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Author: Grafiati

Published: 26 July 2024

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1

Ingrid, Swenson, Driver Felix, Nash Catherine, Prendergast Kathy 1958-, and Royal Holloway and Bedford New College. Department of Geography., eds. Landing: Eight collaborative projects between artists & geographers. Egham: Royal Holloway, 2002.

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2

T, Renwick Gavin, Lamond Angus, Gadd, G. M. (Geoffrey Michael).), Trinkle-Mulcahy Laura, Towler Mhairi Claire, Prescott Alan, Wilcock Arwen Carol, et al., eds. Designs for life: A collaborative project. Dundee: Dundee University Press, 2009.

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3

Cordova, William. I wish it were true: A collaborative project. New York: Jamaica Center for Arts & Learning, 2006.

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4

Cordova, William. I wish it were true: A collaborative project. New York: Jamaica Center for Arts & Learning, 2006.

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5

Lloyd, Chris. Managing classroom collaboration. London: Cassell, 1995.

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6

Collaborative library research projects: Inquiry that stimulates the senses. Westport, Conn: Libraries Unlimited, 2008.

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7

Bonde, Peter. The snowball: A collaborative project by Peter Bonde & Jason Rhoades. Ostfildern-Ruit: Hatje Cantz, 1999.

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8

Team collaboration: Using Microsoft Office for more effective teamwork. Redmond, Washington: Microsoft Press, 2012.

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9

Bellanca, James A. Classrooms without borders: Using Internet projects to teach communication and collaboration. New York: Teachers College Press, 2011.

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10

Billedkunst, Center for Dansk, and Biennale di Venezia (48th : 1999), eds. The snowball: A collaborative project by Peter Bonde & Jason Rhoades. Ostfildern: Hatje Cantz, 1999.

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11

University of Northumbria at Newcastle. The CAMEL project: Collaborative approaches to the management of E-learning. [Newcastle-upon-Tyne]: Northumbria University, 2006.

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12

Oja, Sharon Nodie. Collaborative action research: A developmental approach. London: Falmer Press, 1989.

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13

Storey, Les. Utilising national occupational standards as a complement to nursing curricula: (final report) : a collaborative project. (London): Department of Health, 1995.

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14

Jonge, J. E. de. New ventures in nursing education: Feasibility of inter-agency collaboration in baccalaureate nursing education, and proposal for pilot project. Sudbury, Ont: Cambrian College, 1989.

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15

Art, Carnegie Museum of, ed. The Andy Warhol Museum: A collaborative project of Carnegie Institute, Dia Center for the Arts, and The Andy Warhol Foundation for the Visual Arts, Inc. Pittsburgh: The Carnegie Museum of Art, 1992.

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16

Jonge, J. E. de. New ventures in nursing education: Curriculum supplement : feasibility of inter-agency collaboration in baccalaureate nursing education, and proposal for pilot project. Sudbury, Ont: Cambrian College, 1989.

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17

Educational Resources Information Center (U.S.), ed. Title VII Special Alternative Grant BRIDGES: Collaborative teaching in bilingual and ESL project evaluation, 1994-1995. [Cicero, IL]: Cicero Public Schools District #99, 1996.

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18

Myrianthopoulos, Ntinos C. Malformations in children from one to seven years: A report from the Collaborative Perinatal Project. New York, N.Y: Liss, 1985.

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19

Ceri, Dean, and Robison Sally, eds. Assessment in action: Collaborative action research focused on mathematics and science assessments : report of twenty-three teacher-research projects. Aurora, CO: Mid-continent Regional Educational Laboratory, 1995.

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20

Ranieri, Maria, ed. Risorse educative aperte e sperimentazione didattica. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-194-2.

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The book proposes an open and collaborative approach to the production of digital teaching contents and to teachers' professional development. Starting from an initial excursus on the undertakings of the Open Educational Resources movement and on the value of collaboration in and among schools, it deals with the topic of teacher training as a back-up to innovation processes, with particular reference to multimedia whiteboards. The theoretical reflection is integrated with the results of the AMELIS biennial project, carried out alongside a network of schools within the Innovascuola (2008-10) framework, and with a presentation of the digital teaching resources produced by the network. Completing the volume, these resources are also available on-line in the form of files and multimedia materials. Conveying the wealth of the experience, they offer teachers and educators useful resources for their teaching activities.

