Dissertations / Theses on the topic 'Collaborative work for guitar'
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Leathwood, Jonathan. "Ideas and Idioms : Composition, collaboration and interpretation in some recent guitar works." Thesis, University of Surrey, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521714.
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Fominykh, Mikhail. "Collaborative Work on 3D Educational Content." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-16465.
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The use of three-dimensional Collaborative Virtual Environments (3D CVEs) for educational purposes has been constantly increasing during the recent years. One of the reasons is the potential of such environments and the possibility they offer for supporting collaborative work with various types of content. Another important reason is an opportunity for participants to interact in a way that conveys a sense of presence lacking in other media. These opportunities result in a number of benefits for establishing and supporting learning communities, simulating various contexts and conducting educational activities. Nevertheless, this area is in the early stage of development and needs both theoretical concepts and empirical results. The research work presented in the thesis has three main objectives. The first is to provide recommendations and guidelines for supporting collaborative work on 3D educational content. The second is to provide frameworks for designing tools and environments in 3D CVEs to benefit educational activities. The third is to provide frameworks for technological and instructional support of learning communities in 3D CVEs. Within this research work, four empirical studies were conducted. The data were extracted from a number of sources, including direct observation, digital artefacts created by the participants and recorded interaction, reflection and feedback. Analysed data were applied to each next empirical study and, in addition, used for developing theoretical frameworks. The research work presented in the thesis resulted in six main contributions. Two of them are related to the use of collaborative work on 3D content for learning: C1 – Typology of 3D Content and Visualization Means; and C2 – a methodology for learning with educational visualizations in 3D CVEs. Other two contributions are related to the design of tools and environments for supporting educational activities in 3D CVEs: C3 – a framework for designing tools in 3D CVEs called Creative Virtual Workshop; and C4 – guidelines for designing environments based on a virtual campus and virtual city metaphors. The two final contributions are related to the support of learning communities in 3D CVEs: C5 – a framework called Virtual Research Arena for creating awareness about educational and research activities, promoting cross-fertilization between different environments, and engaging the general public; and C6 – a framework called ‘Universcity’ for integrating the cultural, social, educational, and entertainment aspects of a city community life in a single 3D CVE. The findings presented in the thesis can be applied by developers for creating educational 3D CVEs and by educators for conducting educational activities in 3D CVEs. All the findings can also be used for further research.
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Yamashita, Naomi. "Supporting machine translation mediated collaborative work." 京都大学 (Kyoto University), 2006. http://hdl.handle.net/2433/135939.
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Sinmai, Kanida. "Supporting collaborative work using interactive tabletop." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3193.
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Collaborative working is a key of success for organisations. People work together around tables at work, home, school, and coffee shops. With the explosion of the internet and computer systems, there are a variety of tools to support collaboration in groups, such as groupware, and tools that support online meetings. However, in the case of co-located meetings and face-to-face situations, facial expressions, body language, and the verbal communications have significant influence on the group decision making process. Often people have a natural preference for traditional pen-and-paper-based decision support solutions in such situations. Thus, it is a challenge to implement tools that rely advanced technological interfaces, such as interactive multi-touch tabletops, to support collaborative work. This thesis proposes a novel tabletop application to support group work and investigates the effectiveness and usability of the proposed system. The requirements for the developed system are based on a review of previous literature and also on requirements elicited from potential users. The innovative aspect of our system is that it allows the use of personal devices that allow some level of privacy for the participants in the group work. We expect that the personal devices may contribute to the effectiveness of the use of tabletops to support collaborative work. We chose for the purpose of evaluation experiment the collaborative development of mind maps by groups, which has been investigated earlier as a representative form of collaborative work. Two controlled laboratory experiments were designed to examine the usability features and associated emotional attitudes for the tabletop mind map application in comparison with the conventional pen-and-paper approach in the context of collaborative work. The evaluation clearly indicates that the combination of the tabletop and personal devices support and encourage multiple people working collaboratively. The comparison of the associated emotional attitudes indicates that the interactive tabletop facilitates the active involvement of participants in the group decision making significantly more than the use of the pen-and-paper conditions. The work reported here contributes significantly to our understanding of the usability and effectiveness of interactive tabletop applications in the context of supporting of collaborative work.
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Miguel, Angela Ruth. "Human error analysis for collaborative work." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441020.
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Haroutunian, George V. "Security aspects of computer supported collaborative work." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1993. http://handle.dtic.mil/100.2/ADA275638.
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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1993.Thesis advisor(s): Tung X. Bui ; Roger Stemp. "September 1993." Bibliography: p. 75-78. Also available online.
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Finley, David B. "Collaborative GIS in a distributed work environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29988.pdf.
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Boettcher, Robert L. "Collaborative GIS in a distributed work environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0004/MQ46234.pdf.
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Pearson, Calvin F. "Collaborative sermon preparation teams." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Kies, Jonathan K. "Empirical Methods for Evaluating Video-Mediated Collaborative Work." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30537.
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Advancements in computer technology are making video conferencing a viable communication medium for desktop computers. These same advancements are changing the structure and means by which information workers conduct business. From a human factors perspective, however, the study of new communication technologies and their relationships with end users presents a challenging research domain. This study employed two diverse research approaches to the problem of reduced video frame rate in desktop video conferencing. In the first study, a psychophysical method was used to evaluate video image quality as a function of frame rate for a series of different scenes. Scenes varied in terms of level of detail, velocity of panning, and content. Results indicate that for most scenes, differences in frame rate become less detectable above approximately 10 frames per second (fps), suggesting a curvilinear relationship between image quality and frame rate. For a traditional conferencing scene, however, a linear increase in frame rate produced a linear improvement in perceived image quality. High detail scenes were perceived to be of lower quality than the low detail scenes, while panning velocity had no effect. In the second study, a collection of research methods known as ethnography was used to examine long-term use of desktop video by collaborators in a real work situation. Participants from a graduate course met each week for seven weeks and worked on a class project under one of four communication conditions: face-to-face, 1 fps, 10 fps, and 25 fps. Dependent measures included interviews, questionnaires, interaction analysis measures, and ethnomethodology. Recommendations are made regarding the utility and expense of each method with respect to uncovering human factors issues in video-mediated collaboration. It is believed that this research has filled a significant gap in the human factors literature of advanced telecommunications and research methodology.Ph. D.
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Ullah, Sehat. "Multi-modal assistance for collaborative 3D interaction : study and analysis of performance in collaborative work." Thesis, Evry-Val d'Essonne, 2011. http://www.theses.fr/2011EVRY0003.
