Relevant bibliographies by topics / Face to face collaboration

Academic literature on the topic 'Face to face collaboration'

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Published: 10 March 2023

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Journal articles on the topic "Face to face collaboration"

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

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AbstractThis study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in pairs firstly without the support of online resources, and subsequently constructed another essay with the support of online resources. Each pair’s interactional patterns and dynamics of peer scaffolding across the two settings were examined. The findings show that the availability of online resources fosters a variety of interaction characteristics among learners with varied collaboration orientation. Results also suggest that learners’ collaboration predisposition at the onset plays a critical role in influencing the way they used online resources to support their interaction. This study thus suggests that learners’ collaborative patterns and their use of online resources have mutual impact, which may inform teachers seeking to integrate online resources to enhance their students’ collaborative learning.
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Boyson, Beverly, and Virginia Vogel Zanger. "Face to Face: Communication, Culture and Collaboration." TESOL Quarterly 29, no. 4 (1995): 786. http://dx.doi.org/10.2307/3588181.

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Kaushik, Radhika, Susan Kline, Prabu David, and D’Arcy John Oaks. "Differences between computer-mediated and face-to-face communication in a collaborative fiction project." International Journal of Cognition and Technology 1, no. 2 (December 31, 2002): 303–26. http://dx.doi.org/10.1075/ijct.1.2.06kau.

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In this paper we examine collaborative fiction writing in a face-to-face setting and in a computer-mediated environment (online chat). To understand the role of social presence in online collaborative work, participants were placed either in a high collaboration task that involved working toward a common storyline or a low collaboration task that involved working toward individual storylines. For the high collaboration task, although face-to-face was perceived as more convenient than computer-mediated communication, this preference did not translate into any difference in terms of the number of idea units generated. For the low collaboration task, where teammates pursued independent storylines, computer-mediated communication was preferred over face-to-face communication. Despite this preference for computer-mediated communication over face-to-face communication in the low collaboration task, participants in the face-to-face condition generated more idea units than those in the computer-mediated condition. These findings are examined within the framework of interactivity and social presence.
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Tsai, Yvonne. "Collaborative Translation in the Digital Age." Research in Language 18, no. 2 (June 30, 2020): 119–35. http://dx.doi.org/10.18778/1731-7533.18.2.01.

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This study investigates the learning experiences of student translators participating in collaborative translation with and without the use of translation technology through collaborative translation teaching and practical exercises. The effectiveness and efficiency of two types of collaboration (face-to-face and virtual) are surveyed in terms of students’ cooperation and communication, the effort they invest into translation exercises, the importance they attach to these exercises, and the effectiveness of translation technology in collaborative translation. We use questionnaires to obtain a comprehensive overview of the translation process of and feedback on collaborative translation from student translators. Face-to-face and virtual collaborative translations are performed in English–Chinese translation courses to compare the learning effectiveness of virtual and face-to-face collaboration, enhance our understanding of how collaborative translation facilitates reciprocity, and offer recommendations to enhance translation teaching. This study develops collaborative translation teaching methods and designs collaborative translation curricula. Exploring the core criteria of collaboration, effectiveness, and efficiency through the reports of student translators collaborating face-to-face and online will contribute to the establishment of a collaborative translation framework.
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Mejía, Morán, Favela, Tentori, Markarian, and Castro. "On The Move Collaborative Environments: Augmenting Face To Face Informal Collaboration in Hospitals." e-Service Journal 6, no. 1 (2007): 98. http://dx.doi.org/10.2979/esj.2007.6.1.98.

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Anderson, Tony, Alison Sanford, Avril Thomson, and William Ion. "Computer-Supported and Face-to-Face Collaboration on Design Tasks." Discourse Processes 43, no. 3 (April 23, 2007): 201–28. http://dx.doi.org/10.1080/01638530701226188.

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Zhang, Liang, and Ji Wen Dong. "Face Recognition Algorithm Based on Kernel Collaborative Representation." Advanced Materials Research 756-759 (September 2013): 3590–95. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.3590.

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Aiming at solving the problems of occlusion and illumination in face recognition, a new method of face recognition based on Kernel Principal Components Analysis (KPCA) and Collaborative Representation Classifier (CRC) is developed. The KPCA can obtain effective discriminative information and reduce the feature dimensions by extracting faces nonlinear structures features, the decisive factor. Considering the collaboration among the samples, the CRC which synthetically consider the relationship among samples is used. Experimental results demonstrate that the algorithm obtains good recognition rates and also improves the efficiency. The KCRC algorithm can effectively solve the problem of illumination and occlusion in face recognition.
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Young, Nathan P., David B. Burkholder, Lindsey M. Philpot, Paul M. McKie, and Jon O. Ebbert. "Synchronous neurology–primary care collaboration in a medical home." Neurology: Clinical Practice 10, no. 5 (October 14, 2019): 388–95. http://dx.doi.org/10.1212/cpj.0000000000000754.

