Dissertations / Theses on the topic 'CSCL, Collaboration'
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Turani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1943.
Full textTurani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Electrical and Information Engineering, 2007. http://hdl.handle.net/2123/1943.
Full textDesigning successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s.
Tucker, Andrea. "Learning to collaborate : the influence of physical digital workspaces on the development of collaborative competencies." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H039.
Full textThis research aims to investigate collaborative methods of working and learning in an educational context. What are the competencies associated with collaboration and how are they acquired? How do technologies that have both physical and digital affordances influence this process? The capacity of an individual to work collaboratively with others is at the heart of current institutional concerns, marked particularly by discourse about how collaborative practices can be facilitated by adapted technologies. To this end, we study how three different forms of physical-digital workspaces influence collaboration in student work groups, including multi-user tactile tables, boards and individual tablets used in various combinations with the aim of proposing a model for collaboration and collaborative competency assessment. In this dissertation we propose a state of the art on collaboration, collaboration as a competency and physical-digital workspaces. Then, we present our research protocol from a study with 45 university students working on case studies in the context of a course. We propose two models. The first is a model of interactions mobilized during collaborative work. The second is a framework for assessing engagement and the impact of behaviors during collaboration based on five key competencies. Our results show that the form of the physical-digital workspace has an influence on modes of interaction employed by students during their work as well as on the appearance or lack thereof of certain competencies. Most notably, those workspaces which integrate both individual and collective space seem to have the most positive impact on collaborative processes and competency activation related to participation and engagement, communication, and sharing talk time
Seidel, Niels. "Interaction Design Patterns und CSCL-Scripts für Videolernumgebungen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-233756.
Full textBlack, Elizabeth Ann. "Good Issues and bad tidying: what GitHub can tell us about agency in project-based group modelling work for higher education." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29571.
Full textInuzuka, Marcelo Akira. "Uso educativo do wiki: um estudo de caso na Faculdade de EducaÃÃo da Universidade de BrasÃlia." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3942.
Full textO presente trabalho tem como objetivo analisar a vivÃncia experimentada por alunos de uma turma de pedagogia, no uso pedagÃgico de uma ferramenta colaborativa baseada em wiki. A pesquisa foi realizada na Faculdade de EducaÃÃo da Universidade de BrasÃlia (UnB) em quatro semanas cedidas de uma disciplina denominada âPrÃticas MediÃticas de InformÃtica na EducaÃÃoâ cedidas pelo orientador desta dissertaÃÃo. Trata-se de um estudo de caso que utiliza uma metodologia de pesquisa-aÃÃo participativa. Para colher as opiniÃes dos participantes, foram aplicados: questionÃrio; entrevistas individuais e em grupo; e um seminÃrio com participaÃÃo de grupos formados por temas. Como referencial teÃrico, foram utilizado os quatro critÃrios de anÃlise de Dillenbourg (situaÃÃo, interaÃÃo, mecanismo e efeito) da Aprendizagem Colaborativa Suportada por Computador (CSCL) e o modelo de construÃÃo colaborativa de conhecimento de Stahl para projetar o Ambiente de ConstruÃÃo de Conhecimento (KBE) utilizado. Antes de aplicar este estudo de caso, vÃrios outros foram analisados, assim, o projeto levou em conta a experiÃncia de outras pesquisadores do tema. AtravÃs da anÃlise dos resultados, foram percebidos pelos alunos vÃrias dificuldades tÃcnicas de operaÃÃo e dificuldades culturais, especialmente relacionados a colaboraÃÃo em equipe; porÃm os alunos consideraram a ferramenta como pedagogicamente Ãtil e viÃvel, considerando a vantagem de compartilhamento de informaÃÃes entre pares como a maior vantagem da ferramenta wiki.
This work aims to examine the living experienced by students of a class of pedagogy, teaching in the use of a collaborative tool based on wiki. The research was conducted at the Faculty of Education at the University of Brasilia (UNB) in four weeks from a discipline called âMediated Practices of Informatics in Educationâ given by the advisor of this dissertation. It is a case study using a method of participatory research-action. To collect the views of participants, were used: questionnaire, individual and group interviews, and a seminar with participation of groups formed by themes. As theoretical reference, the four criteria were used for analysis of Dillenbourg (situation, interaction, mechanism and effect) of the Computer Supported Collaborative Learning (CSCL) theory and the model of collaborative construction of knowledge of Stahl to design the Knowledge Building Environment (KBE ) used. Before applying this case study, several others were tested; therefore, the project took into account the experience of other researchers of the subject. Through analysis of the results, students perceived many technical difficulties in operation and cultural difficulties, especially related to collaborative work, but the students considered the pedagogical tool as useful and feasible, considering the advantage of sharing information between peers as the greatest advantage of wiki tool.
Amarasinghe, Ishari. "The Orchestration of computer-supported collaboration scripts with learning analytics." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/670420.