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Les progrès récents dans le domaine de l'infographie et la capacité des ordinateurs personnels de rendre les scènes 3D réalistes ont permis de développer des environnements virtuels dans lesquels plusieurs utilisateurs peuvent co-exister et travailler ensemble pour atteindre un objectif commun. Ces environnements sont appelés Environnements Virtuels Collaboratifs (EVCs). Les applications potentielles des EVCs sont dans les domaines militaire, médical, l'assemblage, la conception assistée par ordinateur, la téléopération, l'éducation, les jeux et les réseaux sociaux. Un des problèmes liés aux EVCs est la faible connaissance des utilisateurs concernant l'état, les actions et les intentions de leur(s) collaborateur(s). Ceci réduit non seulement la performance collective, mais conduit également à des résultats non satisfaisants. En outre, les tâches collaboratives ou coopératives réalisées sans aide ou assistance, sont plus difficiles et plus sujettes aux erreurs. Dans ce travail de thèse, nous étudions l'influence de guides multi-modaux sur la performance des utilisateurs lors de tâches collaboratives en environnement virtuel (EV). Nous proposons un certain nombre de guides basés sur les modalités visuelle, auditive et haptique. Dans ce contexte, nous étudions leur qualité de guidage et examinons leur influence sur l'awareness, la co-présence et la coordination des utilisateurs pendant la réalisation des tâches. A cette fin, nous avons développé une architecture logicielle qui permet la collaboration de deux (peut être étendue a plusieurs utilisateurs) utilisateurs (distribués ou co-localisés). En utilisant cette architecture, nous avons développé des applications qui non seulement permettent un travail collaboratif, mais fournissent aussi des assistances multi-modales aux utilisateurs. Le travail de collaboration soutenus par ces applications comprend des tâches de type "Peg-in-hole", de télé-manipulation coopérative via deux robots, de télé-guidage pour l'écriture ou le dessin. Afin d'évaluer la pertinence et l'influence des guides proposés, une série d'expériences a été effectuée au LISA (Laboratoire d'Ingénierie et Systèmes Automatisés) à l'Université d'Angers et au Laboratoire IBISC (Informatique, Biologie Intégrative et Systèmes Complexes) d'Evry. Dans ces expériences, les utilisateurs ont été invités à effectuer des tâches variées, dans des conditions différentes (avec et sans guides). L'analyse a été effectuée sur la base du temps de réalisation des tâches, des erreurs et de l'apprentissage des utilisateurs. Pour les évaluations subjectives des questionnaires ont été utilisés. Ce travail contribue de manière significative au développement de systèmes collaboratifs pour la téléopération, la simulation d'assemblage, l'apprentissage de gestes techniques, la rééducation, la conception assistée par ordinateur et le divertissementThe recent advancement in the field oh high quality computer graphics and the capability of inexpensive computers to render realistic 3D scenes have made it possible to develop virtual environments where two more users can co-exist and work collaboratively to achieve a common goal. Such environments are called Collaborative Virtual Environnment (CVEs). The potential application domains of CVEs are many, such as military, medical, assembling, computer aided designing, teleoperation, education, games and social networks etc.. One of the problems related to CVEs is the user's low level of awareness about the status, actions and intentions of his/her collaborator, which not only reduces user's performance but also leads to non satisfactory results. In addition, collaborative tasks without using any proper computer generated assistance are very difficult to perform and are more prone to errors. The basic theme of this thesis is to provide assistance in collaborative 3D interactiion in CVEs. In this context, we study and develop the concept of multimodal (audio, visual and haptic) assistance of a user or group of users. Our study focuses on how we can assist users to collaboratively interact with the entities of CVEs. We propose here to study and analyze the contribution of multimodal assistance in collaborative (synchronous and asynchronous) interaction with objects in the virtual environment. Indeed, we propose and implement various multimodal virtual guides. Theses guides are evaluated through a series of experiments where selection/manipulation task is carried out by users both in synchronous and asynchronous mode. The experiments were carried out in LISA (Laboratoire d'Ingénierie et Systèmes Automatisés) lat at University of Angers and IBISC (Informatique, Biologie Intégrative et Systèmes complexes) lab at University of Evry. In these experiments users were asked to perform a task under various conditions (with and without guides). Analysis was done on the basis of task completion time, errors and users' learning. For subjective evaluations questionnaires were used. The findings of this research work can contribute to the development of collaborative systems for teleopreation, assembly tasks, e-learning, rehabilitation, computer aided design and entertainment
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Adams, Aadiel. "An exploration of collaborative group work with science students." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/392.
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Part of the transformation of education in South Africa emphasises the need to address historical barriers that have been impeding access into institutions of learning, and the need for empowering stakeholders democratically. Improving institutional responsiveness and focusing on Science, Technology, and Engineering and increasing the number of university graduates are amongst the more prominent strategies for changing the educational, socioeconomic, and political landscape within a global context. This research, as the first cycle of an action research project, explores collaborative group work with a group of science students at a Vista University campus (that is now part of the Nelson Mandela Metropolitan University) as a contribution to institutional, professional, and personal responsiveness. The treatise traces my development as a novice researcher within an evolving action research context that became a terrain for facilitating a collaborative approach to learning. I describe my personal experience and the experiences of my co-researchers as collaborative partners, the systemic influences considered during the study, and the process of action research that encouraged movement from feelings of apprehension and inadequacy to feelings of anticipation and excitement regarding collaborative interactive learning and development opportunities. For the co-researchers and me an action research process in an interpretivist paradigm was not just suited to an exploration of collaboration, but also evolved into a vehicle for interactive teaching and learning, in a collaborative and student-centred way. Giving voice and being listened to, having perspectives validated, engaging in learning that could accompany academic and personal growth, and an acute sense of being empowered are ingredients that participants, and institutions of learning, can continue building on and building with along evolving spirals of life-long learning and meaning making.
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Rizvanovic, Alena. "Spelling Correction in Collaborative Writing in English Project Work." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-97523.
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In this study it is argued that spelling correction as a collaborative process benefits students. It is also argued that the correction process is a structured process which means that pupils tend to follow a pattern when it comes to who initiates and who executes the correction. As a teacher student within the subject of English as a foreign language, I find it interesting and useful to know more about spelling correction in collaborative writing and what pedagogical implications it has. Correction and repair from a Conversation Analytical point of view is a phenomenon which has been the main object of investigation for many researchers. I noticed that correction is used a lot in written assignments among the students as well as in conversational contexts. In the literature it is also clear that research about written correction is limited and hard to find. Hence, there was a need to investigate this area in the field of correction and repair.The process of spelling correction was investigated using conversation analysis and from a sociocultural point of view the pedagogical implications of this process were considered. The study is based on video-recordings of four pairs in an upper secondary school in Sweden within the subject of English as a foreign language. I found that there is a preference for self correction and that the pupils only intervene in the correction process when necessary. I also found correction to be a collaborative process which benefits the construction of knowledge as students scaffold each other during a correction sequence.
