Relevant bibliographies by topics / COMPUTER MEDIATED COLLABORATIVE DESIGN

Academic literature on the topic 'COMPUTER MEDIATED COLLABORATIVE DESIGN'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "COMPUTER MEDIATED COLLABORATIVE DESIGN"

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Freeman, Guo, Dane Acena, Nathan J. McNeese, and Kelsea Schulenberg. "Working Together Apart through Embodiment." Proceedings of the ACM on Human-Computer Interaction 6, GROUP (January 14, 2022): 1–25. http://dx.doi.org/10.1145/3492836.

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Computer-mediated collaboration has long been a core research interest in CSCW and HCI. As online social spaces continue to evolve towards more immersive and higher fidelity experiences, more research is still needed to investigate how emerging novel technology may foster and support new and more nuanced forms and experiences of collaboration in virtual environments. Using 30 interviews, this paper focuses on what people may collaborate on and how they collaborate in social Virtual Reality (VR). We broaden current studies on computer-mediated collaboration by highlighting the importance of embodiment for co-presence and communication, replicating offline collaborative activities, and supporting the seamless interplay of work, play, and mundane experiences in everyday lives for experiencing and conceptualizing collaboration in emerging virtual environments. We also propose potential design implications that could further support everyday collaborative activities in social VR
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Kaufman, D. R., V. G. Allen, E. H. Shortliffe, J. J. Cimino, R. A. Greenes, and V. L. Patel. "Toward a Framework for Computer-Mediated Collaborative Design in Medical Informatics." Methods of Information in Medicine 38, no. 03 (1999): 158–76. http://dx.doi.org/10.1055/s-0038-1634192.

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AbstractThe development and implementation of enabling tools and methods that provide ready access to knowledge and information are among the central goals of medical informatics. The need for multi-institutional collaboration in the development of such tools and methods is increasingly being recognized. Collaboration involves communication, which typically involves individuals who work together at the same location. With the evolution of electronic modalities for communication, we seek to understand the role that such technologies can play in supporting collaboration, especially when the participants are geographically separated. Using the InterMed Collaboratory as a subject of study, we have analyzed their activities as an exercise in computer- and network-mediated collaborative design. We report on the cognitive, sociocultural, and logistical issues encountered when scientists from diverse organizations and backgrounds use communications technologies while designing and implementing shared products. Results demonstrate that it is important to match carefully the content with the mode of communication, identifying, for example, suitable uses of E-mail, conference calls, and face-to-face meetings. The special role of leaders in guiding and facilitating the group activities can also be seen, regardless of the communication setting in which the interactions occur. Most important is the proper use of technology to support the evolution of a shared vision of group goals and methods, an element that is clearly necessary before successful collaborative designs can proceed.
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Rittgen, Peter. "Collaborative Business and Information Systems Design." International Journal of e-Collaboration 5, no. 4 (October 2009): 1–15. http://dx.doi.org/10.4018/jec.2009062601.

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Collaborative business and information systems design touches a number of issues that lie within the realm of different research areas. It deals with design as such, and in particular with design in and for groups. It is also concerned with socio-technical systems and hence with human-computer interaction as well as IT-mediated human-human interaction. This introduces collaboration issues. The significant complexity of the business and information systems that are in the focus of the design endeavor calls for modeling as an instrument for managing this complexity. This article maps the terrain of collaborative business and information systems design by surveying the contributions that are made by related areas of research.
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Canché, Maximiliano, and Sergio F. Ochoa. "Modeling Computer-Mediated User Interactions in Ubiquitous Collaborative Systems." Proceedings 2, no. 19 (October 17, 2018): 1250. http://dx.doi.org/10.3390/proceedings2191250.

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Modelling ubiquitous collaborative systems that support people-driven processes represents a major challenge for software designers, since there is no a workflow that helps identify the scenarios in which the interaction among the participants could take place. Typically, this reduces the effectiveness of the resulting systems and increases the uncertainty during their developments. This paper proposes a visual modeling notation that allows designers to identify these potential interactions scenarios, and characterize them properly. The usability and expressiveness of this proposal was evaluated and compared to the most representative modeling notation reported in the literature to address this design challenge. The obtained results were highly positive, opening thus several opportunities to improve the design of ubiquitous collaborative systems.
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Santucci, Michael. "Toward an integrated theory of computer-mediated social interaction." Team Performance Management: An International Journal 27, no. 5/6 (August 2, 2021): 353–76. http://dx.doi.org/10.1108/tpm-11-2017-0077.

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Purpose This paper aims to describe an integration of the media naturalness theory, the continuum model of impression formation and the social identity model of deindividuation effects. The goal is to determine the compatibility of the central tenets and propositions of the two theories and reconcile their effects under a unified model that can be used to explain and predict changes in perceptions, attitudes and behaviors arising in computer-mediated interaction. Design/methodology/approach A review of the literature was used to determine whether the two theories were compatible. The reconciliation comes by way of a third theory, the motivated tactician theory, which focuses on the effects of cognitive effort on schema use, particularly on those schemas used in social categorization processes. Findings It was determined that the two models of focus could be combined via the tenets of the third. The combined model is expected to provide explanatory and predictive capabilities that exceed those of the individual theories and should prove to be relevant in the study of computed-supported collaboration, in the design of collaborative environments and in the analysis of individual and group behaviors in computer-mediated communication. Research limitations/implications The current effort describes the main effects derived from the integration and offers four propositions that describe moderating factors that are derived from each of the three theories. The main effects must be tested and validated and, given support, must be extended to determine the validity of the moderating effects predicted by the propositions. Additionally, media naturalness theory is a relatively recent addition to theories of technology and so needs further empirical support for its propositions. As to the behavioral implications, the social identity model of deindividuation effects has yet to be tested with the specific intention of discovering how media characteristics affect self-concept. Practical implications The model can be used to inform information system designs that favor desirable behavioral outcomes or to prevent undesirable effects from occurring. For example, emphasis can place on media attributes and system features that individuate decision-makers within group decision support environments when consensus is a primary goal as a means to avoid group thinks and polarization. Conversely, attributes and features that are supportive of social categorization processes and deindividuation effects might be used to emphasize group membership, shared effort and to minimize social loafing or the frequency and intensity of inappropriate disparagement of ideas and contributions. Social implications The combined model is principally useful in explaining and predicting human behavior in relation to computer-supported collaborative work such as distributed workgroups and online learning environments. For example, the explanatory elements of the combined theory can be used by managers as a diagnostic tool in problem situations within virtual teams. A specific instance would be to determine why a change to existing systems created a change in work habits. In a more proactive move, managers might use the predicted social categorization effects and subsequent depersonalization, to instill a group identity in an otherwise diverse workgroup. Originality/value The combined model is expected to provide explanatory and predictive capabilities that exceed those of the individual theories and should prove to be relevant in the study of computed-supported collaboration, in the design of collaborative environments and in the analysis of individual and group behaviors in computer-mediated communication.
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Baykal, Gökçe Elif, Olof Torgersson, and Eva Eriksson. "Designing for Children’s Reflections in Collaborative Interaction Mediated by Technology: A Systematic Literature Review." Interaction Design and Architecture(s), no. 49 (September 10, 2021): 111–34. http://dx.doi.org/10.55612/s-5002-049-007.