Full textEl aprendizaje colaborativo asistido por ordenador (CSCL) ofrece oportunidades para la colaboración productiva entre estudiantes. En CSCL, los patrones de flujo de aprendizaje colaborativo (CLFP) proporcionan un fundamento pedagógico y restricciones para estructurar el proceso de colaboración. Si bien la colaboración estructurada facilita el diseño de condiciones de aprendizaje favorables, la orquestación de dicha colaboración estructurada se convierte en un factor importante, ya que la participación del alumno y los condicionantes del mundo real pueden crear desviaciones en el momento de su realización. Por un lado, existe una investigación limitada sobre los desafíos de la orquestación de aprendizaje colaborativo guiado según los CLFP en contextos educativos auténticos a diferentes escalas. Por otro lado, la analítica del aprendizaje (LA) se puede utilizar para proporcionar las herramientas tecnológicas, la infraestructura y el apoyo adecuados para orquestar la colaboración. Con este fin, esta tesis doctoral plantea la siguiente pregunta de investigación: ¿Cómo puede LA apoyar los mecanismos de orquestación de guiones de CSCL? Para abordar esta pregunta, la tesis doctoral se centra, primero, en estudiar los desafíos de la orquestación en situaciones CSCL guiadas a pequeña escala (en el contexto del aula) y a gran escala (en el contexto de aprendizaje a distancia, específicamente en cursos masivos abiertos en línea [MOOC]). En el contexto del aula, un reto imporante es la falta de acceso de los docentes a los mecanismos de regulación de la actividad. En los MOOC, el reto principal es sostener la participación de los estudiantes a lo largo de las diversas fases del guión. La tesis doctoral también se centra en estudiar el diseño de intervenciones de LA que podrían abordar los retos de orquestación detectados. Dadas las necesidades de viabilidad y regulación de los contextos de aprendizaje investigados, las intervenciones de LA propuestas van desde acciones automáticas donde la “máquina está en control” a intervenciones que implican “control por humanos”. Siguiendo una metodología de investigación basada en el diseño (DBR), se han realizado estudios en aulas y en MOOCs para evaluar los efectos de las intervenciones de LA propuestas y comprender las condiciones para su buena implementación. Los resultados de la evaluación realizada en el contexto del aula arrojan luz sobre cómo los profesores interpretan los datos de LA y cómo actúan en consecuencia en situaciones auténticas de aprendizaje colaborativo. En el contexto de la educación a distancia, las intervenciones propuestas fueron fundamentales para mantener flujos continuos de colaboración. La tesis docotral describe los beneficios prácticos y las limitaciones a la hora de implementar soluciones de LA en entornos reales, así como las direcciones de investigación futuras.
Gelius, Henrik. "Computer-supported collaboration using Pick-and-Drop interaction on handheld computers." Thesis, Linköping University, Department of Computer and Information Science, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1737.
Full textThis study investigates a new interaction technique for collaboration on handheld computers called Pick-and-Drop. The technique is an extension of the popular Drag-and-Drop method used in many graphical interfaces today, but with Pick-and-Drop on-screen objects can be picked from one screen with a pen and dropped onto another.
The aim of the study is to answer whether Pick-and-Drop promote collaboration among children by letting them focus more on other users and the task at hand than on the computer interaction. The study also investigates in what way collaborative situations can benefit from Pick-and-Drop.
A prototype Pick-and-Drop system was implemented on four customized handheld computers equipped with wireless network communication. The prototype allowed spontaneous collaboration using ad-hoc networks and peer-to-peer communication. Radio Frequency Identification (RFID) tags were used to identify the pens when picking and dropping objects from the screen.
Ten children aged 6-7 years old participated in the study at an after- school recreational centre. They tried Pick-and-Drop by playing a collaborative game of buying and selling apples using golden coins represented as icons on the screen. The test was video filmed for later analysis.
The study showed that Pick-and-Drop offers effective collaborative interaction based on a mix of turn taking and concurrent interaction. Users do not have to switch focus when using an application or sharing data as the interaction style stays the same. There was an interesting difference in control over the interaction when users shared objects by “giving” or by “taking”. Users stayed in better control when they shared objects through giving.
Rydberg, Fåhraeus Eva. "A Triple Helix of Learning Processes - How to cultivate learning, communication and collaboration among distance-education learners." Doctoral thesis, KTH, Computer and Systems Sciences, DSV, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3651.
Full textThis work focuses on collaborative learning and how it canbe applied and supported in distance education. Previous workindi-cates that distance learners experience more loneliness,technical problems and lack of stimulation than face-to-facelearners do. Collaboration with peers may improve the feelingof connectedness and engagement. However, collaborativelearning is not the answer to all problems in distanceeducation--and it creates new problems. The present workexplores problems, opportunities and processes whencollaborative learning is introduced in distance education--andsuggests solutions.
Related research on distance education andcomputer-supported collaborative learning is reviewed andrelated to own research. The different roles of information andcommunication technology in these areas are described.
Six own research papers are reviewed and integrated. Threeof them explore university courses on computer use in society.Learners interacted mainly through a forum system, i.e. asystem for text-based, asynchronous electronic conferences anddiscussions. The special character offorum communication hadan impact on communication and collaboration processes. Onepaper summarizes these results and deduces a first list of tipsto teachers and systems designers, aiming to reduce problemsand take advantage of collabo-rative-learningopportunities.