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Schönig, Stefan, Macias Cristina Cabanillas, Ciccio Claudio Di, Stefan Jablonski, and Jan Mendling. "Mining team compositions for collaborative work in business processes." Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/s10270-016-0567-4.
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Process mining aims at discovering processes by extracting knowledge about their different perspectives from event logs. The resource perspective (or organisational perspective) deals, among others, with the assignment of resources to process activities. Mining in relation to this perspective aims to extract rules on resource assignments for the process activities. Prior research in this area is limited by the assumption that only one resource is responsible for each process activity, and hence, collaborative activities are disregarded. In this paper, we leverage this assumption by developing a process mining approach that is able to discover team compositions for collaborative process activities from event logs. We evaluate our novel mining approach in terms of computational performance and practical applicability.
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Kirby, Andrew Charles. "Support for collaborative work utilising the World Wide Web." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387469.
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Kelly, Ryan. "Fairness in the division and completion of collaborative work." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619216.
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Fairness is an important concept that regulates many everyday transactions in human societies. While a large literature on the subject of fairness exists within the social sciences, the subject of fairness has not yet been explicitly addressed by researchers working in the area of computer- supported cooperative work (CSCW). One reason for this is that fairness may not seem especially critical for collaboration and, therefore, appears irrelevant to technological design. Yet perceptions about what is ‘fair’ often influence decisions concerning the assignment of tasks, the investment of effort, and the distribution of rewards during collaborative projects. Additionally, making accurate judgements about fairness can be difficult in computer-mediated settings where awareness of shared efforts is limited. This thesis investigates the relationship between fairness and division of labour in collaborative work. We adopt a mixed methods approach to explore the prevalence of fairness in initial, distributive allocations of workload, as well as how fairness comes into play during the enactment of collaborative tasks. Our first study finds that initial allocations of work are made on the basis of fairness, and that perceptions about fairness in division of labour are linked to overall satisfaction with group outcomes. We then introduce a novel model of workload assignment based on the classic ‘ultimatum game’, and explore our model in a series of empirical studies using collaborative search tasks. Our findings provide further evidence of fairness norms in the allocation of work. We also report an emergent matching effect in participants’ task completion times, which we take as further evidence of fairness in the enactment of collaborative workloads. We then report a qualitative study of collaborative search tool use in everyday tasks. This study draws attention to the importance of context in determining the extent to which people police fairness, and provides numerous implications for the design of collaborative search systems. Our final thesis study explores the potential for supporting fairness during CSCW. We suggest that designers should provide awareness about individual contributions and should allow individuals to assess fairness via social comparisons. We report a study of how groups in the online game World of Warcraft use awareness mechanisms to keep track of individual contributions to the collective effort. Our study implies the potential utility of contribution meters while also shedding light on potential side-effects. The thesis ends by considering the implication of our results for current understandings of fairness. We propose a theoretical model that describes the process by which people assess fairness in the division and completion of collaborative workloads.
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Liu, Shuangyan. "Intelligent support for group work in collaborative learning environments." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/46815/.
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The delivery of intelligent support for group work is a complex issue in collaborative learning environments. This particularly pertains to the construction of effective groups and assessment of collaboration problems. This is because the composition of groups can be affected by several variables, and various methods are desirable for ascertaining the existence of different collaboration problems. Literature has shown that current collaborative learning environments provide limited or no support for teachers to cope with these tasks. Considering this and the increasing use of online collaboration, this research aims to explore solutions for improving the delivery of support for group work in collaborative learning environments, and thus to simplify how teachers manage collaborative group work. In this thesis, three aspects were investigated to achieve this goal. The first aspect emphasises on proposing a novel approach for group formation based on students‘ learning styles. The novelty and importance of this approach is the provision of an automatic grouping method that can tailor to individual students‘ characteristics and fit well into the existing collaborative learning environments. The evaluation activities comprise the development of an add-on tool and an undergraduate student experiment, which indicate the feasibility and strength of the proposed approach — being capable of forming diverse groups that tend to perform more effectively and efficiently than similar groups for conducting group discussion tasks. The second focus of this research relates to the identification of major group collaboration problems and their causes. A nationwide survey was conducted that reveals a student perspective on the issue, which current literature fails to adequately address. Based on the findings from the survey, an XML-based representation was created that provides a unique perspective on the linkages between the problems and causes identified. Finally, the focus was then shifted to the proposal of a novel approach for diagnosing the major collaboration problems identified. The originality and significance of this approach lies in the provision of various methods for ascertaining the existence of different collaboration problems identified, based on student interaction data that result from the group work examined. The evaluation procedure focused on the development of a supporting tool and several experiments with a test dataset. The results of the evaluation show that the feasibility and effectiveness are sustained, to a great extent, for the diagnostic methods addressed. Besides these main proposals, this research has explored a multi-agent architecture to unify all the components derived for intelligently managing online collaborative learning, which suggests an overarching framework providing context for other parts of this thesis.
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Newman, Ruth Malka Charlotte. "Making talk work : exploring the teaching of collaborative talk." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14981.
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This thesis is the outcome of a PhD CASE Studentship funded by the ESRC and British Telecom. It presents an exploration into the teaching of collaborative talk. The study was conducted in three phases: exploratory, development and implementation. During the exploratory phase, observations and interviews were conducted in authentic workplace settings to gain an understanding of workplace collaboration and collaborative talk. During the development phase, a teaching unit for the teaching of collaborative talk at GCSE was devised, informed by understandings gleaned during the preceding phase. During the implementation phase, the teaching unit was taught by two teachers in their secondary English classrooms. Both participating classes were arranged into groups of 4: 8 groups in School 1 and 7 in School 2. For the duration of the 3 week teaching unit, groups were recorded via camera and audio recorder, and the data later synchronised. Both teachers wore an audio recorder to capture interactions with groups and the whole class. To complement the core data set, students were interviewed for their views on their learning. Student booklets provided a means of collecting both group and individual reflections and evaluative comments. The data was analysed to explore the development of students’ collaborative talk. The role of the teacher in implementing the teaching unit and supporting students’ development was also examined. The findings provide an insight into the realities of implementing successful collaborative talk in the ‘real’ secondary classroom. It contributes to conceptualisations of collaborative talk and its development. It makes links between the role of emotional engagement and dialogic interactions in supporting that development. It proposes teaching strategies which challenge perceived notions of ‘good’ talk and encourages the development of meta-language to support self-evaluation and the development of collaborative talk.