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Reflection is an integral part of collaborative interaction. However, we know little about how to design for reflection in collaborative activities mediated by technologies. This systematic literature review focuses on children’s reflections within the collaborative practices in child-computer interaction research and investigates (1) the link between reflection and collaborative activities, (2) the types of collaborative technologies to scaffold reflection, and (3) the methodological approaches to analyze reflection. We searched the ACM Digital Library, Scopus and ProQuest which resulted in 141 papers that make the link between terms ‘reflection’ and ‘collaboration’ explicit, where only 13 of these involve children as the primary actors of reflection. The results show that this topic is increasingly gaining attention, however, the link between reflection and collaborative interaction remains underdeveloped. The contribution of this study is to provide a theoretical and methodological basis to understand, analyze and support children’s reflections within a collaborative activity through technology.
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GÁNEM GUTIÉRREZ, GABRIELA ADELA. "Beyond interaction: the study of collaborative activity in computer-mediated tasks." ReCALL 15, no. 1 (May 2003): 94–112. http://dx.doi.org/10.1017/s0958344003000818.

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Research, design, implementation, and evaluation of CALL materials needs to be based on sound SLA theories and research. A research agenda of CALL issues needs to be identified and investigated by means of suitable methodology. I propose that a Sociocultural approach to language learning provides a useful theoretical framework to investigate the process of collaborative activity in computer-mediated tasks. Following a brief overview of Sociocultural theory in relation to its claims about the usefulness of collaborative activity in the language classroom, I provide an account of issues to be addressed in task design. Finally, I exemplify from a study currently taking place how collaborative activity in computer-mediated tasks can be empirically studied, and I outline some of the methodological considerations underpinning such research work.
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Cheung, Ronnie, and Doug Vogel. "Designing Web 2.0 Collaboration Tools to Support Project-Based Learning." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (April 2012): 1–14. http://dx.doi.org/10.4018/jssoe.2012040101.

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Collaborative learning involves small groups of students working together to solve problems for the purpose of learning. There are a large number of researches that focus on the technical aspects of computer-mediated environments for collaborative learning. Very few studies have examined the design of Web 2.0 technologies to support collaborative learning using an activity-oriented approach. In this study, activity theory was used as a design framework for collaborative learning in a Web 2.0 environment using Google Applications technology. By employing an activity-oriented design method, a collaborative platform was developed to facilitate social learning activities that are mediated by artifacts and collaborative tools using Google Applications technology.
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Neale, Dennis C., Daniel R. Dunlap, Philip Isenhour, and John M. Carroll. "Collaborative Critical Incident Development." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 37 (July 2000): 598–601. http://dx.doi.org/10.1177/154193120004403714.

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We have been using critical incidents to research the design and evaluation of computer-mediated collaborative and communication technologies for use in K-12 education. A variety of methods have generated a number of critical incidents identified during classroom evaluations. To enhance our analysis and understanding of these incidents, we developed a Web-based forum called the collaborative critical incident tool (CCIT). Users (teachers) and researchers collaboratively post, rate incident criticality, and elaborate on critical incidents through sustained dialog, contributing to the understanding of underlying conditions, causes, and implications. In this paper we describe the tool and its impact on evaluation.
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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (May 1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.

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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.
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Dissertations / Theses on the topic "COMPUTER MEDIATED COLLABORATIVE DESIGN"

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Gabriel, Gerard Cesar. "COMPUTER MEDIATED COLLABORATIVE DESIGN IN ARCHITECTURE: THE EFFECTS OF COMMUNICATION CHANNELS ON COLLABORATIVE DESIGN COMMUNIATION." Thesis, The University of Sydney, 2000. http://hdl.handle.net/2123/3961.