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BackgroundSynchronous collaboration as defined by a simultaneous encounter between primary care providers (PCPs), patients, and neurologists may improve access to neurologic expertise, care value, and satisfaction of PCPs and patients. We examined a series of synchronous collaborations and report outcomes, PCP satisfaction, downstream utilization, and illustrative case examples.MethodsWithin an outpatient collaborative primary care–neurology care model, we implemented synchronous video consultations from a central hub to satellite clinics while increasing availability of synchronous telephone and face-to-face collaboration. PCP experience was assessed by a postcollaboration survey. Individual cases were summarized. Clinical and utilization outcomes were assessed by a neurologist immediately after and by follow-up chart review.ResultsA total of 58 total synchronous collaborations were performed: 30 by telephone (52%), 18 face to face (31%), and 10 by video (17%) over 27 clinic half-days. The most frequent outcomes as assessed by the neurologist were reassurance of the PCP (23/58; 40%) and patient (22/59; 38%), and the neurologist changed the treatment plan (23/58; 40%). A subsequent face-to-face consultation was completed in 15% (6/58) of patients initially assessed by telephone or video. Test utilization was avoided in 40% (23/58). Unintended utilization occurred 9% (5/58). Most PCPs were very satisfied with the ease of access, quality of care, and reported high likelihood of subsequent use. PCPs perceived similar or less time spent during synchronous vs asynchronous collaboration and neurologist usually altered the testing (87.8%) and treatment plan (95.2%).ConclusionsSynchronous collaboration between neurologists and PCPs may improve timely access to neurologic expertise, downstream utilization, and PCP satisfaction.
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Skopp, Nancy A., Don E. Workman, Jamie L. Adler, and Gregory A. Gahm. "Analysis of Distance Collaboration Modalities: Alternatives to Meeting Face-to-Face." International Journal of Human-Computer Interaction 31, no. 12 (September 14, 2015): 901–10. http://dx.doi.org/10.1080/10447318.2015.1072786.

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Noss, Richard, Celia Hoyles, Jean-Luc Gurtner, Ross Adamson, and Sarah Lowe. "Face-to-face and online collaboration: appreciating rules and adding complexity." International Journal of Continuing Engineering Education and Lifelong Learning 12, no. 5/6 (2002): 521. http://dx.doi.org/10.1504/ijceell.2002.002149.

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Dissertations / Theses on the topic "Face to face collaboration"

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Thompson, David John. "Large-Scale Display Interaction Techniques to Support Face-to-Face Collaboration." Thesis, University of Canterbury. Computer Science and Software Engineering, 2006. http://hdl.handle.net/10092/1192.

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This research details the development of a large-scale, computer vision-based touch screen capable of supporting a large number of simultaneous hand interactions. The system features a novel lightweight multi-point tracking algorithm to improve real-time responsiveness. This system was trialled for six months in an exhibition installation at World Expo 2005 in Aichi, Japan, providing a robust, fault-tolerant interface. A pilot study was then conducted to directly compare the system against other, more established input methods (a single-touch case, a two-mouse case and a physical prototype) to determine the effectiveness and affordances of the multi-touch technology for arranging information on a large-scale wall space in a paired collaborative task. To assist in this study, a separate visualisation and interaction classification tool was developed, allowing the replay of XML log data in real time to assist in the video analysis required for observation and hypothesis testing.
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Spellman, Kevin James. "Using ideation tools for face-to-face collaboration within complex design problems." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/4744/.

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The focus of this research are ideation tools and their ability to catalyse ideas to address complex design problems. Complex design problems change over time and the interactions among the components of the problem and the interaction between the problem and its environment are of such that the system as a whole cannot be fully understood simply by analyzing its components (Cilliers 1998, pp. I). Ideation for this research is defined as a process of generating, developing and communicating ideas that are critical to the design process (Broadbent, in Fowles 1979, pp. 15). Based on Karni and Arciszewski, who stated that ideation tools should act more like an observer or suggester rather than controller or an expert, I defne design ideation tools as tools or methods that enhance, increase and improve the user's ability to generate ideas with the client (Karni and Arciszewski 1997; Reineg and Briggs 2007). Based on a survey of over 70 ideation tools, protocol analysis of design activities, a web survey and semistructured interviews, I conclude that designers and clients may not have sufficient knowledge of ideation or ideation tools in either testing or practice as a catalyst for generating possibilities and that measuring ideation tools based on how many ideas they generate is misleading because it relates creativity and idea generation but does not adequately reflect the participants' experience. This research suggests that participants' cultural perceptions of design ideation and the design process actively inhibit idea generation and that a shift from design outcome led ideation tool design to designing ideation tools that engage design contexts are necessary to effectively address complex design problems. This research identifed a gap in ideation tools for designers to collaborate with their clients during the ideation phase to catalyse possibilities to complex design problems as the contribution to new knowledge.
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Chen, Fang. "Using collaboration technology to facilitate face-to-face and distributed team interactions." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280593.