One paper, a report to the Swedish School Board, provides anoverview of research on distance education, withrecommendations for use in secondary schools.
To get a broader picture of distance-education learners andtheir special situation and interests, a study was conducted inAustralia. Most of the learners were secondary-school students,living far away from towns. Communication was normallyrestricted to mail, radio and telephone. Opportunities forcollaboration between peers were rare, and correspondencetraditions and the lack of technological infrastructure weredelaying changes. However, a development towards morecollaborative learning had started.
Empirical data were gathered ethnographically in naturalcourse settings. Results were analysed using 'activity theory'as a framework.
The main contribution of this work is a description of howthree groups of learning processes develop and interact: (a) ofcontent, (b) of communication, and (c) of collaboration. Theyform the spiralling model of a"Triple Helix". Finally, detailed advice is given aschecklists to organisations, teachers, learners and systemdesigners.
Keywords:Distance education, Collaborative learning,Computer-supported collaborative learning, Information andcommuni-cation technology, ICT, Forum system, Learningprocesses.
Honório, Hugo Luiz Gonzaga. "Sala de aula invertida: uma abordagem colaborativa na aprendizagem de matemática." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4783.
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A presente pesquisa tem como objetivo elaborar, aplicar e avaliar um Processo para a implementação da Metodologia Sala de Aula Invertida, propiciando suporte à aprendizagem colaborativa do Ensino de Matemática. Para a elaboração deste Processo, tomaram-se como bases teóricas os autores: Munhoz (2015), pesquisador do tema em questão e, Jhonatan Bergmann e Aaron Sams (2016), criadores da Metodologia Sala de Aula Invertida. Em relação ao tema colaboração, a pesquisa se embasou na teoria da Computer Supported Collaborative Learning (CSCL) e no Modelo de colaboração 3C (FUKS et al., 2002) e (ELLIS et al., 1991), modelo este norteado pela ideia de que para colaborar, um grupo deve exercer três atividades principais: comunicar, coordenar e cooperar. O Processo foi implementado em uma turma do 9° ano do Ensino Fundamental e utilizou-se a metodologia de estudo de caso para investigar e analisar o comportamento e as reações dos alunos. Com a efetivação do Processo, pode-se constatar que os alunos colaboraram nos momentos de interações online e presenciais, a partir da apropriação dos elementos de colaboração do Modelo 3C. Observou-se ainda, que as interações entre os membros dos grupos deixaram os alunos mais independentes do professor e que, nos momentos presenciais, os alunos compartilharam entre si as suas próprias maneiras de compreender o conteúdo estudado, o que contribuiu para a construção coletiva do conhecimento. No que diz respeito à metodologia Sala de Aula Invertida, os alunos relataram de forma positiva a experiência, pois a disponibilidade de rever às videoaulas em qualquer momento, bem como o fato destes terem um acompanhamento mais individualizado pelo professor nos momentos presenciais, potencializou o processo de ensino-aprendizagem. Assim, concluiu-se que, o Processo proposto com suporte à aprendizagem colaborativa na Sala de Aula Invertida pode potencializar a metodologia, permitindo que os alunos criem espaços para refletirem sobre os conteúdos matemáticos estudados, a partir de uma aprendizagem mais autônoma, além de motivá-los aos estudos prévios de modo a enriquecer os encontros presenciais.
The aims of this research are to elaborate, apply and evaluate a Process for the implementation of the Flipped Classroom Methodology, by giving support to the collaborative learning of Mathematics. As theoretical bases, the authors who were taken in consideration for the elaboration of this Process are Munhoz (2015), researcher of this subject matter; and Jhonatan Bergmann and Aaron Sams (2016), formers of the Inverted Classroom Methodology. Concerning the theme “Collaboration”, the research was based on the Computer Supported Collaborative Learning theory (CSCL) and on the 3C Collaboration Model (FUKS et al., 2002), which is based on the idea that, to collaborate, a group must carry out three main activities: Communicating, Coordinating and Cooperating. The process was implemented in a 9th grade elementary school class and the case study methodology was used to investigate and analyze students' behavior and reactions. Through the implementation of the Process, students collaborated during the moments of online and face-to-face interaction, from the appropriation of the 3C model collaboration elements. It was also observed that the interaction between the members of the groups led them to be more independent of the teacher and, in the face-to-face moments, the students shared their own ways to understand the studied content, which has contributed significantly to the construction of knowledge. Regarding the Inverted Classroom methodology, the students have reported as positive this experience, since the availability of reviewing the videotapes at any time, as well as the fact that they had a more individualized monitoring by the teacher in the face-to-face moments, by expanding the power of teaching and learning processes. Thus, it was concluded that the proposed Process supported by Collaborative Learning activities in the Inverted Classroom can enhance the methodology. It allows students to create spaces to think about studied mathematical contents, from a more autonomous learning way. Besides motivating them to previous studies, face-to-face meetings can be enriched.
INUZUKA, Marcelo Akira. "Uso educativo do wiki: um estudo de caso na Faculdade de Educação da Universidade de Brasília." http://www.teses.ufc.br, 2008. http://www.repositorio.ufc.br/handle/riufc/2978.