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Up till now, architects collaborating with other colleagues did so mostly face-to-face (FTF). They had to be in the same space (co-located) at the same time. Communi-cation was ‘spontaneous’ and ideas were represented, whether verbal or non-verbal, by talking and using ‘traditional drawing tools’. If they were geographically displaced, the interaction was then space affected as well as the probability of being time affected. In this case communication was usually mediated through the tele-phone, and graphically represented ideas were sent by Fax or posted documents. Recently, some architectural firms started using modems and Internet connections to exchange information, by transferring CAD drawings as well as design informa-tion, through e-mail and file transfer protocol (FTP). Discussing ideas in architecture, as a more abstract notion, is different from discuss-ing other more concrete arguments using video conferencing. It is more important to ‘see’ what is being discussed at hand than ‘watch’ the other person(s) involved in the discussion. In other words the data being conveyed might be of more impor-tance than the mode of communication. Taking into consideration recent developments in computer and communication technologies this thesis investigates different communication channels utilised in architectural collaboration through Computer Mediated Collaborative Design (CMCD) sessions as opposed to FTF sessions. This thesis investigates the possi-ble effects these different channels have on collaborative design in general and col-laborative design communication in particular. We argue that successful CMCD does not necessarily mean emulating close prox-imity environments. Excluding certain communication channels in a CMCD envi-ronment might affect the flow and quantity of synchronous collaborative communica-tion, but not necessarily the quality and content of mutually communicated and rep-resented design ideas. Therefore different communication channels might affect the type of communication and not necessarily the content of the communication. We propose that audio and video are not essential communication channels in CMCD environments. We posit that architects will collaborate and communicate design representations effectively although with some differences, since those two chan-nels might cause interruptions and successful collaborative sessions can take place without them. For this purpose we conducted twenty-four one-hour experiments involving final year architecture students all working to the same design brief. The experiments were divided into three categories, FTF, full computer mediated collaborative design sessions (CMCD-a; audio-video conferencing plus whiteboard as a shared drawing space) and limited computer mediated collaborative design sessions (CMCD-b; with Lambda MOO used as a chat medium plus whiteboard as a shared drawing space). The experiments were video and audio taped, transcribed and coded into a custom developed coding scheme. The results of the analysed coded data and observations of the videotapes provided evidence that there were noticeable differences between the three categories. There was more design communication and less communication control in the CMCD-b category compared to the FTF and CMCD-a categories. Verbal communi-cation became shorter and straight to the point in CMCD-b as opposed to spontane-ous non-stop chat in the other two categories. Moreover in CMCD-b the subjects were observed to be more reflective as well as choosing and re-examining their words to explain ideas to their partners. At times they were seen scrolling back through the text of the conversation in order to re-analyse or interpret the design ideas at hand. This was impossible in FTF and CMCD-a sessions, since the sub-jects were more spontaneous and audio representations were lost as soon as they were uttered. Also the video channel in the CMCD-a category was ignored and hardly used except for the first few minutes of the experiments, for a brief exchange of light humour on the appearance of each subject. The results obtained from analysing the experiments helped us conclude that differ-ent communication channels produce different collaborative environments. The three categories of communication for architectural collaboration explored in our ex-periments are indicative of the alternatives available to architects now. What is not clear to architects is why they would choose one category over another. We pro-pose that each category has its own strengths and difficulties for architectural col-laboration, and therefore should be selected on the basis of the type of communica-tion considered to be most effective for the stage and tasks of the design project.
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Gabriel, Gerard Cesar. "COMPUTER MEDIATED COLLABORATIVE DESIGN IN ARCHITECTURE: THE EFFECTS OF COMMUNICATION CHANNELS ON COLLABORATIVE DESIGN COMMUNIATION." University of Sydney, 2000. http://hdl.handle.net/2123/3961.

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Doctor of Philosophy (PhD)
Up till now, architects collaborating with other colleagues did so mostly face-to-face (FTF). They had to be in the same space (co-located) at the same time. Communi-cation was ‘spontaneous’ and ideas were represented, whether verbal or non-verbal, by talking and using ‘traditional drawing tools’. If they were geographically displaced, the interaction was then space affected as well as the probability of being time affected. In this case communication was usually mediated through the tele-phone, and graphically represented ideas were sent by Fax or posted documents. Recently, some architectural firms started using modems and Internet connections to exchange information, by transferring CAD drawings as well as design informa-tion, through e-mail and file transfer protocol (FTP). Discussing ideas in architecture, as a more abstract notion, is different from discuss-ing other more concrete arguments using video conferencing. It is more important to ‘see’ what is being discussed at hand than ‘watch’ the other person(s) involved in the discussion. In other words the data being conveyed might be of more impor-tance than the mode of communication. Taking into consideration recent developments in computer and communication technologies this thesis investigates different communication channels utilised in architectural collaboration through Computer Mediated Collaborative Design (CMCD) sessions as opposed to FTF sessions. This thesis investigates the possi-ble effects these different channels have on collaborative design in general and col-laborative design communication in particular. We argue that successful CMCD does not necessarily mean emulating close prox-imity environments. Excluding certain communication channels in a CMCD envi-ronment might affect the flow and quantity of synchronous collaborative communica-tion, but not necessarily the quality and content of mutually communicated and rep-resented design ideas. Therefore different communication channels might affect the type of communication and not necessarily the content of the communication. We propose that audio and video are not essential communication channels in CMCD environments. We posit that architects will collaborate and communicate design representations effectively although with some differences, since those two chan-nels might cause interruptions and successful collaborative sessions can take place without them. For this purpose we conducted twenty-four one-hour experiments involving final year architecture students all working to the same design brief. The experiments were divided into three categories, FTF, full computer mediated collaborative design sessions (CMCD-a; audio-video conferencing plus whiteboard as a shared drawing space) and limited computer mediated collaborative design sessions (CMCD-b; with Lambda MOO used as a chat medium plus whiteboard as a shared drawing space). The experiments were video and audio taped, transcribed and coded into a custom developed coding scheme. The results of the analysed coded data and observations of the videotapes provided evidence that there were noticeable differences between the three categories. There was more design communication and less communication control in the CMCD-b category compared to the FTF and CMCD-a categories. Verbal communi-cation became shorter and straight to the point in CMCD-b as opposed to spontane-ous non-stop chat in the other two categories. Moreover in CMCD-b the subjects were observed to be more reflective as well as choosing and re-examining their words to explain ideas to their partners. At times they were seen scrolling back through the text of the conversation in order to re-analyse or interpret the design ideas at hand. This was impossible in FTF and CMCD-a sessions, since the sub-jects were more spontaneous and audio representations were lost as soon as they were uttered. Also the video channel in the CMCD-a category was ignored and hardly used except for the first few minutes of the experiments, for a brief exchange of light humour on the appearance of each subject. The results obtained from analysing the experiments helped us conclude that differ-ent communication channels produce different collaborative environments. The three categories of communication for architectural collaboration explored in our ex-periments are indicative of the alternatives available to architects now. What is not clear to architects is why they would choose one category over another. We pro-pose that each category has its own strengths and difficulties for architectural col-laboration, and therefore should be selected on the basis of the type of communica-tion considered to be most effective for the stage and tasks of the design project.
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Hatem, Wadhah Amer Hatem. "Comparing the effectiveness of face to face and computer mediated collaboration in design." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37337/.