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This study adopted an action research approach to investigate the efficacy of Focus Theory, a general theory of group productivity, in the context of project team interactions supported by GSS. Focus Theory specifies that three processes consume attention resources to accomplish a group task: communication, information access, and deliberation. Guided by Focus Theory, the study examined the ways in which these processes were manifested, facilitated, and/or inhibited during group interactions, as well as how these processes and other Focus Theory constructs affected group productivity when teams engaged in FtF, synchronous-distributed, and asynchronous-distributed interactions. The objective of the study was to gain understanding of distributed team interactions through the lens of Focus Theory and to offer insights into the theory, the practice of geographically separated project teams, and collaboration technology design. Distributed groups using text for communication lost nonverbal cues that could have been used to interpret the meaning of a message. The study indicated that identification of the message sender and specification of the time and date of a message allowed more accurate interpretation of that message. It was found that distributed teams did not understand the team goals and interaction procedures as well as FtF teams. Group process structure support and interaction facilitation were more important for distributed interactions than for FtF interactions because of the need for explicit communication in distributed teams. Access to relevant information was important for keeping interactions moving forward, and a permanent group memory provided by GSS facilitated group activity tracking. Focus Theory had both explanatory power and theoretical limitations. The study indicated that three processes consumed attention resources, although it was difficult to separate their effects or to measure the attention resources allocated to each. Focus Theory does not differentiate between cognitive effort and cognitive load, making it difficult to test the theory's validity. The three processes may not be equally important in all group interaction scenarios, a possibility not specified by Focus Theory. This dissertation discusses the implications of the study for further development of the theory, insights for researchers of collaboration, guidelines for collaboration technology designers, and everyday tips for practitioners.
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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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Lee, Joon Suk. "Micro-Coordination: Looking into the details of face-to-face coordination." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/51119.

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Sociality is one of the most fundamental aspects of being human. The key to sociality is coordination, that is, the bringing of people "into a common action, movement or condition" [134]. Coordination is, at base, how social creatures get social things done in the world. Being social creatures, we engage in highly coordinative activities in everyday life"two girls play hopscotch together, a group of musicians play jazz in a jam session and a father teaches a son how to ride a bicycle. Even mundane actions such as greetings, answering a phone call, and asking a question to ask a question by saying "Can I ask you a question?" are complex and intricate. Actors not only need to plan and perform situated actions, but also need to process the responding actions----even unforeseen ones----from the other party in real time and adjust their own subsequent actions. Yet, we expertly coordinate with each other in performing highly intricate coordinative actions.
In this work, I look at how people coordinate joint activities at the moment of interaction and aim to unveil a range of coordinative issues, using "methodologies and approaches that fundamentally question the mainstream frameworks that define what counts as knowledge" (p.2, [80]) in the field of Computer Supported Cooperative Work (CSCW). To investigate computer mediated interactions among co-located people, I examine different interactional choices people make in the course of carrying out their joint activities, and the consequences of their choices.
By investigating co-located groups as they played a collaborative, problem-solving game using distributed technologies in experimental settings, I (1) provide critical case reports which question and challenge non-discussed, often-taken-for-granted assumptions about face-to-face interactions and coordination, and (2) tie the observations to the creation of higher level constructs which, in turn, can affect subsequent design choices.
More specifically, I ran two studies to look at how co-located people coordinate and manage their attention, tasks at hand, and joint activities in an experimental setting. I asked triads to work on a Sudoku puzzle collectively as a team. I varied support for the deictic mechanism in the software as well as form factors of mediating technology.
My research findings show that:
(1) different tools support different deictic behaviors. Explicit support for pointing is desirable to support complex reference tasks, but may not be needed for simpler ones. On the other hand, users without sophisticated explicit support may give up the attempt to engaged in complex reference.
(2) talk is diagnostic of user satisfaction but lack of talk is not diagnostic of dissatisfaction. Therefore, designers must be careful in their use of talk as a measurement of collaboration.
(3) the more people talk about complex relationships in the puzzle, the higher their increase in positive emotion. Either engaging with the problem at hand is rewarding or having the ability to engage with the problem effectively enough to speak about it is engaging.
(4) amount of talk is related to form factor. People in both computer conditions talked less about the specifics oF the game board than people in the paper condition, but only people in the laptop condition experienced a significant decrease in positive emotion.
(5) different mediating technologies afford different types of non-response situations. The most common occurrences of non-responses were precipitated by speakers talking to themselves in the computer conditions. Participants did not talk to themselves much in the paper condition.
Differences in technology form factors may influence people\'s behaviors and emotion differently. These findings represent a portrait of how different technologies provide different interactional possibilities for people.
With my quantitative and qualitative analyses I do not make bold and futile claims such as "using a highlighter tool will make users collaborate more efficiently," or "making people talk more will make the group perform better." I, instead, illustrate the interactional choices people made in the presence of given technological conditions and how their choices eventuated in situ.
I then propose processlessness as an idea for preparing designs that are open to multiple interactional possibilities, and nudgers as an idea for enabling and aiding users to create and design their own situated experiences.
Ph. D.
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Bluemink, J. (Johanna). "Virtually face to face: enriching collaborative learning through multiplayer games." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514294235.