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This work aims to examine the living experienced by students of a class of pedagogy, teaching in the use of a collaborative tool based on wiki. The research was conducted at the Faculty of Education at the University of Brasilia (UNB) in four weeks from a discipline called “Mediated Practices of Informatics in Education” given by the advisor of this dissertation. It is a case study using a method of participatory research-action. To collect the views of participants, were used: questionnaire, individual and group interviews, and a seminar with participation of groups formed by themes. As theoretical reference, the four criteria were used for analysis of Dillenbourg (situation, interaction, mechanism and effect) of the Computer Supported Collaborative Learning (CSCL) theory and the model of collaborative construction of knowledge of Stahl to design the Knowledge Building Environment (KBE ) used. Before applying this case study, several others were tested; therefore, the project took into account the experience of other researchers of the subject. Through analysis of the results, students perceived many technical difficulties in operation and cultural difficulties, especially related to collaborative work, but the students considered the pedagogical tool as useful and feasible, considering the advantage of sharing information between peers as the greatest advantage of wiki tool.
O presente trabalho tem como objetivo analisar a vivência experimentada por alunos de uma turma de pedagogia, no uso pedagógico de uma ferramenta colaborativa baseada em wiki. A pesquisa foi realizada na Faculdade de Educação da Universidade de Brasília (UnB) em quatro semanas cedidas de uma disciplina denominada “Práticas Mediáticas de Informática na Educação” cedidas pelo orientador desta dissertação. Trata-se de um estudo de caso que utiliza uma metodologia de pesquisa-ação participativa. Para colher as opiniões dos participantes, foram aplicados: questionário; entrevistas individuais e em grupo; e um seminário com participação de grupos formados por temas. Como referencial teórico, foram utilizado os quatro critérios de análise de Dillenbourg (situação, interação, mecanismo e efeito) da Aprendizagem Colaborativa Suportada por Computador (CSCL) e o modelo de construção colaborativa de conhecimento de Stahl para projetar o Ambiente de Construção de Conhecimento (KBE) utilizado. Antes de aplicar este estudo de caso, vários outros foram analisados, assim, o projeto levou em conta a experiência de outras pesquisadores do tema. Através da análise dos resultados, foram percebidos pelos alunos várias dificuldades técnicas de operação e dificuldades culturais, especialmente relacionados a colaboração em equipe; porém os alunos consideraram a ferramenta como pedagogicamente útil e viável, considerando a vantagem de compartilhamento de informações entre pares como a maior vantagem da ferramenta wiki.
Pereira, Marcel pierre. "Tandem présentiel-distance : articulation difficile, enjeux et perspectives de mutations de l’enseignement et de l’apprentissage au Cap-Vert." Thesis, Clermont-Ferrand 2, 2014. http://www.theses.fr/2014CLF20013/document.
Full textThis research is in the field of information technology and communication for teaching (ITC) and aims at studying the joint-face and distance in the Cape Verdean context. It is in order to understand this form of blended learning that a device allowing students to share and collaborate around collaborative tasks has been established.The theoretical framework refers to social constructivism, communication mediated by computer (CMC) and written as basic foundation for this search. It has a comprehensive and praxeological reference, the overall objective is to provide insights for easier understanding of the ITC to effectively integrate the use of technological tools in training in teaching French. The approach we have adopted is based on an ethnomethodological approach. The data obtained were analyzed quantitatively and qualitatively, then they were crossed according to the principle of triangulation (Van Der Maren, 1997).This research provides some answers. The use of technological tools facilitates exchanges between students, allowing them to co- construct their learning, and enables feedback on linguistic forms. It also facilitates management and support to students. Technological and technical conditions are also important
Yang, Yi. "A component-based collaboration infrastructure." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3188.
Full textOddvik, Morten. "“Many People, Many Minds” : Collaborative Writing Using CSCL in the ESL Classroom." Thesis, Norges teknisk-naturvitenskapelige universitet, Program for lærerutdanning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14064.
Full textCrawley, Ruth Mary. "Computer-supported collective learning for problem solving : analysis and recommendations." Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299220.
Full textAlrayes, Amal. "Investigating the learning performance in computer supported collaborative learning environments." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-learning-performance-in-computer-supported-collaborative-learning-environments(369f64e0-3309-499e-a00a-c097ae7e5d03).html.
Full textRydbrink, Morgan. "If you see me, I will learn : A qualitative study of how to facilitate motivation and collaboration in online learning environments." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64960.
Full textRoberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16466/1/Alan_Roberts_Thesis.pdf.
Full textRoberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16466/.
Full textSantos, Leonardo Nascimento dos. "Desenvolvimento de um Multi-Organizador Flexível de Espaços Virtuais Manaus." Universidade Federal do Amazonas, 2009. http://tede.ufam.edu.br/handle/tede/2948.
Full textFundação de Amparo à Pesquisa do Estado do Amazonas
Work and learning built individually and in groups took a new and definitive impulse from popularization of software tools that currently compose web-based virtual environments. After a time of reckoning and appropriation of these resources, work, teaching, learning and social relations started to demand that virtual environments cannot yet answer, partially due to need of conformation by some of these environments to certain functional aspects maintained mainly by tradition. A possible strategy to deal with this problem is to devise and to develop flexible environments to support cooperative activities, given users a better balance between supporting tools and goals and profiles of participants in a specific activity. This work is part of a multi-institutional effort on the area where, from conceptual elements defining an innovative and simple approach to development of virtual environments, it is reported the organization, modeling and implementation of an instance of this kind of environment. The resulting prototype, currently in use at UFAM, was built using Moodle as development and evaluation platform.