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Construction projects are complex and organisationally characterised by a high degree of fragmentation. This results in a need for clear communication and collaboration between the project participants in order to ensure the success of a project. Advances in communication technologies have enabled construction project members to supplement face to face (FTF) communication with methods based on computer mediated communication (CMC). The latter has reduced the need for travelling and hence results in savings in aspects, such as cost and time. One aspect of this CMC based communication is the emergence of modern design software which, together with other communication tools enables designers to undertake collaborative design while being geographically remote from one another. The research in this thesis compares the effectiveness of FTF and CMC based collaboration for teams of two people at the design stage of a construction project. The comparison deals with many points that have been not addressed in previous studies and the analysis leads to the conclusion that CMC results in a more effective process than FTF in many aspects. For productivity, the results of this research reveal that team productivity for CMC is higher than for FTF and intriguingly further results show that the productivity score of two people collaborating is higher than for a single designer. Better time management has been found to occur with CMC than FTF. This research found a method of measuring degree of collaboration between users in a team, as well as the results prove that the degree of collaboration in CMC better than FTF. In terms of design quality, the results show that the design quality for FTF is nearly equal to that for CMC. Other aspects of this research examine the relationship between non-verbal and verbal communication as well as between non-verbal communication and team productivity plus the impact of emotional factors on productivity and quality is also examined.
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Fraser, John. "Designing within a computer-mediated communication environment : three studies into the potential of online learning environments for collaborative design work in international educational contexts." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020483/.

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Computer-mediated communication has become a common part of higher education and of designers' professional practice in the twenty-first century. This research sets out to investigate student-centred group enquiry-driven learning in a distributed environment. The aim is to examine how students and instructors interact in online learning environments in the conduct of online collaborative design work in international educational settings, and thus provide the basis for the identification of factors that contribute to successful online collaborative work in design education. Through the study of three examples of online collaborative design work, the research addresses the following specific questions: (i) how do distributed groups of students use synchronous and asynchronous interaction when seeking collaborative solutions to design problems? (ii) how do instructors use the facilities provided by an online collaborative environment in interacting privately and publicly with students and with each other? (iii) how do students handle the challenges of group dynamics and partnership in online collaborative group work? Together, addressing these questions enables design educators to develop an understanding of the ways in which the use of online collaborative work can be of particular benefit for design education, for instance in facilitating the forms of international and inter-disciplinary collaboration that lie at the heart of contemporary professional design practice. This practitioner research suggests that, in the hands of committed design teachers, technology can support innovations that will improve student performance, help students develop cognitive design skills and can introduce a real-world design context for student learning. The findings indicate that a balance between dynamic synchronous and reflective asynchronous engagement is critical in establishing successful online collaborative design environments. The importance of privacy issues in the space used by design students is another interesting finding that can inform restructuring of collaborative interfaces for future design education.
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Tolman, Jim. "Evaluation of a Multi-User Virtual Reality System for Collaborative Layout Planning Processes." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-238186.

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This paper discusses the application of a tool for experiencing the usage of Virtual Reality (VR) in the factory layout planning process of Scania. The goal is to evaluate the system's collaborative capabilities and to assess the usability. The study combines existing methodologies in a novel way. The method consists of recording 16 participants in performing a collaborative task, and then coding for Collaborative Joint attention (CJA). Furthermore the evaluation makes use of the System Usability Scale (SUS) and Nielsen's Heuristics. The system's score on the SUS appeared to be above average, but participants with higher experience in factory planning gave higher scores. There were numerous problems related to the physical room being smaller than the virtual room, user control was limited and the embodiment of the users (avatars) proved to be distracting. The findings have implications for builders and evaluators of multiparty VR systems, that allow for collaboration. The evaluators need to consider including CJA as one of their dependent variables.
Denna studie beskriver tillämpningen och utvärderingen av ett system för användning av Virtual Reality (VR) i samband med layoutplanering av Scania-fabriker. Målet är att utvärdera samarbetet inom systemet samt att bedöma användarvänligheten. Studien använder befintliga metoder på nya sätt. 16 deltagare filmas när de utför en gemensam uppgift och kodas sedan för Collaborative Joint Attention (CJA). Utvärderingen använder sig även av System Usability Scale (SUS) och Nielsens Heuristics. SUS-poängen var över genomsnittet, men deltagare med tidigare erfarenhet av layoutplanering gav systemet ett högre betyg. Det fanns många problem relaterade till att det fysiska rummet var mindre än det virtuella rummet, begränsad användarkontroll och att gestaltningen av brukarens avatar visade sig vara distraherande. Resultaten har konsekvenser för byggare och utvärderare av VR-fleranvändarsystem för samarbete. En rekommendation till utvärderare är att överväga användning av CJA som en beroende variabel.
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Foglé, Emma. "Vikten av gemensamt avslut vid datorförmedlad kommunikation i en lärandemiljö : En studie om att reducera det sociotekniska glappet vid flexibel undervisning via videokonferens." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4165.

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I rapporten undersöks problemställningen ”Hur kan teorin om Gemensam grund och specifikt ”gemensamt avslut” bidra till en ökad förståelse för betydelsen av social interaktion i flexibel undervisning via datorförmedlad kommunikation?” i en fallstudie med fokus på videokonferenssystem vilka används i lärandemiljöer. Resultaten som framkom tydliggjorde att då ett sociotekniskt glapp uppstår tvingas studenterna att skapa alternativa strategier för att kunna uppnå just det här gemensamma avslutet. Därmed uppvisar också resultaten att drivkraften att uppnå gemensamt avslut inte endast är stark vid kommunikation som sker ansikte mot ansikte utan även vid datorförmedlad kommunikation. Fallstudiens resultat kan därmed ses som ett bidrag till grundforskningen i det att betydelsen av att uppnå gemensamt avslut vid datorförmedlad kommunikation uppvisas, vilket också förstärker betydelsen av Clarks (1996) teori om gemensam grund. Vidare har resultaten från fallstudien också använts för tillämpad forskning då designkonsekvenser tagits fram vilka beskriver hur videokonferenssystem i lärandemiljöer bör utformas för att studenter lättare ska kunna uppnå gemensamt avslut via systemen. Med hjälp av dessa designkonsekvenser kan det sociotekniska glappet reduceras och därigenom skapa ett framgångsrikt lärande för studenter vilka studerar via flexibelt lärande.

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Lee, Yoon Suk. "Examining Shared Understanding in Partially Distributed Conceptual Design Teams." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52909.