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Wikberg-Nilsson, Åsa. "Rethinking designing : collaborative probing of work and workplace change." Doctoral thesis, Luleå tekniska universitet, Innovation och Design, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-25742.
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The objective of the research presented in this thesis was to explore human experiences as ground for work and workplace design. The aim was to develop pragmatic tools and guidelines for work and workplace design based on a reflective design tradition. The study was undertaken between 2008-2010 in a research project called the ‘Future Factory’, which can be characterized as an experiment in change-by-design. The project background was a number of reports on young people opting out of industrial work and women being in the minority within the Swedish industry sector. Therefore, in this project the ambition was to particularly explore and emphasise young people’s and women’s ideas about future work and workplaces.The research involved exploring alternative solutions for a future factory through a series of change interventions with a variety of actors, through a so-called ‘design lab’ approach. The initial phase of this approach consisted of context mapping, as explorations of different actors’ experiences through interviews and observations. The resulting material was portrayed in the form of ‘Personas’. In this project, these fictional characters were used both to communicate and explore various actors’ perspectives in subsequent collaborative activities. Also, a group of young people contributed with Future scenarios. The scenarios were characterized as an idealized positive ‘Utopia’ and an idealized negative ‘Dystopia’, used as tools to discuss implications and alternative solutions. Both Personas and Scenarios were subsequently used in a series of Future Workshops with various project-related interest groups, such as industrial managers and employees and trade union representatives. In this project, a group of women and one of young people were also especially invited to explore visions of a future factory.The research presented in this thesis contributes to practice with methods, tools and guidelines for a reflective and innovative work and workplace design. The theoretical research contribution is the correlation between theories and concepts of change, learning by doing, doing gender, and a reflective design practice.Syftet med den forskning som presenteras i denna avhandling var att utforska människors erfarenheter som utgångspunkt för arbete och arbetsplatsdesign. Målet var att utveckla praktiska verktyg och riktlinjer för arbete och arbetsplatsdesign, som bygger på en reflekterande designtradition. Studien genomfördes mellan 2008-2010 i ett forskningsprojekt kallat "Framtidsfabriken". Detta project kan karaktäriseras som ett experiment i förändring genom design. Projektets bakgrund var ett antal rapporter om att ungdomar väljer bort industriarbete och att kvinnor är i minoritet i den svenska industrisektorn. Därför var utgångspunkten i detta projekt att särskilt undersöka och lyfta fram även ungdomars och kvinnors idéer om framtida arbeten och arbetsplatser i en industriell kontext.Forskningen bestod av att undersöka nya alternativa lösningar för en framtida fabrik genom en serie av förändringsinterventioner med en rad olika aktörer, genom ett tillvägagångssätt kallat "design labs". Den första fasen bestod av kartläggning av industriella kontexter, genom undersökningar av olika aktörers erfarenheter i intervjuer och observationer. Detta material användes sedan för utveckling av Personas. I detta projekt användes dessa fiktiva karaktärer både för att kommunicera och utforska olika aktörers erfarenheter i olika aktiviteter.Dessutom bidrog en grupp ungdomar med att utveckla Framtidsscenarier. Scenarierna karaktäriserades som en idealiserad positiv "utopi" och en idealiserad negativ "dystopi", som användes för att diskutera konsekvenser och alternativa lösningar. Både Personas och Scenarier användes sedan i en serie Framtidsverkstäder med olika intressegrupper, t.ex. industriell chefer och arbetstagare och fackliga företrädare. I detta projekt var även en grupp kvinnor och en grupp ungdomar särskilt inbjudna att undersöka visioner om en framtida fabrik. Forskningen som presenteras i denna avhandling bidrar praktiskt med metoder, verktyg och riktlinjer för reflekterande och innovativ arbete och arbetsplatsdesign. Det teoretiska forskningsbidraget är sambandet mellan teorier och begrepp som förändring, lärande, genus och reflekterande design.
Godkänd; 2012; 20120112 (asawi); DISPUTATION Ämnesområde: Industriell design/Industrial Design Opponent: Docent Eva Brandt Danmarks designskole, Köpenhamn Ordförande: Professor Ylva Fältholm, Institutionen för ekonomi, teknik och samhälle, Luleå tekniska universitet Tid: Fredag den 24 februari 2012, kl 10.00 Plats: E632, Luleå tekniska universitet
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Wilde, Erik. "Group and session management for collaborative applications /." Aachen : Shaker, 1997. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=12075.
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Fu, Lai-fan, and 傅麗芬. "Characterizing the discourse patterns of collaborative knowledge building." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197113.
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This study aimed to develop a holistic understanding of knowledge-building discourse supported by Knowledge Forum among primary-and secondary-school students in Hong Kong. It is argued that prior studies of knowledge building did not adequately address the important question of how ideas are progressively improved because these studies employed cognitively oriented approaches that discarded the sequential, structural, and situational information about the process of group interactions. To better understand this question, the author applied methods from qualitative traditions to the study of knowledge-building discourse.
The study was part of a five-year professional development project, “Developing a teacher community for classroom innovation through knowledge building”. The author and other project members collaboratively analyzed more than hundreds of Knowledge Forum views to gain an initial understanding of productive group interactions. The selection of data set for the study utilized purposive sampling. The author evaluated the online discourses of several dozens of classes, with the criteria of productive group interactions. Three classes from different schools were selected: Grade 5 Science, Grade 10 Liberal Studies, and Grade 10 Visual Art. These classes offered diverse examples to enhance the transferability of the findings. The data set comprised 764 Knowledge Forum messages, which were examined in great detail by a four-stage qualitative method.
The first stage was a thematic analysis at the thread level to pre-process the online discourses for the subsequent analyses. The second stage was a qualitative coding at the action level to characterize the discourse components of the threads. The coding utilized 7 main codes that were adapted from van Aalst (2009): community, information, question, idea, linking, agency, and meta-discourse. This coding scheme formed a foundation of the data analysis, and this study extended the scheme in two ways. First, it gave the main codes a more theoretically solid foundation by conducting a literature review to further conceptualize or re-conceptualize the main codes. Second, it went beyond conducting the qualitative coding to seek for general patterns of interactions in the third-stage analysis. The third stage was a narrative analysis at the episode level to identify discourse patterns. Eleven patterns were identified to demonstrate productive and unproductive group interactions. The findings from the three stages of analysis were then interpreted to provide a comprehensive profile of the class discourses in the final-stage analysis. The relationship between the discourse profiles and idea improvement was explained. Finally, a validity check was conducted and the findings suggested that the discourse patterns could be used as a heuristic device to provide a basis for understanding other discourses.