O trabalho e a aprendizagem construídos individual e coletivamente tomaram novo e determinante impulso a partir da disseminação das ferramentas de software que atualmente compõem os ambientes virtuais baseados na Web. Após um período de reconhecimento e apropriação desses recursos, o trabalho, o ensino, a aprendizagem e as relações sociais como um todo passam a apresentar demandas que os ambientes virtuais ainda não conseguem atender, em parte devido à conformação desses ambientes a certos aspectos funcionais mantidos principalmente por tradição. Uma estratégia possível para tratar esse problema é a concepção e desenvolvimento de ambientes flexíveis para apoiar a realização de atividades cooperativas, propiciando aos usuários uma melhor sintonia entre ferramentas de apoio e os objetivos e os perfis dos participantes de uma determinada atividade. O trabalho aqui descrito faz parte de um esforço multi-institucional de pesquisa no tema, onde, a partir dos elementos conceituais que definem uma abordagem de inovadora simplicidade à concepção e desenvolvimento de ambientes virtuais, é relatada a organização, modelagem e implementação de uma instância desse tipo de ambiente. O protótipo resultante, atualmente em plena utilização na UFAM, foi construído utilizando o Moodle como plataforma de desenvolvimento e avaliação.
Martínez, Carreras María Antonia. "Diseño de un entorno colaborativo y su aplicación a plataformas de aprendizaje." Doctoral thesis, Universidad de Murcia, 2005. http://hdl.handle.net/10803/10929.
Full textEarning collaborative environments as well as learning tools have taken a prominent relevance in society, producing a growth of research projects regarding the building and the use of this system in education area. During the last years the research in this area has been focused on the building of different kinds of collaborative platforms and its usage in the educational arena, providing different kinds of studies which indicate the advantages and disadvantages of the use of them. These studies have covered the architecture of these systems and the use of them. Therefore, the aim of this research is to provide a generic collaborative environment which can be applied to any area, including discovery learning. For that reason, we have studied the main technologies and platforms for obtaining the elements needed in the building of a generic collaborative environment. Moreover, we have included these elements in the development regarding two European projects, ITCOLE and COLAB.
Balazs, Ildiko Erzsebet. "Konzeption von Virtual Collaborative Learning Projekten." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1111134624957-21292.
Full textSchuster, Daniel. "Bedarfsgesteuerte Verteilung von Inhaltsobjekten in Rich Media Collaboration Applications." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2007. http://nbn-resolving.de/urn:nbn:de:swb:14-1196343503734-18949.
Full textKvan, Thomas. "Designing together apart : computer supported collaborative design in architecture." Thesis, Open University, 1999. http://oro.open.ac.uk/57960/.
Full textVu, Jimmy M. "Developing an Electronic Tool for Cross-Cultural Computer Supported Collaborative Work (CCSCW)." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/42105.
Full textMaster of Science
Hedlund, Gillis. ""If you’re going to use the computer, you will have to totally think computer"." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35833.
Full textBalazs, Ildiko Erzsebet. "Konzeption von Virtual Collaborative Learning Projekten: Ein Vorgehen zur systematischen Entscheidungsfindung." Doctoral thesis, Technische Universität Dresden, 2004. https://tud.qucosa.de/id/qucosa%3A24468.
Full textCurry, Kevin Michael. "Supporting Collaborative Awareness in Tele-immersion." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/34088.
Full textMaster of Science
Ulriksson, Jenny. "Consistency management in collaborative modelling and simulation." Licentiate thesis, KTH, Microelectronics and Information Technology, IMIT, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-571.
Full textThe aim of this thesis is to exploit the technological capabilities of computer supported collaborative work (CSCW) in the field of collaborative Modelling and Simulation (M&S). The thesis focuses on addressing two main problems: (i) providing flexible means of consistency management in collaborative M&S, and (ii) the ability of providing platform and application independent services for collaborative M&S.
In this work, some CSCW technologies and how some of the concepts can be incorporated in a distributed collaborative M&S environment, have been studied. An environment for component based simulation development and visualization, which provides support for collaborative M&S, has been designed. Some consistency policies that can be used in conjunction with distributed simulation and the High Level Architecture (HLA) have been investigated. Furthermore, the efficient utilization of HLA and XML in combination, as the foundation of a CSCW infrastructure has been proved. Two consistency policies were implemented utilizing HLA, a strict and an optimistic, in the distributed collaborative environment. Their performance was compared to the performance of a totally relaxed policy, in various collaboration situations.
Piki, Andriani. "Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate education." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/20fe1054-01c7-9269-8f1c-8a0630bc620c/9/.
Full textPitt, Christine Ann, and n/a. "An exploration of groupware as an enabling technology for the learning organisation." University of Canberra. Information Sciences & Engineering, 2003. http://erl.canberra.edu.au./public/adt-AUC20060427.100120.