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A number of significant challenges confront effective communication in partially distributed conceptual design teams (PDCDTs), mainly due to the ill-defined and open nature of conceptual design tasks and their associated solution spaces. In contrast to co-located team members who interact face-to-face, communication difficulties among PDCDTs can intensify as a result of the physical separation of team members and their heavy reliance on communication technologies to achieve desired outcomes. Despite advances in these technologies, the ability to convey contextual and paralinguistic cues is still more limited between distant partners in comparison to face-to-face interactions. Thus, team members often experience challenges in establishing and maintaining shared understanding. In addition, partially distributed teams are more vulnerable to in-group dynamics than fully distributed or fully co-located teams. There have been substantial theoretical advances in the field of computer-mediated communication (CMC) that seek to address these challenges. Although CMC theories are hypothetically convincing and generally accepted, actual empirical findings are to some extent either unconvincing or contradictory. Moreover, questions remain about whether CMC theories can hold up in the context of non-equivalent communication technologies. The proliferation of various communication devices (e.g., smart phones, tablets, laptops, and desktops)–not to mention the growing corporate use of fully immersive telepresence technologies–means that a variety of combinations of communication devices can be used. To date, however, the majority of CMC studies have focused on the use of equivalent communication technologies (e.g., laptop to laptop). Given these practical challenges and research gaps, the overall objective of this study was to investigate how to improve shared understanding in PDCDTs. The study encompassed four distinct research threads. Study 1 conceptualized shared understanding in PDCDTs. From Study 1, factors associated with shared understanding were identified, and an input-process-output (IPO) model of shared understanding was developed. Study 2 examined the intra- and inter-sub-group communication patterns among PDCDTs. From Study 2, three different analytical approaches for exploring communication patterns were used to elucidate valuable insights into how interactions within and across sub-groups change with design tasks, as well as how individual roles and interpersonal dynamics affect those interactions. Study 3 utilized the outcomes from Study 1 (IPO model of shared understanding) to develop and validate an instrument to measure shared understanding. Lastly, Study 4 examined how different combinations of non-equivalent communication technologies impacted shared understanding in PDCDTs by using the shared understanding instrument developed from Study 3. Specifically, four types of communication technology conditions were utilized: (1) telepresence to telepresence (two different sizes), (2) telepresence to laptops, (3) telepresence to mobile devices, and (4) laptops to mobile devices. The findings revealed significant impacts of communication technologies on co-located and distant shared understanding, as well as differences between co-located and distant shared understanding for each communication technology condition. In addition, the impacts of shared understanding on different communication technology user groups were identified. Based on these findings, a number of communication technology recommendations, as well as managerial intervention strategies to operate successful PDCDTs, were developed.
Ph. D.
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Kimber, Kay D. "Technoliteracy, teacher agency and design: Shaping a digital learning culture." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36677/1/36677_Digitised%20Thesis.pdf.

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Despite educational directives advocating the integrated use of technology, some staff remain resistant to the adoption of computer-mediated classroom practice. As resistance is sometimes akin to lack of confidence or understanding, this thesis sought to illuminate the nature of work for teachers and students in a digital environment. It reports on a descriptive and interpretive case study on the classroom experiences of teachers and senior secondary school students in two humanities subjects where technology use was integrated with literacy practices for learning (technoliteracy). Findings suggest that there is a role for technology in the learning process and that student learning might be enhanced by constructivist-based, computer-mediated activities. These findings seem to confirm the important role of teacher agency in designing classroom experiences that capitalise on the potential of new technologies of communication for effective student learning. Furthermore, this thesis has synthesised key ideas from constructivism, educational technology and learning theory with study findings to generate a supportive framework that might encourage techno-reluctant teachers to engage productively with technology in meaningful ways. It develops a grounded model for technoliteracy that gains its dynamism from the notion of design. With its related constructs of "teacher-as-designer" of classroom digital learning environment and "students-as-designers" of electronic representations of knowledge, this model suggests a purposeful integration of technology and literacy practices towards a more critical appreciation of subject content. The thesis also offers practical guidelines for applying constructivist principles to promote technoliteracy and a digital learning culture. The evaluative criteria developed from the SOLO Taxonomy and specially designed for analysing the student-created electronic artefacts also offer possibilities for reconceiving the choice of texts, activities and assessment for students of the 21st century. From the theoretical and practical perspectives shaping this study, this thesis could prompt other teachers to imagine new possibilities for digital learning and to pioneer new models for teaching and learning in increasingly borderless classrooms in the knowledge age. It could encourage techno-reluctant staff to engage in computer-mediated learning practices.
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Haymaker, John R. (John Riker) 1966. "Filter mediated design : generating coherence in (collaborative) design." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/66787.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 1999.
Includes bibliographical references (leaves 67-69).
Architectural design involves the integration of diverse, sometimes conflicting, concepts and requirements into a coherent single composition. This paper proposes a method for negotiating architectural design across domains, by examining issues of ontology, perception, generation and evaluation, and detailing a prototype in which these mechanisms are augmented using computational agents for achieving coherence and innovation in remote collaborative design. The paper proposes a common geometric and topological database, from which multiple semantic models are constructed. Filter Mediated Design is intended to explore the processes and strategies of constructing intelligent designs and design intelligence.
by John R. Haymaker.
S.M.
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au, sudweeks@murdoch edu, and Fay Sudweeks. "Development and Leadership in Computer-Mediated Collaborative Groups." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041206.122548.