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Abstract This study focused on enriching collaborative learning through pedagogically scripted multiplayer games. Collaborative learning was examined in the synchronous discussions of small group problem-solving activities in face-to-face and virtual game settings. The theoretical approach is socio-cognitive and builds on the contextual and situated nature of learning. Interaction between group members in social situations is a key mechanism fostering students’ collaborative learning. In the field of Computer-Supported Collaborative Learning the underlying aim is to stimulate and structure socially shared construction of knowledge and development of shared understanding among the collaborators. This thesis consisted of three empirical studies. The first study focused on analysing the macro-level elements of teacher education students’ face-to-face discussions in a context of an international web-based course. The focus of the second and third empirical studies was on how distributed collaboration can be enriched by scripting multiplayer game environments. The game environments were developed and tailored as part of the empirical studies. The main aim was to analyse small-group micro-level interactions and activities taking place during the game. Moreover, the particulars of a 3D voice-enhanced multiplayer game context for small-group shared collaborative activities were investigated. The focus of the last empirical study was on aspects of collaborative game activity and shared problem solving described from the perspective of individual players. The results indicated that the synchronous small-group discussions, on the macro-level, consisted of explaining, sharing knowledge, providing critiques, reflection, and joint engagement. The micro-level elements of the players’ discussions during the game were questions, content statements, social statements, suggestions, instructions or orders, encouragements, and responses. Both macro and micro level elements varied in random order during the discussion, forming a base for small-group discussion and joint problem-solving efforts. Not all problem-solving situations in the game data were shared, indicating that if shared collaborative activity was pursued, the scripting of the game tasks must require equal participation and teamwork during the game. The 3D game environment created a strong shared context for the distributed groups by engaging the players and reinforcing individual participation through the avatar activity. The findings of this thesis contribute to the future development of serious games and highlight the potential of multiplayer games as tools for supporting the social aspects of distributed teamwork
Tiivistelmä Väitöstutkimus tarkastelee yhteisöllisen oppimisen rikastamista pedagogisesti vaiheistettujen virtuaalipeliympäristöjen avulla. Tutkimuksessa on analysoitu pienryhmien sosiaalista vuorovaikutusta luokkahuonekeskusteluissa ja puhevälitteisissä peliympäristöissä. Teoreettisesti tutkimus pohjautuu sosiokognitiiviseen käsitykseen oppimisesta, jonka mukaan sosiaaliset tilanteet voivat käynnistää yksilöissä oppimisen kannalta keskeisiä mekanismeja, kuten esimerkiksi selittämistä ja tiedon jakamista. Yhteisöllisen oppimisen ytimeksi katsotaan jaetun ymmärryksen rakentaminen sosiaalisessa vuorovaikutuksessa, mitä tietokoneavusteisen yhteisöllisen oppimisen tutkimuslinjassa pyritään tukemaan vaiheistamalla oppimisympäristöjä. Tutkimus koostuu kolmesta eri osatutkimuksesta, joista ensimmäisessä analysoitiin korkeakouluopiskelijoiden pienryhmäkeskustelua luokkahuonetilanteessa. Lähitapaamiset toimivat kurssilla hajautetun kansainvälisen verkkotyöskentelyn tukena. Toisessa osatutkimuksessa tarkasteltiin, voiko hajautettua yhteisöllistä oppimista rikastaa puhevälitteisen monenpelaajan peliympäristön avulla. Pelin tehtävät suunniteltiin ja vaiheistettiin yhteisöllistä toimintaa vaativiksi sekä jaetun ymmärryksen rakentamista tukeviksi. Analyysi keskittyi korkeakouluopiskelijoiden pelinaikaisen keskustelun ja ongelmanratkaisutilanteiden tarkasteluun. Kolmannen osatutkimuksen tavoitteena oli tutkia, mitä osatekijöitä työelämäkontekstista tulleet osallistujat joutuivat hallitsemaan puhevälitteisessä monenpelaajan pelissä. Tutkimusten video- ja haastatteluaineistot analysoitiin laadullisen sisällönanalyysin menetelmin. Tutkimustulokset osoittivat, että pienryhmän vuorovaikutus koostuu makrotasolla mm. selittämisestä, tiedon jakamisesta ja reflektoinnista. Mikrotasolla mm. kysymykset, toteamukset, auttaminen ja ehdottaminen vaihtelivat puheenvuoroittain ja muodostivat yhteisen toiminnan pohjan pienryhmän pelaamisessa. Kaikki ongelmanratkaisutilanteet pelin aikana eivät kuitenkaan olleet jaettuja. Tulokset osoittavat, että kun tavoitellaan aidosti yhteisöllisiä tilanteita, pelin tehtävät täytyy vaiheistaa niin, että ne vaativat kaikkien osallistumista ja pitävät ryhmää virtuaalisesti yhdessä. Tässä tutkimuksessa käytetyt peliympäristöt muodostivat hajautetuille ryhmille vahvan jaetun tilan ja virtuaalisten ihmishahmojen eli avatarien kautta osallistuminen vahvisti yksilöiden toimijuutta pienryhmän osana. Tuloksia voidaan hyödyntää hajautetun tiimityön kontekstissa sekä käyttää tukena tulevaisuuden virtuaalisten tiimipelien suunnittelussa
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CALPA, GREIS FRANCY MIREYA SILVA. "STRATEGIES TO SUPPORT COLLABORATION IN FACE-TO-FACE SYSTEMS FOR PEOPLE WITH AUTISM SPECTRUM DISORDERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33441@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Os sistemas colaborativos presenciais para pessoas com Transtorno do Espectro Autista (SiCoP-TEA) possuem diferentes tipos de estratégias para motivar ou forçar a colaboração entre os usuários. Porém, mesmo os sistemas desenvolvidos para esse público, não consideram noções de suporte à percepção para esses usuários, que apresentam dificuldades no entendimento dos conceitos mais básicos de uma atividade colaborativa. Os usuários com TEA apresentam dificuldade para reconhecer e interpretar gestos e estados mentais dos outros, o que limita a sua capacidade de entender os sinais e informações implícitas que são essenciais para a percepção do que ocorre ao seu redor e, consequentemente, para a realização de atividades colaborativas. Nesta tese são investigadas algumas questões sobre como oferecer suporte à percepção, principalmente para usuários com níveis mais severos de TEA, com o intuito de formular e avaliar um conjunto de estratégias de colaboração para apoiar a concepção de SiCoP-TEA com características mais apropriadas para eles. Para tal fim, e utilizando a Pesquisa-Ação como método de pesquisa, foram realizados quatro ciclos de pesquisa de ação e reflexão sobre soluções propostas, levando à concepção das estratégias de colaboração pretendidas. Nesse processo cíclico, verificou-se que, para melhor apoiar o processo de colaboração, os SiCoP-TEA devem oferecer para os usuários elementos de percepção (baseados em determinados requisitos) em diferentes níveis de aproximação da colaboração, bem como atividades que incentivem gradativamente o conhecimento das dimensões que formam a colaboração. Esses aspectos compõem o conjunto das estratégias de colaboração concebido nesta tese.
Face-to-Face collaborative systems for people with autism spectrum disorders use strategies to motivate/force the collaboration among users. However, even the collaborative applications developed for this public, still do not consider notions of awareness for these users that present difficulties to understand the most basic concepts of a collaborative activity. Users with autism present difficulties to recognize and to interpret gestures and mental states of others, which restricts their capacity to understand implicit information that are essential to being aware of what is happening around them, and consequently, to perform the collaborative activities. In this work, we investigate some questions about how to offer awareness support, especially for users with low-functioning autism, in order to formulate and evaluate a set of collaborative strategies to support the design of more appropriate collaborative systems. For this purpose, we used the research-action methodology. Following this methodology, we perform four research cycles of action and reflection about proposed solutions, so that we could conceive the set of collaborative strategies proposed. In this cyclic process, we verified that collaborative systems shall offer awareness mechanisms in the interface (based on certain requirements) in different levels of approximation of the collaboration as well as activities to get users to know each dimension of collaboration, and gradually understanding it as a whole. These aspects compose the set of collaborative strategies conceived in this work.
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Coleman, Lucinda. "Sites of justice: Face-to-face encounters through dance-making in Meeting Places." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1964.