Full textUscamayta, Andrey Omar Mozo. "Ubiquitous collaborative multimedia capture of live experiences toward authoring extensible interactive multimedia documents." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092017-083647/.
Full textA crescente importância de conteúdo multimídia gerado por usuários amadores exige pesquisas por modelos, métodos, tecnologias e sistemas que apoiem a produção multimídia. Apesar dos recentes resultados que permitem captura colaborativa em vídeo utilizando dispositivos móveis, existe uma lacuna no apoio à captura colaborativa de múltiplas mídias. O trabalho apresentado nesta dissertação propõe que a produção multimídia colaborativa ubíqua possa ser alcançada por usuários que realizem a captura de múltiplas mídias e de anotações utilizando o aplicativo móvel CMoViA. CMoViA também permite que o conteúdo gerado por esses usuários seja exportado para a plataforma CI+WaC, a qual permite editar e anotar documentos multimídia interativos. Essa proposta requer a extensão de trabalho recentes reportados na literatura: o modelo I+WaC-IE (Interactors+WaC-Interaction Events), a ferramenta I+WaC-Editor e a ferramenta MoViA. Assim, a aplicação CMoViA segue o modelo CI+WaC-IE proposto neste trabalho como extensão do modelo I+WaC-IE. A proposta foi avaliada por meio de estudo de caso realizado no domínio educacional, no qual estudantes capturam colaborativamente uma palestra.
André, Luc. "Préservation des intentions et maintien de la cohérence des données répliquées en temps réel." Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0089/document.
Full textReal-time collaborative editors, like GoogleDocs or Etherpad, allow the simultaneous edition of a document by several users. These applications need to replicate the edited document, for the so called real-time purpose of permitting a fast and reactive editing by any user at any time. Editing conflicts frequently occur, and must be automatically handled by the application, in order to provide every users with the same copy of the document, containing every modifications issued. Most of current real-time collaborative editing algorithms were designed for simple data structures, like linear text, and simple editing ways, like inserting or removing a character only. These algorithms fail to offer an appropriate editing conflict resolution when used with a complex data structure, like XML, or with complex operations, like moving some text or adding some style. Copies are the sames but users' intentions are not preserved. The goal of this thesis is to design new real-time collaborative editing algorithms that ensure a better preservation of users' intentions. The first contribution of this thesis is an algorithm based on the Operational Transformation approach (OT). Our contribution is designed to handle rich text document (with stylized text and paragraphs) and to preserve the intentions of a set of high editing level operations (add style, merge paragraphs...). The second contribution uses the Commutative Replicated Data Types approach (CRDT), and offers an algorithm which preserves the update intention, while improving global performance of the approach when dealing with large blocs of data
Barbosa, Jaiane Ramos. "PrÃticas de aprendizagem colaborativa em uma escola UCA do CearÃ." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15988.
Full textA pesquisa investigou como um projeto colaborativo, desenvolvido em uma escola UCA contribuiu no desenvolvimento de prÃticas colaborativas em sala de aula. A presente pesquisa de estudo de caso e carÃter qualitativo foi realizada em uma Escola de Ensino Fundamental, localizada no distrito de Parada, no municÃpio de SÃo GonÃalo do Amarante, no estado do CearÃ. A referida escola foi uma das nove escolas contempladas com o projeto UCA no estado do Cearà e uma das duas escolas, do mesmo estado, localizada no territÃrio praieiro. A pesquisa dissertativa teve duraÃÃo de aproximadamente trÃs meses (com os alunos) nos quais foram realizados 14 encontros presenciais e uma aula de campo destinada à visitaÃÃo dos alunos e professores a X Bienal Internacional do Livro. Participou da pesquisa uma turma do 8 ano do ensino fundamental, com 25 alunos. Durante o desenvolvimento da pesquisa, foram utilizados, como instrumentos principais do nosso trabalho, o laptop educacional conectado à internet, ferramentas livres do Google Drive e o Sistema On-line para CriaÃÃo de Projetos e Comunidades-SÃcrates. As tÃcnicas e materiais de coleta de dados foram o 1) DiÃrio de Campo; 2) Check list; 3) Entrevista Semiestruturada; 4) GravaÃÃo de VÃdeo, Ãudio e Captura de Imagens, coletadas pela prÃpria pesquisadora. Os resultados foram analisados de acordo com as macrocategorias estabelecidas, acompanhados de suas categorias e subcategorias. Constatamos que, a partir das situaÃÃes colaborativas propostas durante os encontros presencias e no ambiente virtual, os alunos usaram os laptops e construÃram materiais digitais por meio da interaÃÃo e colaboraÃÃo entre os participantes do projeto.