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Computer-mediated collaboration is an important feature of modern organisational and educational settings. Despite its ever increasing popularity, it is still commonly compared unfavourably with face-to-face collaboration because non-verbal and paralinguistic cues are minimal. Although research on face-to-face group collaboration is well documented, less is known about computer-mediated collaboration. The initial focus of this thesis was an in-depth analysis of a case study of a computer-mediated collaborative group. The case study was a large international group of volunteer researchers who collaborated on a two-year research project using asynchronous communication (email). This case study was a window on collaborative dialogue in the early 1990s (1992-94) at a time when information and communication technologies were at an early stage of development. After identifying the issues emerging from this early case study, another case study using technologies and virtual environments developed over the past decade, was designed to further understand how groups work together on a collaborative activity. The second case study was a small group of students enrolled in a unit of study at Murdoch University who collaborated on a series of nine online workshops using synchronous communication (chat room). This case study was a window on collaborative dialogue in the year 2000 when information and communication technologies had developed at a rate which few people envisioned in the early 90s. The primary aim of the research described in this thesis was to gain a better understanding of how computer-mediated collaborative communities develop and grow. In particular, the thesis addresses questions related to the developmental and leadership characteristics of collaborative groups. Internet research requires a set of assumptions relating to ontology, epistemology, human nature and methodological approach that differs from traditional research assumptions. A research framework for Internet research – Complementary Explorative Data Analysis (CEDA) – was therefore developed and applied to the two case studies. The results of the two case studies using the CEDA methodology indicate that computer-mediated collaborative groups are highly adaptive to the aim of the collaborative task to be completed, and the medium in which they collaborate. In the organisational setting, it has been found that virtual teams can devise and complete a collaborative task entirely online. It may be an advantage, but it is certainly not mandatory to have preliminary face-to-face discussions. What is more important is to ensure that time is allowed for an initial period of structuration which involves social interaction to develop a social presence and eventually cohesiveness. In the educational setting, a collaborative community increases pedagogical effectiveness. Providing collaborative projects and interdependent tasks promotes constructivist learning and a strong foundation for understanding how to collaborate in the global workplace. Again, this research has demonstrated that students can collaborate entirely online, although more pedagogical scaffolding may be required than in the organisational setting. The importance of initial social interaction to foster a sense of presence and community in a mediated environment has also been highlighted. This research also provided greater understanding of emergent leadership in computer-mediated collaborative groups. It was found that sheer volume of words does not make a leader but frequent messages with topic-related content does contribute to leadership qualities. The results described in this thesis have practical implications for managers of virtual teams and educators in e-learning.
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Books on the topic "COMPUTER MEDIATED COLLABORATIVE DESIGN"

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Koutamanis, Alexander. Computer-mediated briefing for architects. Hershey, PA: Engineering Science Reference, an imprint of IGI Global, 2014.

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Hewett, Beth L. Virtual collaborative writing in the workplace: Computer-mediated communication technologies and processes. Hershey, PA: Information Science Reference, 2010.

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L, Hewett Beth, and Robidoux Charlotte 1965-, eds. Virtual collaborative writing in the workplace: Computer-mediated communication technologies and processes. Hershey, PA: Information Science Reference, 2010.

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Swamy, Nanu. Collaborative online game creation. Boston, MA: Charles River Media/Course Technology Cengage Learning, 2009.

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Fedosov, Anton. Supporting the Design of Technology-Mediated Sharing Practices. Berlin: Carl Grossmann Verlag, 2020.

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Hao, Ming C. Collaborative design using your favorite 3D application. Palo Alto, CA: Hewlett-Packard Laboratories, Technical Publications Department, 1996.

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Zheng, Lanqin. Data-Driven Design for Computer-Supported Collaborative Learning. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1718-8.

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Swamy, Nanu. Collaborative online game creation. Boston, MA: Charles River Media/Course Technology Cengage Learning, 2009.

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Gottfried, Shikha Ghosh. A conceptual framework for web-based collaborative design. Corvallis, OR: Oregon State University, Dept. of Computer Science, 1997.

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Gottfried, Shikha Ghosh. A conceptual framework for web-based collaborative design. Corvallis, OR: Oregon State University, Dept. of Computer Science, 1997.

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Book chapters on the topic "COMPUTER MEDIATED COLLABORATIVE DESIGN"

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Wang, Rui, and Xiangyu Wang. "Experimental Investigation of Co-Presence Factors in a Mixed Reality-Mediated Collaborative Design System." In Lecture Notes in Computer Science, 333–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04265-2_51.

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Burkhardt, Jean-Marie, Françoise Détienne, Anne-Marie Hébert, and Laurence Perron. "Assessing the “Quality of Collaboration” in Technology-Mediated Design Situations with Several Dimensions." In Human-Computer Interaction – INTERACT 2009, 157–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03658-3_20.

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Sunnen, Patrick, Béatrice Arend, Svenja Heuser, Hoorieh Afkari, and Valérie Maquil. "Developing an Interactive Tabletop Mediated Activity to Induce Collaboration by Implementing Design Considerations Based on Cooperative Learning Principles." In Communications in Computer and Information Science, 316–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50729-9_45.

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Mohamed, Bahaaeldin, and Thomas Köhler. "The Fish Model: When Do Researchers Collaborate Online?" In Progress in IS, 29–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_3.

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AbstractThe questions of whether and how doctoral students are motivated for enhanced research collaboration deserve thorough consideration. Even though collaboration in general and its mediated forms, such as computer-supported cooperative work and collaborative learning (CSCW and CSCL), are prominent research topics, only a little is known about the methods necessary to design various activities to support research collaboration. With the upcoming generation of tools such as Mendeley, Conference Chair, ResearchGate, or Communote, scholars suspect that web 2.0 services play a decisive role in enabling and enhancing research collaboration. However, there is almost no data available on the extent to which researchers adopt these technologies, and how they do so. Therefore, the authors first present an overview of the current usage of web 2.0 among doctoral researchers in their daily academic routines, based on a survey (n = 140) conducted in the German Federal State of Saxony. It confirms a wide and often specified usage of web 2.0 services for research collaboration. For theoretical analysis, the authors propose a conceptual framework that reflects the requirements of scientific participation and scholarly collaboration within an average international doctoral programme adopting current digital technologies. The aim of this framework is to understand, support, and enhance research collaboration among doctoral researchers. Our fish model highlights the mutual relationship between the following dichotomous factors: (a) tasks/time factors; (b) beliefs/activities; (c) support/context; and (d) incentives/ethical issues. Our results indicate a significant relationship in terms of research collaboration. This relationship has particularly been identified between two dichotomous factors: beliefs/activities and incentives/ethics.
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Li, Mimi. "Computer-Mediated Collaborative Writing." In Researching and Teaching Second Language Writing in the Digital Age, 113–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87710-1_6.

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Gabriel, G., and M. L. Maher. "An Analysis of Design Communication with and Without Computer Mediation." In Collaborative Design, 329–37. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0779-8_31.

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McConnell, David. "Computer Mediated Communication for Management Learning." In Collaborative Learning Through Computer Conferencing, 51–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77684-7_4.