The implications of this study are threefold. Methodologically, the study has identified eleven discourse patterns that can be conceived as an extensive classification scheme allowing researchers to understand different types of group interaction in asynchronous online discussion forums. Theoretically, the discourse patterns contribute to the literature concerning the process of computer-mediated group interactions. Pedagogically, it is hoped that the discourse patterns can be used as conceptual tools for scaffolding students toward productive group interaction and can be used in teacher professional development.published_or_final_version
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Doctor of Philosophy
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Winkler, Pettersson Lars. "Collaborative Visualization : Designing and evaluating systems for co-located work." Doctoral thesis, Uppsala universitet, Avdelningen för människa-datorinteraktion, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8405.
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This thesis investigates new ways of using information visualization to support collaboration in co-located work. To study this phenomenon, Multiple Viewer Display Environments (MVDEs) with independent views have been applied to present information such that all viewers at the same time and in the same display can see correct views of 3D models, see correctly oriented text and see different parts and aspects of information in each view. Several prototypes have been developed either as proof of new conceptual designs or to evaluate particular research questions. These prototypes have been used to investigate general properties that apply to co-located collaborative visualizations. A prototype system to keep track of the viewpoints and information in the independent views was implemented on MVDE hardware to support discussions on future command and control environments and to provide the necessary framework for conducting empirical studies (Paper II). Another prototype, the in situ tomographic display, was developed to support presentation of spatial 3D data (e.g., temperature or airflow) in 2D views in situ with working environments (Paper III). In addition to the visualization systems, a technique for high precision pen-based interaction in rear-projection display environments - the PixelActiveSurface – was developed (Papers IV and V). The empirical studies evaluate how new forms of visualization in MVDEs with independent views affect the way information is perceived and can be shared in collaboration. The conclusion is that multiple independent views can provide more effective and efficient visualization when the following conditions are met: text is oriented towards the viewer (Paper VI), different aspects of information are coordinated between different views of the same display (Paper VIII) and correct views of 3D models are used to compare ordinal information and relations in spatial data (Paper VII). However, for the techniques to support co-located work efficiently, it is necessary that the type of work and the task to be solved are first properly analyzed and understood (Papers VII and IX).
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Potgieter, Timothy Kyle. "Using natural user interfaces to support synchronous distributed collaborative work." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/10880.
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Synchronous Distributed Collaborative Work (SDCW) occurs when group members work together at the same time from different places together to achieve a common goal. Effective SDCW requires good communication, continuous coordination and shared information among group members. SDCW is possible because of groupware, a class of computer software systems that supports group work. Shared-workspace groupware systems are systems that provide a common workspace that aims to replicate aspects of a physical workspace that is shared among group members in a co-located environment. Shared-workspace groupware systems have failed to provide the same degree of coordination and awareness among distributed group members that exists in co-located groups owing to unintuitive interaction techniques that these systems have incorporated. Natural User Interfaces (NUIs) focus on reusing natural human abilities such as touch, speech, gestures and proximity awareness to allow intuitive human-computer interaction. These interaction techniques could provide solutions to the existing issues of groupware systems by breaking down the barrier between people and technology created by the interaction techniques currently utilised. The aim of this research was to investigate how NUI interaction techniques could be used to effectively support SDCW. An architecture for such a shared-workspace groupware system was proposed and a prototype, called GroupAware, was designed and developed based on this architecture. GroupAware allows multiple users from distributed locations to simultaneously view and annotate text documents, and create graphic designs in a shared workspace. Documents are represented as visual objects that can be manipulated through touch gestures. Group coordination and awareness is maintained through document updates via immediate workspace synchronization, user action tracking via user labels and user availability identification via basic proxemic interaction. Members can effectively communicate via audio and video conferencing. A user study was conducted to evaluate GroupAware and determine whether NUI interaction techniques effectively supported SDCW. Ten groups of three members each participated in the study. High levels of performance, user satisfaction and collaboration demonstrated that GroupAware was an effective groupware system that was easy to learn and use, and effectively supported group work in terms of communication, coordination and information sharing. Participants gave highly positive comments about the system that further supported the results. The successful implementation of GroupAware and the positive results obtained from the user evaluation provides evidence that NUI interaction techniques can effectively support SDCW.
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Holm, Åsa. "Communicating references in geographically separated collaborative work : an exploratory study /." Luleå, 2003. http://epubl.luth.se/1402-1544/2003/37.
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Pettersson, Lars Winkler. "Collaborative Visualization : Designing and evaluating systems for co-located work." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis Acta Universitatis Upsaliensis, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8405.
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Wong, C. W., and 王振威. "An adaptive information retrieval environment for collaborative architectural design work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45015089.
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Wiechert, Thorsten Reinhard. "Implementation of augmented reality technology for computer supported collaborative work." Thesis, Linköpings universitet, Industriell ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129446.
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Rapid developments in computer and wireless communication technology have led to the proposition of a 4th industrial revolution. With the wireless communication capabilities of emerging technologies, cyber-physical-systems aim to connect people, objects, and services in the internet of things. A research field within this development is computer supported collaborative work. One particular technology used to achieve this is augmented reality. It allows the augmentation of additional digital information into a perceived real environment. Adopting an innovation or technology does not always produce the desired benefits for companies. In many cases a technology is adopted, but not implemented sufficiently. This dilemma creates an interesting starting point for research. The emerging technology of augmented reality is therefore an adequate object to be studied in the context of implementation of a new technology or innovation. The aim of this study is to describe and analyse characteristics of the implementation of an augmented reality remote collaboration technology in the adaptation stage. From existing theory, a model is developed that contains the four categories obstacles, incentives, support factors, and expected benefits. This model is applied to empirical data to identify factors that fall into the corresponding categories and to analyse how they influence the implementation process of the studied technology. Data is gathered from empirical illustrations originating from different sources of evidence as a bricolage. Empirical data is first classified with the developed model and then interpreted with singular and comprehensive analysis to conjoin the insights. The findings indicate that the two factors perceived usefulness and perceived ease of use play a central role in supporting the innovation implementation process, as well as in discrepancies of perception that occur between management and users. In the perception of ease of use, scalability and the characteristics of the conducted task itself play a central role. Regarding the context of industry 4.0, availability of internet connectivity, a passive stance towards obstacles, and EU data secrecy legislation are the biggest obstacles. Another important relationship has been discovered between financial resources availability, training, and the development of skills and knowledge for innovation use. Furthermore, it was found that a high learning curve supports the effectiveness of training measures. Expected benefits are mainly of economic character.
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Timmis, Susan Elizabeth. "Undergraduate students' engagement in digitally-mediated communication and collaborative work." Thesis, University of Bristol, 2010. http://hdl.handle.net/1983/f2e3b99d-a37b-4695-bbc5-fbd2e0e31f91.