The research investigated how a collaborative project, developed in a UCA school contributed to the development of collaborative practices in the classroom. This research case study and qualitative research was reld in a Elementary School, located in the district of Parada in the City of SÃo GonÃalo do Amarante, Cearà State. That school was one of nine schools awarded the UCA project in the state of Cearà and one of two schools in the same state, located in a beach region. The research Essay lasted approximately three months (with the students) and was conducted in 14 meetings and a class field destined to a visitation with the students and teachers to X Bienal Internacional do Livro. Participated in the research a group of 25 8th graders. During the development of the research, we used as main instruments of data collecting, the educational laptop connected to the internet, Google free tools and the On-line System for Creating Projects and Communities â SOCRATES. The techniques and materials were 1) daily Field; 2) Check list, 3) semi-structured interview; 4) Recording audio, video and image capture, collected by the researcher. The results were analyzed according to established macro category, accompanied for their categories and subcategories. We note that, from collaborative situations proposals during meetings in the presence of students and virtual environment, the students used laptops and digital materials built through interaction and collaboration between project participants.
Horvath, Gregory Michael. "Collaborative Spaces for Increased Traceability in Knowledge-Intensive Document-Based Processes." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249923218.
Full textDelnevo, Giovanni. "Strumenti e contesti del lavoro collaborativo." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amslaurea.unibo.it/6248/.
Full textPetrakou, Alexandra. "Design for Places of Collaboration." Doctoral thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-15960.
Full textJones, Nory Beth. "The diffusion of a collaborative CSCW technology to facilitate knowledge sharing and performance improvement /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012982.
Full textSukiasyan, Lena. "An Empirical Investigation of the Role of Collaboration in the Wind Industry Supply Chain." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38033.
Full textDucksworth, Letatia Bright. "Supporting Computer-Mediated Collaboration through User Customized Agents." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3055/.
Full textGumienny, Raja Carola. "Understanding the adoption of digital whiteboard systems for collaborative design work." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/7241/.
Full textNutzerorientierte Gestaltungsprozesse werden angewandt, um zu gewährleisten, dass neue Software für Computer und Smartphones gebrauchstauglich ist und die tatsächlichen Bedürfnisse der Anwender adressiert. Dazu sollen potentielle Anwender befragt und beobachtet und darauf basierend Ideen und Entwürfe für die neue Software entwickelt werden. Um die Nutzerdaten und Ideen zu sammeln, sowie daraus Konzepte zu erarbeiten, werden häufig Whiteboards und Haftnotizen (Post-its) benutzt. Sie haben den Vorteil, dass sie weit verbreitet sind und keine speziellen Kenntnisse erfordern. Analoge Whiteboards sowie Stift und Papier haben allerdings auch den Nachteil, dass die Informationen nicht digital gespeichert und mit Personen an anderen Standorten geteilt werden können. Auch andere digitale Vorteile, wie z. B. Inhalte suchen und sortieren, sind nicht verfügbar. Obwohl es seit 20 Jahren Forschung zu digitalen Whiteboard-Anwendungen gibt, werden diese Systeme im Firmenumfeld kaum genutzt. Diverse Forschungsprototypen sind bisher weder im Langzeiteinsatz noch in Unternehmen ausreichend getestet worden. Ziel dieser Dissertation ist zu erforschen, welche Faktoren den Einsatz von digitalen Whiteboard-Systemen begünstigen und welche Faktoren eher hinderlich sind. Zu diesem Zweck haben wir das Tele-Board Software System für gemeinsames kreatives Arbeiten entwickelt. Basierend auf Interviews und Beobachtungen, sowie Erkenntnissen aus vorheriger Forschung, haben wir versucht, die analoge Arbeitsweise mit herkömmlichen Arbeitsmitteln in die digitale Welt zu übertragen. Tele-Board kann mit unterschiedlicher Hardware benutzt werden und ist nicht an spezielle Geräte gebunden. Diese Tatsache hat sich als Vorteil für den Einsatz der Software in größerem Umfang erwiesen. In dieser Arbeit präsentiere ich drei Studien zur Nutzung von Tele-Board von verschiedenen Anwendern in unterschiedlichen Umgebungen. Die Studien wurden sowohl unter kontrollierten Bedingungen, als auch im realen Arbeitsumfeld durchgeführt. Wie zu erwarten war, wird das System besonders dann angenommen, wenn die Anwender Vorteile sehen, die sie mit analogen Arbeitsmitteln und anderer Software nicht haben. Allerdings unterscheiden sich die empfundenen Vorteile je nach Anwender und Nutzungskontext. Daher steigen die Chancen auf eine Verbreitung der Software, wenn sie verschiedene Anwendungsfälle und unterschiedliches Equipment unterstützt. Tele-Board ist mittlerweile seit 1,5 Jahren in einer global agierenden IT-Firma in mindestens fünf Ländern mit konstant steigenden Nutzerzahlen im Einsatz. Auf der Basis von 42 Interviews und Nutzungsstatistiken vom Server wird beschrieben, auf welche Art und Weise das System angewandt wird und welche Vor- und Nachteile es hat. Aus diesen Erkenntnissen sowie anderen Studien, präsentiere ich eine detaillierte Analyse der Nutzung von digitalen Whiteboards und gebe Empfehlungen für die Entwicklung zukünftiger Systeme.
Kok, Ayse. "The use of online collaboration tools for employee volunteering : a case study of IBM's CSC programme." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:91fb32e3-fc48-4cc8-8c03-2f873e3facf1.