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Wang, Xiangyu, and Rui Wang. "Co-presence in Mixed Reality-Mediated Collaborative Design Space." In Collaborative Design in Virtual Environments, 51–64. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0605-7_5.

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Constantino-González, María de los Angeles, and Daniel D. Suthers. "Coaching Collaboration in a Computer-Mediated Learning Environment." In Computer Support for Collaborative Learning, 583–84. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315045467-119.

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Rummel, Nikol, Hans Spada, Fabian Hermann, Franz Caspar, and Katrin Schornstein. "Promoting the Coordination of Computer-mediated Interdisciplinary Collaboration." In Computer Support for Collaborative Learning, 558–59. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315045467-106.

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Conference papers on the topic "COMPUTER MEDIATED COLLABORATIVE DESIGN"

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Leon, Marianthi, Daniel C. Doolan, Richard Laing, Julian Malins, and Huda Salman. "Application of Interactive Surfaces to Support Computer Mediated Collaborative Design Environment." In 2014 18th International Conference on Information Visualisation (IV). IEEE, 2014. http://dx.doi.org/10.1109/iv.2014.30.

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Al-Qawasmi, Jamal, and Mark J. Clayton. "Media Usage: Observations from an Experimental Study of Computer-Mediated Collaborative Design." In Eighth International Conference on Computing in Civil and Building Engineering (ICCCBE-VIII). Reston, VA: American Society of Civil Engineers, 2000. http://dx.doi.org/10.1061/40513(279)112.

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Leon, Marianthi, and Richard Laing. "Towards a computer mediated methodology for collaborative design during the early architectural design stages." In 2013 IEEE 17th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2013. http://dx.doi.org/10.1109/cscwd.2013.6581011.

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Lee, Seunghyun, Neta Ezer, Jon Sanford, and Ellen Yi-Luem Do. "Designing together while apart: The role of computer-mediated communication and collaborative virtual environments on design collaboration." In 2009 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2009. http://dx.doi.org/10.1109/icsmc.2009.5346849.

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Lee, Lai-chung, and Whei-jane Wei. "A Case Study on Scenario Approach in Taipei-Beijing Collaborative Design through Computer-Mediated Communication." In 2006 10th International Conference on Computer Supported Cooperative Work in Design. IEEE, 2006. http://dx.doi.org/10.1109/cscwd.2006.253240.

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Rui Wang and Xiangyu Wang. "Here and there: Experiencing co-presence through mixed reality-mediated collaborative design system." In 2008 8th IEEE International Conference on Computer and Information Technology (CIT). IEEE, 2008. http://dx.doi.org/10.1109/cit.2008.4594739.

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Nam, Junghyun. "Understanding of the Quality of Computer-Mediated Communication Technology in the Context of Business Planning." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4914.

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Aim/Purpose: This study seeks to uncover the perceived quality factors of computer-mediated communication in business planning in which communication among teammates is crucial for collaboration. Background: Computer-mediated communication has made communicating with team-mates easier and more affordable than ever. What motivates people to use a particular CMC technology during business planning is a major concern in this research. Methodology: This study seeks to address the issues by applying the concept of Information Product Quality (IPQ). Based on 21 factors derived from an extensive literature review on Information Product Quality (IPQ), an experimental study was conducted to identify the factors that are perceived as most relevant. Contribution: The findings in this study will help developers find a more customer-oriented approach to developing CMC technology design, specifically useful in collaborative work, such as business planning. Findings: This study extracted the three specific quality factors to use CMC technology in business planning: informational, physical, and service.
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Wang, Lu, and Xiangyu Wang. "Effects of information exchange channels in different communication modes on trust building in computer-mediated remote collaborative design." In 2010 14th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2010. http://dx.doi.org/10.1109/cscwd.2010.5471933.

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Lu Wang and Xiangyu Wang. "Studying the effects of information exchange channels in different communication modes on trust building in computer-mediated remote collaborative design." In 2010 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2010. http://dx.doi.org/10.1109/icsmc.2010.5642467.

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Leon, Marianthi, and Richard Laing. "Cloud and Computer Mediated Collaboration in the Early Architectural Design Stages: A Study of Early Design Stage Collaboration Related to BIM and the Cloud." In 2013 IEEE 5th International Conference on Cloud Computing Technology and Science (CloudCom). IEEE, 2013. http://dx.doi.org/10.1109/cloudcom.2013.111.

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Reports on the topic "COMPUTER MEDIATED COLLABORATIVE DESIGN"

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Chang, Michael Alan, Alejandra Magana, Bedrich Benes, Dominic Kao, and Judith Fusco. Driving Interdisciplinary Collaboration through Adapted Conjecture Mapping: A Case Study with the PECAS Mediator. Digital Promise, May 2022. http://dx.doi.org/10.51388/20.500.12265/156.

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In this report, we demonstrate how an interdisciplinary team of computer science and learning sciences researchers utilize an adapted conjecture mapping tool during a collaborative problem-solving session. The session is documented through an edited “Dialogue” format, which captures the process of conjecture map construction and subsequent reflection. We find that creating the conjecture map collaboratively surfaces a key tension: while learning sciences theory often highlights the nuanced and complex relational nature of learning, even the most cutting-edge computing techniques struggle to discern these nuances. Articulating this tension proved to be highly generative, enabling the researchers to discuss how considering impacted community members as a critical “part of the solution” may lead to a socio-technical tool which supports desired learning outcomes, despite limitations in learning theory and technical capability. Ultimately, the process of developing the conjecture map directed researchers towards a precise discussion about how they would need to engage impacted community members (e.g., teachers) in a co-design process.
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Altstein, Miriam, and Ronald J. Nachman. Rational Design of Insect Control Agent Prototypes Based on Pyrokinin/PBAN Neuropeptide Antagonists. United States Department of Agriculture, August 2013. http://dx.doi.org/10.32747/2013.7593398.bard.