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The Australian performing arts collective, Remnant Dance, has a partnership with the charity organisation, MyKids Incorporated, which supports a community of orphaned and abandoned youth at the Andrew Youth Development Centre (AYDC) in Yangon, Myanmar. During 2013-2014, young people from the AYDC were invited to make a contemporary dance film together with Remnant Dance artists. The film, called Meeting Places, evolved as part of a developing body of visual and performance art works that sought to explore collaboration in a dance collective. The dance film was set at the AYDC and in the disused Nagar Glass Factory in Yangon, using glass as a metaphor for a surface that invites reflection as well as open transparency between participants. My initial research question, ‘where is my front?’ was situated in the dance of interconnectivity, and referred to the primary site of communication with others. I wanted to investigate how this ‘front’ shifts, and alters in response to others and in particular how the frontline separates performers from their audience. The contemporary dance film, Meeting Places, became the centrepiece in a body of interdisciplinary art work that was devised through cross-cultural collaborations. My research into dance as a dialogue of interconnectedness led me to expand the idea of frontlines, asking how examination of dance-making can be a site for social justice arts praxis. Driven by a reflexive practice-led research methodology, this research delves into dance-making as a mechanism for social engagement, whilst illuminating the problem of how to articulate dance research as an intuitive inquiry. The spaces between the bodies of the participants, both the children and professional dancers, allowed unique connectivity and exchanges of corporeal knowledge across cultural boundaries, inviting conversations that, I suggest, overcame linguistic differences. The language of dance ruptured dualistic notions of knowledge production, creating a hybrid space through tacit, non-linguistic experiences of movement. The research began with an exploration of connectivity through practice in the dance studio, as well as an analysis of collaboration and the effectiveness of the collective practice. The dance film, Meeting Places, emerged as an invitation to engage with dance as a form that argues for the body as a site of agency, unpacking Emmanuel Lévinas’ concepts of the ‘face’ as a critical encounter with being. The idea of the ‘front’ thus became invested with new meaning, and with this shift, the reflective capacity for examining what I refer to as moments of consensus and dissensus within the collective was enhanced. The process of making the contemporary dance film has been examined through a philosophical frame informed by the work of theorists such as Mikhail Bakhtin, Judith Butler, Gilles Deleuze, Michel Foucault, Elizabeth Grosz, Gayatri Chakravorty Spivak, Slavoj Zizek and particularly, Emmanuel Lévinas, along with contemporary thinkers on social justice in the arts. The cultural exchange between Remnant Dance artists and youth at the AYDC in Myanmar revealed that the social justice imperative, rather than being merely a by-product of artistic engagement, was actually the heart of the dance-making. The significance of arts research in this context includes knowledge creation in the body, with others, and that a space of agency is created for ethical engagement, specifically through the language of dance. The creation of new dance through cross-cultural, multi-arts forms and interdisciplinary contexts enabled space for narratives of justice to emerge along the frontline of dance’s particular mode of communication.
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He, R. (Ruicen). "Toward a constructive perception of failure:a comparison of groups in a face-to-face collaboration case." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201511242165.