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Students regularly communicate using digital tools, yet many studies report difficulties with their use for undergraduate collaborative work and a detailed understanding of how students employ these tools for study purposes is lacking. This dissertation takes the student perspective, and investigates different digitally-mediated communication tools students used for studying, the activities this involved and their contextual influences. A wide-ranging literature review brings together cultural-historical activity theory with concepts from collaborative learning and dialogic communication theories, in which communication and collaboration are understood as mediated, multi-level activities, through discourse, action and system. Third-year undergraduates, working in special interest groups using personal and institutional communication tools, were the focus of the empirical setting. A partnership design, involving students as researchers, allowed for the collection of authentic communications data and in-depth, reflective, accounts. The findings show that although digital tools were part of the fabric of their lives and different tools were used, student communications in the groups were infrequent and lacked dialogic qualities. However, instant messaging conversations between existing friends frequently took place, involving mutual support and collaborative work. Communications were mediated by time, space and historical relations between participants, and required more or less collaborative effort. Tensions emerged as constraints on communications through task design, institutional regulations, ownership of tools, differences in purposes and the division of labour. This study concludes that cultural practices, institutional, pedagogical and interactional elements all contribute to constraining or supporting student engagement in communication and collaboration. Developing successful collaborative work therefore requires an in-depth understanding of these elements. Bringing students’ existing digitally-mediated practices into university work involves cultural change, with students acting as educational designers. The study further demonstrates how institutional rules, practices and processes influence students’ work. Further investigation within institutions and at policy level are urgently needed in order to improve student engagement.
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Smith, Malia Ann. "DECENTRALIZED WORK IN ONSITE-OFFSITE COLLABORATIVE TEAMS: ISSUES AND INSIGHTS." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192992.
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Bergner, David. "Plektrumteknik på elgitarr : en kvalitativ studie om tre elgitarrlärares pedagogik avseende plektrumteknik." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2639.
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Syftet med denna studie var att undersöka hur elgitarrlärare går tillväga när de undervisar i elgitarrspel med plektrum och vilka de största tekniska utmaningarna är som uppkommer för studenten. Datainsamlingen har genomförts genom kvalitativa intervjuer med tre erfarna elgitarrpedagoger. Studien utgår från ett hermeneutiskt perspektiv. Resultatet visar att de tre pedagogerna till stor del låter eleverna själva välja hur de ska spela. Pedagogerna nämner några vanliga fel som eleverna gör, till exempel: de förankrar inte fingrarna eller handen i gitarren, plektrumet trycks för långt in mellan strängarna och att de håller plektrumet för hårt eller för löst.The purpose of this study was to investigate how electric guitar teachers go about teaching plectrum techniques and what the greatest challenges are for the student. The data collection has been conducted through qualitative interviews with three experienced electric guitar teachers. The study is based on a hermeneutic perspective. The result shows that the three educators largely allow students to choose how to play. The pedagogues mention some common mistakes that the students do, for example: they do not anchor their fingers or hand to the guitar, the plectrum is pushed too far in between the strings and that the plectrum is held either to firm or to soft.
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Johansson, Martin. "Participatory inquiry : Collaborative Design." Doctoral thesis, Karlskrona : Malmö : Blekinge Institute of Technology ; School of Arts and Communication, Malmö University, 2005. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/729114bd11f9d4bcc1256f6b0045fd91?OpenDocument.
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Wong, Yuen-ming Beverly. "Investigating online collaborative learning environment : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474261.
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Chan, Sing-fai. "A study of collaborative learning in biology." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264604.
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Isenhour, Philip L. "Sieve: A Java-Based Framework for Collaborative Component Composition." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36544.
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This thesis investigates the design objectives for a collaborative workspace based on Sun Microsystems' Java programming language and JavaBeans component architecture. The feasibility of a collaborative component workspace based on these objectives is demonstrated by Sieve, a Javabased framework for collaborative applications. Sieve allows multiple users to collaboratively add, edit, and connect components on a shared two-dimensional workspace.
Sieve introduces a technique that leverages standard JavaBeans mechanisms to support use of \collaboration-unaware" software components. With this technique, components need only conform to basic JavaBeans conventions in order to be shared across collaborating sessions { they need not be programmed specifically for collaboration. Sieve also allows component developers to provide custom mechanisms for sharing components. Sieve is extensible in other ways, allowing developers to introduce new mechanisms for creating, displaying, editing, and connecting components.
Three collaborative applications built on this framework are presented: a visualization environment, a circuit simulation, and a set of tools for composing arbitrary software components. The visualization environment allows construction of dataflow networks from an extensible set of modules. Modules may read data from a variety of sources, filter and transform the data in various ways, and generate visualizations. The circuit simulation allows users to collaboratively construct and analyze simple direct-current circuits. Finally, the \BeanBox Emulation" application reproduces the basic component-linking functionality of Sun's BeanBox builder tool. With this application, users may collaboratively edit and link objects that conform to standard JavaBeans conventions.Master of Science
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Gumienny, Raja Carola. "Understanding the adoption of digital whiteboard systems for collaborative design work." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/7241/.
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User-centered design processes are the first choice when new interactive systems or services are developed to address real customer needs and provide a good user experience. Common tools for collecting user research data, conducting brainstormings, or sketching ideas are whiteboards and sticky notes. They are ubiquitously available, and no technical or domain knowledge is necessary to use them. However, traditional pen and paper tools fall short when saving the content and sharing it with others unable to be in the same location. They are also missing further digital advantages such as searching or sorting content. Although research on digital whiteboard and sticky note applications has been conducted for over 20 years, these tools are not widely adopted in company contexts. While many research prototypes exist, they have not been used for an extended period of time in a real-world context.
The goal of this thesis is to investigate what the enablers and obstacles for the adoption of digital whiteboard systems are. As an instrument for different studies, we developed the Tele-Board software system for collaborative creative work. Based on interviews, observations, and findings from former research, we tried to transfer the analog way of working to the digital world. Being a software system, Tele-Board can be used with a variety of hardware and does not depend on special devices. This feature became one of the main factors for adoption on a larger scale.