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The general objective of this study was to develop rationally designed mimetic antagonists (and agonists) of the PK/PBAN Np class with enhanced bio-stability and bioavailability as prototypes for effective and environmentally friendly pest insect management agents. The PK/PBAN family is a multifunctional group of Nps that mediates key functions in insects (sex pheromone biosynthesis, cuticular melanization, myotropic activity, diapause and pupal development) and is, therefore, of high scientific and applied interest. The objectives of the current study were: (i) to identify an antagonist biophores (ii) to develop an arsenal of amphiphilic topically active PK/PBAN antagonists with an array of different time-release profiles based on the previously developed prototype analog; (iii) to develop rationally designed non-peptide SMLs based on the antagonist biophore determined in (i) and evaluate them in cloned receptor microplate binding assays and by pheromonotropic, melanotropic and pupariation in vivo assays. (iv) to clone PK/PBAN receptors (PK/PBAN-Rs) for further understanding of receptor-ligand interactions; (v) to develop microplate binding assays for screening the above SMLs. In the course of the granting period A series of amphiphilic PK/PBAN analogs based on a linear lead antagonist from the previous BARD grant was synthesized that incorporated a diverse array of hydrophobic groups (HR-Suc-A[dF]PRLa). Others were synthesized via the attachment of polyethylene glycol (PEG) polymers. A hydrophobic, biostablePK/PBAN/DH analog DH-2Abf-K prevented the onset of the protective state of diapause in H. zea pupae [EC50=7 pmol/larva] following injection into the preceding larval stage. It effectively induces the crop pest to commit a form of ‘ecological suicide’. Evaluation of a set of amphiphilic PK analogs with a diverse array of hydrophobic groups of the formula HR-Suc-FTPRLa led to the identification of analog T-63 (HR=Decyl) that increased the extent of diapause termination by a factor of 70% when applied topically to newly emerged pupae. Another biostablePK analog PK-Oic-1 featured anti-feedant and aphicidal properties that matched the potency of some commercial aphicides. Native PK showed no significant activity. The aphicidal effects were blocked by a new PEGylated PK antagonist analog PK-dF-PEG4, suggesting that the activity is mediated by a PK/PBAN receptor and therefore indicative of a novel and selective mode-of-action. Using a novel transPro mimetic motif (dihydroimidazole; ‘Jones’) developed in previous BARD-sponsored work, the first antagonist for the diapause hormone (DH), DH-Jo, was developed and shown to block over 50% of H. zea pupal diapause termination activity of native DH. This novel antagonist development strategy may be applicable to other invertebrate and vertebrate hormones that feature a transPro in the active core. The research identifies a critical component of the antagonist biophore for this PK/PBAN receptor subtype, i.e. a trans-oriented Pro. Additional work led to the molecular cloning and functional characterization of the DH receptor from H. zea, allowing for the discovery of three other DH antagonist analogs: Drosophila ETH, a β-AA analog, and a dF analog. The receptor experiments identified an agonist (DH-2Abf-dA) with a maximal response greater than native DH. ‘Deconvolution’ of a rationally-designed nonpeptide heterocyclic combinatorial library with a cyclic bis-guanidino (BG) scaffold led to discovery of several members that elicited activity in a pupariation acceleration assay, and one that also showed activity in an H. zea diapause termination assay, eliciting a maximal response of 90%. Molecular cloning and functional characterization of a CAP2b antidiuretic receptor from the kissing bug (R. prolixus) as well as the first CAP2b and PK receptors from a tick was also achieved. Notably, the PK/PBAN-like receptor from the cattle fever tick is unique among known PK/PBAN and CAP2b receptors in that it can interact with both ligand types, providing further evidence for an evolutionary relationship between these two NP families. In the course of the granting period we also managed to clone the PK/PBAN-R of H. peltigera, to express it and the S. littoralis-R Sf-9 cells and to evaluate their interaction with a variety of PK/PBAN ligands. In addition, three functional microplate assays in a HTS format have been developed: a cell-membrane competitive ligand binding assay; a Ca flux assay and a whole cell cAMP ELISA. The Ca flux assay has been used for receptor characterization due to its extremely high sensitivity. Computer homology studies were carried out to predict both receptor’s SAR and based on this analysis 8 mutants have been generated. The bioavailability of small linear antagonistic peptides has been evaluated and was found to be highly effective as sex pheromone biosynthesis inhibitors. The activity of 11 new amphiphilic analogs has also been evaluated. Unfortunately, due to a problem with the Heliothis moth colony we were unable to select those with pheromonotropic antagonistic activity and further check their bioavailability. Six peptides exhibited some melanotropic antagonistic activity but due to the low inhibitory effect the peptides were not further tested for bioavailability in S. littoralis larvae. Despite the fact that no new antagonistic peptides were discovered in the course of this granting period the results contribute to a better understanding of the interaction of the PK/PBAN family of Nps with their receptors, provided several HT assays for screening of libraries of various origin for presence of PK/PBAN-Ragonists and antagonists and provided important practical information for the further design of new, peptide-based insecticide prototypes aimed at the disruption of key neuroendocrine physiological functions in pest insects.
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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Tarko, Andrew P., Mario A. Romero, Vamsi Krishna Bandaru, and Cristhian Lizarazo. TScan–Stationary LiDAR for Traffic and Safety Applications: Vehicle Interpretation and Tracking. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317402.

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To improve traffic performance and safety, the ability to measure traffic accurately and effectively, including motorists and other vulnerable road users, at road intersections is needed. A past study conducted by the Center for Road Safety has demonstrated that it is feasible to detect and track various types of road users using a LiDAR-based system called TScan. This project aimed to progress towards a real-world implementation of TScan by building two trailer-based prototypes with full end-user documentation. The previously developed detection and tracking algorithms have been modified and converted from the research code to its implementational version written in the C++ programming language. Two trailer-based TScan units have been built. The design of the prototype was iterated multiple times to account for component placement, ease of maintenance, etc. The expansion of the TScan system from a one single-sensor unit to multiple units with multiple LiDAR sensors necessitated transforming all the measurements into a common spatial and temporal reference frame. Engineering applications for performing traffic counts, analyzing speeds at intersections, and visualizing pedestrian presence data were developed. The limitations of the existing SSAM for traffic conflicts analysis with computer simulation prompted the research team to develop and implement their own traffic conflicts detection and analysis technique that is applicable to real-world data. Efficient use of the development system requires proper training of its end users. An INDOT-CRS collaborative process was developed and its execution planned to gradually transfer the two TScan prototypes to INDOT’s full control. This period will be also an opportunity for collecting feedback from the end user and making limited modifications to the system and documentation as needed.
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