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Minor or big, permanent or temporary, failure is widely experienced by people of different nationalities, ages, social status, and genders, at any stages of life, in a tremendous scale of day-to-day situations. A common misunderstanding and underestimation of failure as a state of negative result is that failure of performance indicates failure in learning and knowledge building, and that it is bad and disadvantageous. Though failure is usually believed to be a negative and disappointing result, it to some extent plays an important and positive role in our lives, and many people learn from their previous failures and failures of others. In the field of education, the role of failure in facilitating and enhancing learning has been studied in literature for years. This research mainly serves to explore how learners collaborated, performed and learned, and how exactly learners in collaboration learn from failure in their learning. To support my research, the literature review starts with the differences of learning and performance, then it comes to the definition and perception of learning in general. After this section, definition of collaboration and characteristics of collaborative learning are introduced. Later, after the sections on performance and learning, comes the sections in which various possibilities and mechanisms of failure-enhanced learning are introduced and discussed. The data were collected from a video-recorded research session designed and carried out by the PROMO research team from a university located in a Nordic country. Participants were twelve first year and second year international Master’s degree students (seven female, five male) in the field of education. The twelve participants spontaneously formed three groups of four, all groups then were assigned the same open-ended problem-solving task, which required each group to work on a three-hour-long epistemic game in three separate rooms. The result of my research suggests that, firstly, poor or good performance does not always indicate the failure or success in learning, a full picture of both the process and results can offer a more complete understanding of how learners learned. For example, it is possible that a group with satisfactory academic performance or final presentation may actually have poor learning, while a lower-performing group may experience better learning though they had poorer performance or final presentation. The next finding is that students could learn from challenges or failures, but those who are more aware of the challenges, and faced the challenges with more positive emotions and good problem-solving strategies could learn more from failure and the process of finding proper solutions to the challenges, and are more possible to tackle challenges and thus avoid them accelerating into failures.
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Coyle, James E. Jr. "Wikis in the College Classroon: A Comparative Study of Online and Face-to-Face Group Collaboration at a Private Liberal Arts University." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1175518380.

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Books on the topic "Face to face collaboration"

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Quistrebert, Florian. Fried face stories. Nantes: Lieu unique, 2007.

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Manchester Polytechnic. Department of Mechanical Engineering, Design and Manufacture. Industry/polytechnic collaboration: Let's face the future together. Manchester: Manchester Polytechnic, 1988.

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B, Schaab Brooke, ed. Performance in non-face-to-face collaborative information environments. Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences, 2007.

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Bluemink, Johanna. Virtually face to face: Enriching collaborative learning through multiplayer games. Oulu: University of Oulu, 2011.

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Lavertu, Yves. L' affaire Bernonville: Le Québec face à Pétain et à la collaboration (1948-1951). Montréal, Québec: VLB, 1994.

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Chettleburgh, Michael. Partager et s'instruire: Les Canadiens face au VIH/sida dans le monde : stratégie canadienne sur le VIH/sida : collaboration internationale. Ottawa, Ont: Santé Canada, 2000.

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Ellery QUEEN. Face to face. New York, NY: HarperPerennial, 1992.

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Hellesen, Richard. Face 2 face. Boston (100 Chauncy St., Boston 02111): Baker's Plays, 1994.

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Robert, Franco̧is. Face to face. Baden, Switzerland: Lars Müller Publishers, 1996.