In this thesis, I will present three studies on the use of Tele-Board with different user groups and foci. I will use a combination of research methods (laboratory case studies and data from field research) with the overall goal of finding out when a digital whiteboard system is used and in which cases not. Not surprisingly, the system is used and accepted if a user sees a main benefit that neither analog tools nor other applications can offer. However, I found that these perceived benefits are very different for each user and usage context. If a tool provides possibilities to use in different ways and with different equipment, the chances of its adoption by a larger group increase. Tele-Board has now been in use for over 1.5 years in a global IT company in at least five countries with a constantly growing user base. Its use, advantages, and disadvantages will be described based on 42 interviews and usage statistics from server logs. Through these insights and findings from laboratory case studies, I will present a detailed analysis of digital whiteboard use in different contexts with design implications for future systems.Nutzerorientierte Gestaltungsprozesse werden angewandt, um zu gewährleisten, dass neue Software für Computer und Smartphones gebrauchstauglich ist und die tatsächlichen Bedürfnisse der Anwender adressiert. Dazu sollen potentielle Anwender befragt und beobachtet und darauf basierend Ideen und Entwürfe für die neue Software entwickelt werden. Um die Nutzerdaten und Ideen zu sammeln, sowie daraus Konzepte zu erarbeiten, werden häufig Whiteboards und Haftnotizen (Post-its) benutzt. Sie haben den Vorteil, dass sie weit verbreitet sind und keine speziellen Kenntnisse erfordern. Analoge Whiteboards sowie Stift und Papier haben allerdings auch den Nachteil, dass die Informationen nicht digital gespeichert und mit Personen an anderen Standorten geteilt werden können. Auch andere digitale Vorteile, wie z. B. Inhalte suchen und sortieren, sind nicht verfügbar. Obwohl es seit 20 Jahren Forschung zu digitalen Whiteboard-Anwendungen gibt, werden diese Systeme im Firmenumfeld kaum genutzt. Diverse Forschungsprototypen sind bisher weder im Langzeiteinsatz noch in Unternehmen ausreichend getestet worden. Ziel dieser Dissertation ist zu erforschen, welche Faktoren den Einsatz von digitalen Whiteboard-Systemen begünstigen und welche Faktoren eher hinderlich sind. Zu diesem Zweck haben wir das Tele-Board Software System für gemeinsames kreatives Arbeiten entwickelt. Basierend auf Interviews und Beobachtungen, sowie Erkenntnissen aus vorheriger Forschung, haben wir versucht, die analoge Arbeitsweise mit herkömmlichen Arbeitsmitteln in die digitale Welt zu übertragen. Tele-Board kann mit unterschiedlicher Hardware benutzt werden und ist nicht an spezielle Geräte gebunden. Diese Tatsache hat sich als Vorteil für den Einsatz der Software in größerem Umfang erwiesen. In dieser Arbeit präsentiere ich drei Studien zur Nutzung von Tele-Board von verschiedenen Anwendern in unterschiedlichen Umgebungen. Die Studien wurden sowohl unter kontrollierten Bedingungen, als auch im realen Arbeitsumfeld durchgeführt. Wie zu erwarten war, wird das System besonders dann angenommen, wenn die Anwender Vorteile sehen, die sie mit analogen Arbeitsmitteln und anderer Software nicht haben. Allerdings unterscheiden sich die empfundenen Vorteile je nach Anwender und Nutzungskontext. Daher steigen die Chancen auf eine Verbreitung der Software, wenn sie verschiedene Anwendungsfälle und unterschiedliches Equipment unterstützt. Tele-Board ist mittlerweile seit 1,5 Jahren in einer global agierenden IT-Firma in mindestens fünf Ländern mit konstant steigenden Nutzerzahlen im Einsatz. Auf der Basis von 42 Interviews und Nutzungsstatistiken vom Server wird beschrieben, auf welche Art und Weise das System angewandt wird und welche Vor- und Nachteile es hat. Aus diesen Erkenntnissen sowie anderen Studien, präsentiere ich eine detaillierte Analyse der Nutzung von digitalen Whiteboards und gebe Empfehlungen für die Entwicklung zukünftiger Systeme.
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Edmondson, Rachel. "Collaborative group work in the primary classroom : a psychoanalytically informed exploration." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10017896/.
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Collaborative group work in the primary classroom is considered to hold academic and social benefits for pupils, in providing opportunities for them to develop thinking through interaction with others. It is widely recognised, however, that teachers find it challenging to incorporate group work into classroom practice because of the difficulties pupils often experience with this form of learning. The aim of this research is to explore psychoanalytic theory as a way of thinking about the emotions, both conscious and unconscious, that might circulate in the group and affect the ability of group members to achieve the explicit task that has been set. I present four case studies of group work, involving children in a Year 5 class; each study illuminates aspects of the emotional difficulty children might experience, for example, the tensions of belonging to a group, the frustrations of learning with others and the anxieties that might be stirred. I argue that teachers and educational leaders would benefit from attending to the emotional significance of group learning, rather than invest in the ‘fantasy’ that suggests affect and cognition can be kept separate in encounters with learning and with others.
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Edlund, Ängskog Jenny. "Working against trafficking : Perspectives on collaborative work between Swedish administrative authorities." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27936.
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The aim of this study was to explore prerequisites for collaboration between Swedish authorities in their work with women exposed to trafficking with sexual purpose. A qualitative research method was used. Three over-phone semi-structured interviews and one face-to-face semi-structured interview were conducted with professionals from the County Administrative Board, the Social Services and the Swedish Migration Agency. The results were analysed thematically through three themes with relating subthemes. The results showed that the professionals perceived collaborative work as important in order to treat each aspect of the diverse issue that is human trafficking, as well as to exchange knowledge and experiences with the involved authorities. Moreover, the professionals described that prerequisites for a functioning collaborative work are; clear assignation of roles, sufficient time and budget, and that each agency is aware of the importance of collaboration. Some difficulties within collaborative work highlighted by the participants were; different opinions and agendas between the agencies and lack of knowledge. Finally, some implications for future research were noticed, for example a lack of research regarding collaborative work between agencies against human trafficking for sexual purposes.
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Beauvais, Erik Alexander Maoui. "An investigation of a framework to evaluate computer supported collaborative work." Thesis, Rhodes University, 1999. http://eprints.ru.ac.za/1383/.
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Chorost, Michael Murray. "Designing online environments to facilitate classroom management and student collaborative work /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004237.
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Chan, Wai-man. "Exploring collaborative learning online in history classes." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39848656.
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Chang, Po-lin Pauline. "Effects of collaborative discussion on students' reading performance." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23519769.
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Kindel, Laurie Ann. "Psychosocial Accompaniment of Unaccompanied Central American Youth| A Collaborative Inquiry." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255962.
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This liberatory participatory action research involved a collaborative inquiry by unaccompanied minors from Central America. Using participatory action research and a liberatory approach, the study followed the youth as they investigated and shared their experiences in the systems of custody and legal protection that exist for unaccompanied minors in the United States. The research question, developed with the youth, was what is the experience of unaccompanied minors as they journey to the United States? Their collaborative inquiry is reflected in the mural that they created and their complementary written personal narratives. The co-creation of the mural and personal narratives developed their self-awareness as they discovered and understood their social placement. The research question also stimulated the participants’ consideration of taking action for social change through the sharing of their experience with the public. The work of these youth took place in the accompaniment of adults who witnessed the participants’ inquiry and shared knowledge with them about the journeys of other unaccompanied minors.
