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.
Full textGabriel, 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.
Full textUp 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.
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/.
Full textFraser, 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/.
Full textTolman, 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.
Full textDenna 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.
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.
Full textI 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.
Lee, Yoon Suk. "Examining Shared Understanding in Partially Distributed Conceptual Design Teams." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52909.
Full textPh. D.
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.
Full textHaymaker, 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.
Full textIncludes 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.
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.
Full textSudweeks, Fay. "Development and leadership in computer-mediated collaborative groups." Thesis, Sudweeks, Fay ORCID: 0000-0003-0237-3671 (2004) Development and leadership in computer-mediated collaborative groups. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/352/.
Full textSudweeks, Fay. "Development and leadership in computer-mediated collaborative groups." Sudweeks, Fay (2004) Development and leadership in computer-mediated collaborative groups. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/352/.
Full textBulla, Gabriela da Silva. "Relações entre design educacional, atividade e ensino de português como língua adicional em ambientes digitais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/103870.
Full textThe theoretical basis of an online additional language course and its teaching methodology, learning materials, virtual environments and tools are generally conceived or chosen before the course starts or previous to the course ongoing activities. When the course starts, teachers and students are compelled to deal with pedagogical tasks and virtual spaces created or chosen beforehand, which may cause different tensions among the course design, its development, and the participants. This research aims at (a) examining interconnections between the design of an online course and the activities undertaken during the course and (b) analyzing how the concepts of collaborative participation and discourse genres are locally put into action in both course design and in the pedagogical activities performed throughout the online course. We analyzed data generated in the first two editions (offered in 2011) of CEPI-Portuguese/UFRGS, an online Portuguese as an Additional Language (PLA) course designed specifically for exchange students who will study at the Federal University of Rio Grande do Sul (Porto Alegre, Brazil), and taught via internet during approximately eight weeks, prior to their traveling to Porto Alegre. The analyzes highlight the descriptive nature of pedagogical tasks as plans, instructions for situated actions, as discursive objects to which participants are asked to respond through their participation in situated activities. The analyzes also emphasize the problem of assuming a socially shared cognition about (a) the pedagogical tasks and (b) the theoretical construct that underlies the course and the teaching methods. We present implications for teacher education concerning task design and the development of teaching practices specifically for additional language teaching in digital environments.
Jones, Christopher Richard. "Context, content and cooperation : an ethnographic study of collaborative learning online." Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267538.
Full textRogers, Evelyn Marie 1962. "An investigation of the effects of collaborative, computer-mediated communication and non-collaborative, computer-assisted writing skills practice on L2 writing." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282776.
Full textRyokai, Kimiko 1975. "StoryMat : a computer-mediated space for children's fantasy play and collaborative storytelling." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/62344.
Full textIncludes bibliographical references (leaves 107-113).
Fantasy play serves an important role in preschool children's development. Making up characters and telling stories around them are activities through which children make sense of and test out their hypotheses about the world. While computers are increasingly present in the world of young children, there is a lack of computational systems that would support children's voice in everyday storytelling, particularly in the context of fantasy play. This thesis introduces StoryMat, an instantiation of a system that supports children's fantasy play. StoryMat offers a child-driven play space by recording and recalling children's own narrating voices, and the movements they make with their toys on the mat. Stories from the past are conjured up on the mat as a narrating moving shadow of the toy, when they are triggered by the present stories that are similar to them. The empirical research with preschool children showed that StoryMat fostered a particular kind of fantasy play that is storytelling. It was also shown that children, with or without a playmate, on StoryMat listened to and incorporated elements from StoryMat stories, in a similar way they do with stories from their real life peer. By listening to and incorporating elements from peer stories offered by StoryMat, the children's stories and the experience of telling them became richer. The thesis addresses the importance of supporting children's fantasy play and suggests a new way for technology to play an integral part in that activity.
Kimiko Ryokai.
S.M.
Hinds, Joanne. "An investigation of the nominal group effect in computer mediated collaborative recall." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549083.
Full textJohansson, 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.
Full textKraria, Hocine. "Computer assisted collaborative design in a teaching environment." Thesis, University of Strathclyde, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399142.
Full textRhodes, Peter A. "Computer mediated colour fidelity and communication." Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/7010.
Full textGaÌnem, GutieÌrrez Gabriela Adela. "The processes of collaborative activity in computer-mediated tasks : in search of microgenesis." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414610.
Full textNam, Tek-Jin. "Investigations of collaborative design environments : a framework for real-time collaborative 3D CAD." Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5316.
Full textKvan, Thomas. "Designing together apart : computer supported collaborative design in architecture." Thesis, Open University, 1999. http://oro.open.ac.uk/57960/.
Full textAlmaghrawi, Ahmed Almaamoun. "Collaborative design in electromagnetics." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103363.