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Siemionow, Maria. Face to Face. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06055-8.

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Book chapters on the topic "Face to face collaboration"

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Chejara, Pankaj, Luis P. Prieto, Adolfo Ruiz-Calleja, María Jesús Rodríguez-Triana, Shashi Kant Shankar, and Reet Kasepalu. "Quantifying Collaboration Quality in Face-to-Face Classroom Settings Using MMLA." In Collaboration Technologies and Social Computing, 159–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58157-2_11.

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Hayama, Tessai, Koji Hasegawa, and Kazushi Hoshiya. "Face-to-Face Collaborative Learning by Enhancing Viewpoint-Sharing of Learning Materials." In Collaboration Technologies and Social Computing, 190–202. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2618-8_15.

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Ishikawa, Naruaki, Taishi Okazawa, and Hironori Egi. "DiAna-AD: Dialog Analysis for Adjusting Duration During Face-to-Face Collaborative Discussion." In Collaboration Technologies and Social Computing, 212–21. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28011-6_15.

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Shen, Chia, Katherine Everitt, and Kathleen Ryall. "UbiTable: Impromptu Face-to-Face Collaboration on Horizontal Interactive Surfaces." In UbiComp 2003: Ubiquitous Computing, 281–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39653-6_22.

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Sakr, Naomi, and Jeanette Steemers. "Face-to-Face: Cross-Cultural Collaboration in Provision and Delivery." In Screen Media for Arab and European Children, 73–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25658-6_4.

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Shiramatsu, Shun, Ko Kitagawa, Shota Naito, Hiroaki Koura, and Chao Cai. "Four Approaches to Developing Autonomous Facilitator Agent for Online and Face-to-Face Public Debate." In Collaboration Technologies and Social Computing, 191–200. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58157-2_15.

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Smith, Hazel R. Knowles. "Collaboration: A Fair Hearing?" In The Changing Face of the Channel Islands Occupation, 163–82. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230627598_12.

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Suthers, D., L. Girardeau, and C. Hundhausen. "Deictic Roles of External Representations in Face-to-Face and Online Collaboration." In Designing for Change in Networked Learning Environments, 173–82. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0195-2_23.

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Edelmann, Jörg, Philipp Mock, Andreas Schilling, and Peter Gerjets. "Preserving Non-verbal Features of Face-to-Face Communication for Remote Collaboration." In Lecture Notes in Computer Science, 27–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40840-3_4.

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Hanawa, Hiromi, and Tomoo Inoue. "Study of Face-to-Face Dyadic Conversation Behavior on Uneven Meal Distribution Setting for Designing an Attentive Listening Agent." In Collaboration Technologies and Social Computing, 77–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44651-5_7.

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Conference papers on the topic "Face to face collaboration"

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Minatani, Shinya, Itaru Kitahara, Yoshinari Kameda, and Yuichi Ohta. "Face-to-Face Tabletop Remote Collaboration in Mixed Reality." In 2007 6th IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE, 2007. http://dx.doi.org/10.1109/ismar.2007.4538823.

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Myers, Marie. "COLLABORATION IN FACE TO FACE VERSUS ON-LINE TEACHING." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2041.

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Egi, H., N. Ohsuga, A. Nakada, H. Shigeno, and K. Okada. "DACS: distance aware collaboration system for face-to-face meetings." In 2004 International Symposium on Applications and the Internet Workshops. 2004 Workshops. IEEE, 2004. http://dx.doi.org/10.1109/saintw.2004.1268681.

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Hinckleyss, Ken. "Distributed and local sensing techniques for face-to-face collaboration." In the 5th international conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/958432.958450.

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Singh, Harshika, Gaetano Cascini, and Christopher McComb. "Comparing Virtual and Face-to-Face Team Collaboration: Insights From an Agent-Based Simulation." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-66043.

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Abstract The ongoing COVID-19 pandemic has accelerated the acceptance of virtual team collaboration as a replacement for face-to-face collaboration. Unlike face-to-face collaboration, virtual collaboration has different factors like technology mediation influencing communication that affects a team’s processes. However, there is a lack of rigorous research that assesses the impact of virtual teaming on the engineering design process. Therefore, the current study investigates the effect of virtual team collaboration on design outcomes by means of the MILANO (Model of Influence, Learning, and Norms in Organizations) framework. To tailor MILANO for virtual collaboration, this paper first presents an empirical study of human design teams, that shows how the model parameters for face-to-face collaboration (like self-efficacy, perceived influencers, perceived degree of influence, trust and familiarity) must be modified. The empirical study also shows the positive impact of effective communication on conflict resolution, task cohesion and the model parameters listed above. The simulation results for both virtual and face-to-face collaboration show how design outcomes differ with collaboration mode.
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Castro, Marco, and Sonia Mendoza. "Supporting face to face collaboration through dynamic arrays of mobile devices." In 2014 11th International Conference on Electrical Engineering, Computing Science and Automatic Control (CCE). IEEE, 2014. http://dx.doi.org/10.1109/iceee.2014.6978320.