Keywords: accompaniment, collaborative inquiry, liberatory psychology, youth participatory action, unaccompanied minors.
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Miao, Yongwu. "Design and implementation of a collaborative virtual problem-based learning environment." Phd thesis, [S.l. : s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=960586490.
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Lei, Chunlin, and 雷春林. "Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197099.
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This study examines the design, processes and instructional effects of principle-based, student-directed reflective assessments on students’ conceptual understanding and collaborative inquiry in a computer-supported knowledge building environment. Premised on socio-constructivism, knowledge building and classroom learning theories, this study (1) designs a knowledge building environment, informed by knowledge building principles and reflective assessments, and evaluates its effects on students’ conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigates the role of engagement in Knowledge Forum on students’ conceptual understanding; (3) examines the role of portfolio assessment and other reflective assessment strategies in facilitating deep learning and knowledge building; and (4) characterizes the socio-cognitive dynamics of collaborative knowledge building.
Participants of the study were 60 first-year Chinese tertiary students enrolled in a Sino-British joint educational program at a university in Shanghai, China. In a quasi-experimental design, one group of students experienced a knowledge building environment which was informed by knowledge building principles and highlighted concurrent, transformative assessment (reflective assessment strategies). The other group was exposed to a technology-based environment without the mediation of knowledge building principles.
Multiple source of data were employed, including surveys, domain tests, academic performance assessments, Knowledge Forum engagement indices, e-portfolio notes, online inquiry threads, student classroom reflective presentations, and end-of-program interviews. Major findings include (1) students in the principle-based environment outperformed their peers in terms of conceptual understanding and deep approaches to learning; (2) student online participation and community connectedness increased over time, and contributed to students’ conceptual understanding over and above their prior domain knowledge; (3) qualitative e-portfolio analyses identified different kinds of student reflection strategies that were correlated with academic performance; (4) analysis of online inquiry threads showed students’ different levels of engagement with four knowledge building principles and suggested knowledge building might be manifested by meta-discourse; (5) Student reflective presentation and interview study further addressed the role of epistemic reflection and collective assessments in scaffolding collaborative knowledge building.
This study addresses the problem of aligning social-constructivist theories of learning and assessment. Assessment takes on a new meaning of both assessing and scaffolding group learning and knowledge building. This study may advance current literature on how socio-cognitive principles and social-constructivist assessment can be designed and aligned with learning, collaboration and instruction to promote conceptual understanding and knowledge building. This study also has pedagogical implications for how computer-supported knowledge building inquiry can be designed in the context of 21st century Chinese tertiary classrooms.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Berggren, Max, and Johanna Wiklund. "Conditions for Collaborative Creativity in Mobile Multi-Locational Work Systems : A managerial perspective on supporting collaborative creativity in a virtualized setting." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-124521.
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The increasingly virtualized work life, brought on by increased demand on flexibility and work- life balance as well as technological development, has changed the way we work. At the same time the need for organizations to be creative in order to compete on the expanding market has grown. This is a fact that increases the need for groups to be creative through collaboration. Hence, this study investigates how collaborative creativity can be created in Mobile Multi-Locational Work Systems, from a managerial point of view. The existing theoretical body of knowledge on collaborative creativity and virtual structures, such as Mobile Multi-Locational Work Systems, points to communication as an area of key importance. When further investigating the factor of communication, two sub-areas were identified; Social Factors and Coordination. Moreover the role of leadership in collaborative creativity implies that managers have an important role in creating conditions for collaborative creativity. In order to investigate how collaborative creativity can be stimulated in Mobile Multi-Locational Work Systems, managerial perceptions of work within such a system were collected through interviews at our case company, Microsoft AB. The organization had implemented a Mobile Multi- Locational Work Systems called the New World of Work, allowing employees to work flexibly. Results imply that Mobile Multi-Locational Work Systems affect conditions for collaborative creativity in both stimulating and inhibiting manners. The system implementation appears to increase group external communication across organizational boundaries. It likely increases the amount of ideas and knowledge available, which is positive for collaborative creativity. However, handling factors related to communication, social factors and work coordination within work groups appears to be critical in facilitating collaborative creativity as they appear to be affected by the Mobile Multi-Locational Work System implementation. Results indicate that if managers allows freedom with responsibility, provides a clear framework, creates forums for social and work interaction, coaches their employees and acts as role models it is likely that they will stimulate collaborative creativity in their team.
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Marr, Elizabeth Anne. "The work of journalism : on-line resources for supporting collaborative information use." Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297697.
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Finn, Rachael. "Collaborative work in the operating theatre : conflict and the discourse of 'teamwork'." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397548.
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Vu, Jimmy M. "Developing an Electronic Tool for Cross-Cultural Computer Supported Collaborative Work (CCSCW)." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/42105.
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There is a lack of tools available to support cross-cultural communication and collaboration. Current research is comprised of assessments of the need for better cross-cultural communication tools and discussions of simple guidelines for developing such a tool. Existing programs such as chat or video-conferencing have been altered to be used in a cross-cultural setting, but little data has been gathered on their effectiveness. There is a need, according to the literature in the field of Computer Supported Collaborative Work (CSCW), that cross-cultural tools be developed, researched, and comprehensively studied.
The purpose of this research was to show that a simple cross-cultural communication tool can be developed to support electronic cross-cultural collaborations. BlissChat was developed in Virginia Techâ s Macroergonomics and Group Decision Systems Laboratory for this purpose.
The dependent measures for the study consisted of the time of completion and errors committed. The experimental design was a 2 x 2 between factor design. The factors were divided into a concordant (same language culture) group versus a discordant (different language culture) group. The other independent variable was the environment, whether they used the communication tool BlissChat, or in the ideal setting of face-to- face (FtF). The two culture groups used were Chinese first language speakers and English first language speakers.
Participants who used BlissChat were able to perform their tasks as accurately as those who met FtF by not committing significantly more errors (p<0.05), but they did not perform as efficiently. The participants using BlissChat did not perform as efficiently as those meeting FtF (p<0.05). It took participants using BlissChat much longer to perform their task than participants in FtF conditions (p<0.05). The consequence of these outcomes will effect both the current use as well as the future outcomes of CCSCW.Master of Science
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Gaff, Ronald D. "Working together in ministry developing collaborative skills in theological students /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Niu, Ruiying. "Effects of collaborative output on Chinese EFL learners' lexical learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888046.
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