Full textLeduc, Nathaniel. "Understanding Collaboration in the Context of Loosely- and Tightly-Coupled Complex Adaptive Systems." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37087.
Full textCook, Carl Leslie Raymond. "Towards Computer-Supported Collaborative Software Engineering." Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1140.
Full textGales, Mathis. "Collaborative map-exploration around large table-top displays: Designing a collaboration interface for the Rapid Analytics Interactive Scenario Explorer toolkit." Thesis, Ludwig-Maximilians-University Munich, 2018. https://eprints.qut.edu.au/115909/1/Master_Thesis_Mathis_Gales_final_opt.pdf.
Full textKedfors, Fredrik. "Reaching a creative common ground : Enhancing the creative collaboration between a film editor and its respective client." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-119515.
Full textODHIAMBO, PASCAL. "Linking Health Workers’ perceptions to design for state of the art mobile health information systems and support tools." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-11593.
Full textCitadin, Jucilane Rosa. "Um algoritmo genético para formação de grupos heterogêneos na aprendizagem colaborativa." Universidade do Estado de Santa Catarina, 2015. http://tede.udesc.br/handle/handle/2048.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
A formação de grupos para a aprendizagem colaborativa é uma tarefa importante, pois deve permitir a efetiva interação dos membros de um grupo. No entanto, a explosão combinatória relativa ao número de estudantes torna a formação de grupos um problema de otimização combinatória, que é NP-hard, isto é, um problema que não tem solução ótima em tempo polinomial. A resolução desses problemas de complexidade não polinomial requer um grande esforço computacional e aplicação de heurísticas ou meta-heurísticas para chegar a soluções viáveis em tempos adequados. Uma meta-heurística que tem provado ser eficiente na resolução de problemas de otimização NP-hard são os algoritmos genéticos (AG). Por isso, esta pesquisa avalia a adoção de algoritmos genéticos para a formação de grupos na aprendizagem colaborativa, considerando um contexto massivo de dados (milhares de estudantes). Pesquisas bibliográficas e um mapeamento sistemático da literatura sobre formação de grupos para aprendizagem colaborativa foram realizados. Constituir grupos de forma automática, considerando a abordagem selecionada e o critério heterogêneo, utilizando como recurso algoritmos genéticos, foram os resultados apontados pelo mapeamento. Assim, esta pesquisa se propôs a gerar grupos heterogêneos de forma automática, utilizando como abordagem grupo selecionado, considerando os conhecimentos e as interações dos estudantes. Algoritmos genéticos foram utilizados para a formação dos grupos, que teve como objetivo maximizar a heterogeneidade dos conhecimentos e as interações dos estudantes no grupo, além de gerar grupos balanceados entre si (inter-homogêneos). Foram desenvolvidos dois algoritmos, um AG e um randômico como método base de comparação. Ambos foram testados considerando dados de mil até dez mil estudantes, com diferentes configurações dos conhecimentos e interações. A comparação foi feita considerando o fitness, o percentual de grupos heterogêneos e/ou balanceados gerados pelos algoritmos e o tempo de processamento gasto por grupo gerado. Os resultados apontam que AG é eficaz para a formação de grupos heterogêneos na aprendizagem colaborativa. Os resultados do AG foram mais eficientes que os resultados do algoritmo randômico, para conhecimentos heterogêneos e conhecimentos aleatórios. Para conhecimentos homogêneos o AG teve a mesma eficiência que o algoritmo randômico, porém é mais eficaz, pois gera mais grupos balanceados do que o algoritmo randômico.
Heinrich, Matthias. "Enriching Web Applications Efficiently with Real-Time Collaboration Capabilities." Doctoral thesis, Universitätsbibliothek Chemnitz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-149948.
Full textWebbasierte, kollaborative Echtzeitanwendungen (z.B. Google Docs) erlauben es geografisch verteilten Nutzern, Dokumente gemeinschaftlich und simultan zu bearbeiten. Die Implementierung kollaborativer Echtzeitanwendungen ist allerdings aufwendig und komplex, da einerseits eine Nebenläufigkeitskontrolle von Nöten ist und andererseits die Nachvollziehbarkeit von nicht-lokalen Interaktionen mit dem gemeinsamen virtuellen Arbeitsraum gewährleistet sein muss (z.B. wer editiert wo). Um die Entwicklung kollaborativer Echtzeitanwendungen effizient zu gestalten, wurde eine Generische Kollaborationsinfrastruktur (GKI) entwickelt. Diese GKI stellt sowohl eine Nebenläufigkeitskontrolle als auch Komponenten zur Nachvollziehbarkeit von nicht-lokalen Interaktionen auf eine wiederverwendbare und nicht-invasive Art und Weise zur Verfügung. In drei dedizierten Studien, die sowohl Entwickler als auch Endanwender umfassten, wurde die Entwicklungseffizienz der GKI nachgewiesen. Dabei wurde die Entwicklungszeit, der Umfang des Quelltextes als auch die Gebrauchstauglichkeit analysiert
Litz, Ilene R. "Student Adoption of a Computer-Supported Collaborative Learning(CSCL) Mathematical Problem Solving Environment: The Case of The Math Forum's Virtual Math Teams (VMT) Chat Service." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/677.
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