Full textOn présente une architecture de système et un ensemble de techniquesde contrôle qui permettent aux logiciels d'analyse hétérogènes de collaborerde façon intelligente et automatique. Un de ses traits caractéristiques est sacapacité d'effectuer simultanément plusieurs traitements. Les systèmes baséssur cette architecture sont capables de résoudre de manière efficace des grandsproblèmes dans le domaine de l'analyse électromagnétique, particulièrementceux où existe un accouplement dégagé entre plusieurs domaines de physique.L'architecture peut accepter n'importe quel logiciel d'analyse existant; ellen'exige pas que les logiciels soyent modifiés ou fabriqués sur mesure. Cettecaractéristique est produite en partie par notre utilisation d'une représentationneutre virtuelle pour représenter les données du problème, y inclus sa géométrieet les proprietés de ses matériels. On construit un système basé sur cettearchitecture, comprenant plusieurs logiciels de simulation, et on l'emploie pourexécuter des analyses électromagnétiques de plusieurs appareils différents. Nosrésultats montrent que notre architecture et nos techniques permettent desproblèmes pratiques d'être résolus efficacement par les outils hétérogènes.
Thadphoothon, Janpha, and n/a. "Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060804.141259.
Full textKear, Karen. "Investigating design features of a computer-mediated communication system." Thesis, Open University, 2007. http://oro.open.ac.uk/30713/.
Full textYakeley, Megan (Megan Webster) 1966. "Digitally mediated design : using computer programming to develop a personal design process." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/16752.
Full textIncludes bibliographical references (p. 242-251).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis is based on the proposal that the current system of architectural design education confuses product and process. Students are assessed through, and therefore concentrate on, the former whilst the latter is left in many cases to chance. This thesis describes a new course taught by the author at M IT for the last three years whose aim is to teach the design process away from the complexities inherent in the studio system. This course draws a parallel between the design process and the Constructionist view of learning, and asserts that the design process is a constant learning activity. Therefore, learning about the design process necessarily involves learning the cognitive skills of this theoretical approach to education. These include concrete thinking and the creation of external artifacts to develop of ideas through iterative, experimental, incremental exploration. The course mimics the Constructionist model of using the computer programming environment LOGO to teach mathematics. It uses computer programming in a CAD environment, and specifically the development of a generative system, to teach the design process. The efficacy of such an approach to architectural design education has been studied using methodologies from educational research. The research design used an emergent qualitative model, employing Maykut and Morehouse's "interpretive descriptive" approach (Maykut & Morehouse, 1994) and Glaser and Strauss's Constant Comparative Method of data analysis (Glaser & Strauss, 1967). Six students joined the course in the Spring 1999 semester. The experience of these students, what and how they learned, and whether this understanding was transferred to other areas of their educational process, were studied. The findings demonstrated that computer programming in a particular pedagogical framework, can help transform the way in which students understand the process of designing. The following changes were observed in the students during the course of the year: Development of understanding of a personalized design process; move from using computer programming to solve quantifiable problems to using it to support qualitative design decisions; change in understanding of the paradigm for computers in the design process; awareness of the importance of intra personal and interpersonal communication skills; change in expectations of, their sense of control over, and appropriation of, the computer in the design process; evidence of transference of cognitive skills; change from a Behaviourist to a Constructionist model of learning.
by Megan Yakeley.
Ph.D.
Totapally, Hara. "Virtual design office: A collaborative unified modeling language tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1994.
Full textFashoyin, Oludotun A. (Oludotun Abrola) 1979. "Crossroads : a collaborative design notebook for constructionist learning activities." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86805.
Full textIncludes bibliographical references (p. 103-104).
by Oludotun A. Fashoyin.
M.Eng.and S.B.
Hauber, Joerg. "Understanding Remote Collaboration in Video Collaborative Virtual Environments." Thesis, University of Canterbury. Computer Science and Software Engineering, 2008. http://hdl.handle.net/10092/1247.
Full textFaia-Harrison, Carl. "Collaborative computer music composition and the emergence of the computer music designer." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/11917.
Full textOliveira, Victor Adriel de Jesus. "Haptic interfaces and their application on computer mediated tactile communication." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/182245.
Full textThe sense of touch not only is a channel for acquiring information about the environment around us, it is also our most social sense. However, haptic interaction is usually implemented as a gimmick feature in modern interfaces. Although multimodal communication is commonplace in Virtual Environments, the most accessible Virtual Reality technologies do not even include the haptic component as a fundamental part. This thesis presents studies on perception, user performance, and user experience with vibrotactile communication devices built to support different interactive tasks in virtual and physical environments. We have assessed different haptic actuators, tactile display configurations, body sites, user profiles and methods to design a robust tactile platform. Such platform was finally built as a vibrotactile display to be worn around the head and to support spatial awareness and communication in both virtual and physical environments. During our research, we particularly notice that the proactive use of touch for intercommunication is surprisingly neglected regardless of its importance for communication. Therefore, we have also directed our attention to elements present in speech articulation to introduce proactive haptic articulation as a novel approach for intercommunication. We propose that the ability to use a haptic interface as a tool for implicit communication can supplement communication and support near and remote collaborative tasks in different contexts. In addition, an articulatory interface can provide a direct and expressive way for communicating through tactile cues. To demonstrate that, our results were applied to the design of a vibrotactile head-mounted display especially made for interaction with immersive virtual environments. Such apparatus was shown not only to support guidance in 3D space but also to support intercommunication in collaborative virtual environments. In addition to our technical contributions regarding the construction of a fully tested tactile display for multiple tasks and contexts, our main contribution is the conception and demonstration of a new paradigm for tactile interaction. Such paradigm focuses on providing simple and direct ways for individuals to express themselves through tactile cues in computer-mediated interaction with their environment and with others. Such paradigm embraces the final users and allows them to become interlocutors rather than just receivers of the haptic feedback.
