to strengthen interdisciplinary exchange to shed light on cross-disciplinary perspectives. For that reason, transfer scouts focusing on transfer activities related to the life sciences, digitalisation and lightweight construction are involved in the implementation of InnoMix. Based on 11 InnoMix running since 2019, we provide insights into the planning and preparation phase of InnoMix and the selection of relevant topics and requirements for matching participants. Furthermore, we clearly indicate which formats of InnoMix work best and in which way university–industry interactions could be curated after InnoMix is implemented.
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Cruces, Guillermo. IDB RES Project on Quality of Life in Urban Neighborhoods: The Case of Buenos Aires. Inter-American Development Bank, September 2008. http://dx.doi.org/10.18235/0006869.

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This presentation discusses the IDB-RES project conducted in the neighborhood of Buenos Aires. This project was an opportunity to carry out in-depth studies throughout the region and contained true positive externalities including: interaction among research teams, with academic advisors and with IDB staff, which led to the sharing of information and collaborative research. Each team concentrated on each cities' characteristics and salient issues and the process resulted in new data sources, original methodological development and interesting policy results. This presentation was presented at the IDB-OECD Seminar "Monitoring the Urban Quality of Life in Latin America: The Urban Dimension" held in Paris, France on September 26th, 2008.
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Begg, J. D., M. Zavarin, and A. B. Kersting. Milestone M4FT-13LL0807071: International Collaboration - Radionuclide Interactions and Transport in Geologic Repository Environments - Pu Interaction with Bentonite. Office of Scientific and Technical Information (OSTI), November 2013. http://dx.doi.org/10.2172/1113367.

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Giusta, Elena. Lessons learnt on public-private interfaces in European ocean observing. EuroSea, 2023. http://dx.doi.org/10.3289/eurosea_d8.7.

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The report analyses the interactions between the public and private organisations involved in the project activities as members of the project consortium, internal advisory boards and stakeholders. This strong, collaborative and interdisciplinary collaboration between public and private sectors is essential to improve ocean observing and forecasting systems with innovative technological solutions also in support of the implementation process of important global strategies related to the ocean. (EuroSea Deliverable, D8.7)
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