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Rubart, Jessica. "Face-to-Face Collaboration Points in Storytelling using Multitouch Tabletop Systems." In the 2015 Workshop. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2804565.2804572.

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Diederich, Kyle. "The Development of Face-to-Face Collaboration Technology for Young Children." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325350.

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Sousa, Maurício, Daniel Mendes, Rafael K. dos Anjos, Daniel Simões Lopes, and Joaquim Jorge. "Negative Space: Workspace Awareness in 3D Face-to-Face Remote Collaboration." In VRCAI '19: The 17th International Conference on Virtual-Reality Continuum and its Applications in Industry. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3359997.3365744.

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Ravindranath, Saurabh, Rahul Baburaj, Vineeth N. Balasubramanian, NageswaraRao Namburu, Sujit Gujar, and C. V. Jawahar. "Human-Machine Collaboration for Face Recognition." In CoDS COMAD 2020: 7th ACM IKDD CoDS and 25th COMAD. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371158.3371160.

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Reports on the topic "Face to face collaboration"

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Isabell, Tonya, and Nathan Mentzer. Collaboration in an Online Course is Comparable to Collaboration in a Face-to-Face Course. Purdue University, March 2021. http://dx.doi.org/10.5703/1288284317296.

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Lee, Adrienne Y., Douglas J. Gillan, and Nancy Cooke. Understanding Aspects of Individual and Collaborative Skill Acquisition in Face-to-Face and Distance Training Situations. Fort Belvoir, VA: Defense Technical Information Center, November 2007. http://dx.doi.org/10.21236/ada475107.

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CIFOR. La Gestion collaborative adaptative peut nous aider à faire face au changement climatique. Center for International Forestry Research (CIFOR), 2008. http://dx.doi.org/10.17528/cifor/002635.

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Mooney, Henry, David Rosenblatt, Monique Graham, Natasha Richardson, María Cecilia Acevedo, Stefano Pereira, Khamal Clayton, Cloe Ortiz de Mendívil, and Victor Gauto. Caribbean Economics Quarterly: Volume 11, Issue 2: Finance for Firms: Options for Improving Access and Inclusion. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004392.

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This edition of the Caribbean Economics Quarterly (Q2-2022) is a collaboration between the IDBs Caribbean Country Department and IDB Invest, which focuses on firms access to finance. The report begins by considering both the nature and history of the regions financial sector development, highlighting key measures of financial access and adequacy. It then leverages enterprise survey data developed by the Compete Caribbean partnership to assess legacy and emerging challenges facing firms from across the region, including those owned and/or operated by women. Newly available data from 2020 are compared with a previous vintage of the surveys from 2014, providing important insights into how circumstances have evolved, especially considering the COVID-19 shock. The analysis suggests that: (i) financial sectors and firms across the Caribbean face outsized challenges, particularly when compared to peers across the globe; (ii) the COVID-19 crisis appears to have further constrained access to finance; (iii) smaller firms appear to face more significant hurdles than larger ones; and, (iv) women-owned and/or operated firms face more severe challenges with respect to financial access than other firms across the region. Policies and reforms with the potential to improve financial development, access, and inclusion are highlighted, as well as successful examples of IDB support and collaboration in related areas across the Latin American and Caribbean region.
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Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Edited by Liliana Horal, Vladimir Soloviev, and Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.

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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of economic systems as well as development partnerships for the future collaboration. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted a significant contribution to the knowledge in these up-to-date scientific fields. We invite scientists, practitioners, teachers of educational institutions, doctoral students and graduate students to participate in the conference. The Organizing committee would like to express our sincere appreciation to everybody who has contributed to the conference. Heartfelt thanks are due to authors, reviewers, participants and to all the team of organizers for their support and enthusiasm which granted success to the conference. Hopefully, all participants and other interested readers benefit scientifically from the proceedings. We look forward to seeing you in the MDSMES 2019. We hope that this conference will be an annual event so we look forward to seeing you at MDSMES 2020. The Organizing Committee of MDSMES 2019
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Safira, Latasha. Parent’s Perception on Face-to-Face Learning. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2022. http://dx.doi.org/10.35497/408734.

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Bays, J. Timothy, David L. King, and Molly J. O'Hagan. Carbon-Type Analysis and Comparison of Original and Reblended FACE Diesel Fuels (FACE 2, FACE 4, and FACE 7). Office of Scientific and Technical Information (OSTI), October 2012. http://dx.doi.org/10.2172/1118119.

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Clemens, S., and N. Gilby. Life Study: Birth Component: Pilot: Face-to-face fieldwork. Ipsos MORI Social Research Institute, 2016. http://dx.doi.org/10.14324/000.rp.1485697.

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Theofanos, Mary, Brian Stanton, Charles Sheppard, Ross Micheals, John Libert, and Shahram Orandi. Assessing face acquisition. Gaithersburg, MD: National Institute of Standards and Technology, 2008. http://dx.doi.org/10.6028/nist.ir.7540.

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