Duval, Thierry. "Models for design, implementation and deployment of 3D Collaborative Virtual Environments." Habilitation à diriger des recherches, Université Rennes 1, 2012. http://tel.archives-ouvertes.fr/tel-00764830.
Full textEves, Keenan Louis. "A Comparative Analysis of Computer-Aided Collaborative Design Tools and Methods." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7253.
Full textZhang, David C. 1976. "Collaborative Arrival Planner : its design and analysis using object modelling." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86570.
Full textIncludes bibliographical references (leaf 149).
by David C. Zhang.
S.B.and M.Eng.
Su, Christine Hui 1974. "Distributed software design for collaborative learning system over the Internet." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/46230.
Full textIncludes bibliographical references (leaves 166-168).
by Christine Hui Su.
S.B.and M.Eng.
Bulu, Saniye Tugba. "Communication Behaviors And Trust In Collaborative Online Teams." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1099548/index.pdf.
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collaborative communication behaviors were analyzed using both qualitative and quantitative methods to understand the factors that facilitate and deepen trust. Data were obtained from questionnaires and online class discussion archives. One of the findings of the study was that trust is built and maintained in online teams. Another finding was that online trust can be fragile and certain communication behaviors should be presented by members to deepen and maintain the trust level. The results of the study showed that there must be social interaction, enthusiasm, task oriented interaction, equal and predictable communication, and feedback among the member of online teams to built and maintain trust.
Husevåg, Jannicke. "Computer Support for Co-present Collaborative Creativity : Framework and guideline for design and introduction of computer support in co-present collaborative creativity." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9265.
Full textThis thesis is a study of how to design and introduce computer support in co-present collaborative creativity. Creativity is an important skill in todays knowledge based society. There has been an increased focus on computer support for creativity, but a shift from individual to collaborative creativity demands a new set of frameworks and requirements for designing suitable tools. Evolving technologies in the merge of computer support for cooperateive work (CSCW), ubiquitous computing and mobile technologies have shown promising results and relevance in collaborative and creative work. This thesis is a study of how such technologies can support co-present collaborative creativity. The objective is to identify elements and structures constituting co-present collaborative creativity in order to define a set of requirements and implications for designing computer based tools. The contributions of the thesis is: 1. A conceptual framework describing elements, stuctures and general patterns in co-present collaborative creativity 2. A guideline describing requirements and implications for the design and introduction of computer based tools, including a description of which tasks can be supported and scenarios showing how. The thesis is both theoretically and empirically based. The theoretical base includes theoretical views and research within the creative domain and related work in the field of computer support for creative work. The empirical evaluation includes a case study of Oasen, an idea laboratory at the Norwegian University of Science and Technology (NTNU). The framework and the guideline presented as the results of the thesis are generalized based on a comparison of empirical results with findings in related work.
Srinivasan, Rajesh 1972. "Architecture design of a collaborative decision support system." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/86770.
Full textIncludes bibliographical references (p. 87-88).
by Rajesh Srinivasan.
S.M.
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.
Full textSudyka, Tracee Dee. "Habitats online: A collaborative telecommunications project." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1485.
Full textTelikapalli, Surya. "Collaborative design (COLLDESIGN): A real-time interactive unified modeling language tool." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2669.
Full textSaarenkunnas, M. (Maarit). "Multidimensional participation in polycontextual computer-supported language learning." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514274865.
Full textKim, Jinman 1962. "A multimedia collaborative workspace system using the object-oriented design approach." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289089.
Full textWallis, Andrew. "A multi-agent system to facilitate co-ordination in distributed collaborative design." Thesis, Glasgow Caledonian University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370006.
Full textWong, 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.
Full textLivingstone, Dan. "Design strategies for adaptive social composition : collaborative sound environments." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/1252.
Full textBolinger, Joe William. "Micro-Modeling: A Visual Design Framework for Collaborative Tools in Complex Service Organizations." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322355909.
Full textDrewling, Jonas. "Exploring Nonverbal Interaction in Face-To-Face and Computer-Mediated Communication." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36669.
Full textShahrimin, Mohamad I. "Young children's collaborative interactions in an educational computer environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1515.
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