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21

Clarke, Gregory Neil. Steady project intervention manual: Collaborative care, cognitive-behavioral program for depressed youth in a primary care setting. [S.l: s.n.], 2002.

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22

Krishna, Suresh. IBM Rational Team Concert2 essentials: Improve team productivity with integrated processes, planning, and collaboration using Team Concert Enterprise Edition. Birmingham, UK: Packt Enterprise Pub., 2011.

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23

Storey, Les. Utilising national occupational standards as a complement to nursing curricula: A collaborative project for the NHS Executive : executive summary. (London): Department of Health, 1995.

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24

Council, Population, and University of the West Indies (Cave Hill, Barbados). Women and Development Unit., eds. Planning for women in rural development: A source book for the Caribbean : a collaborative project of the Population Council of New York and the Women and Development Unit (WAND), Extra-Mural Department, University of the West Indies in cooperation with the governments Jamaica, Dominica, and St. Lucia. [Cave Hill, Barbados: Published by Angela Zephirin for the Unit, 1985.

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25

Ng, Kia, Atta Badii, and Pierfrancesco Bellini, eds. Axmedis 2006. Proceedings of the 2nd International Conference on Automated Production of Cross Media Content for Multi-channel Distribution. Volume for Workshops, Tutorials, Applications and Industrial (Leeds, UK, 13-15 December 2006). Florence: Firenze University Press, 2006. http://dx.doi.org/10.36253/88-8453-525-5.

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The AxMEDIS 2006 International Conference seeks to promote discussion and exchange of ideas amongst researchers, practitioners, developers and users of tools, technology transfer experts, and project managers. This conference series brings together a variety of participants from the academic, business and industrial worlds, to address the emergent research and technological issues as well as the engineering and commercial challenges of large-scale collaborative production and distribution of media as experienced by the associated industrial sectors in the emergent media markets. The conference focuses on the outstanding problems to be resolved in the new age of media computing including cross-domain production, protection, representation, formatting, aggregation, workflow, distribution and business and transaction models i.e. all lifecycle aspects of the new media value chain management. Additionally it explores the integration of new forms of content, content management systems and distribution chains, with particular emphasis on cost structures re-engineering to support the reduction of costs and the integration of innovative solutions to facilitate complex creative collaboration in cross-domain media production with benefit realisation to all stakeholders through optimised rights-protective multichannel distribution.

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26

Brake, Kate Vande, ed. Collaborative Units that Work. ABC-CLIO, Inc., 2009. http://dx.doi.org/10.5040/9798400628269.

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Learn from collaboration masters! Read all about award-winning, standards-based collaboration projects that you can reproduce in your school setting. Collaborative Units that Work: TEAMS Award Winners is a compilation of some of the best collaborative lessons taught by elementary, middle, and high school media specialists and teachers. In this idea-rich volume, the TEAMS winners share their award-winning projects with you—in a format that makes it easy to adapt to your own students and programs. Collaborative Units that Work: TEAMS Award Winners offers detailed unit plans for projects at the elementary school, middle school, and high school levels—projects singled out for their clearly demonstrated collaborative nature, positive impact on student learning and achievement, support from school leadership, and the ability for others to replicate the project. Projects come with their creators’ expert advice, examples, and strategies that will help you get staff and students excited and involved in true all-school learning. Innovative, classroom-proven, and imminently workable, these are the projects that show just how effective and captivating creative collaboration can be.

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27

Volkman, John D. Collaborative Library Research Projects. Libraries Unlimited, 2008. http://dx.doi.org/10.5040/9798400628245.

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One of the most important roles of today's Library Media Specialist is collaborating with teachers to design instruction. Out of his many years of experience in collaborating with teachers in a large public high school, the author describes this collaboration process and presents lessons in various disciplines to spark student inquiry. These reproducible lessons are immediately usable and will serve as prototypes for developing other lessons. Research tells us that students learn in a variety of ways (visual, auditory, kinesthetic, etc.); one of the purposes of the book is to use the learning station approach to provide opportunities for students to learn via listening, viewing, reading, and touching. Grades 7-12. One of the most important roles of today's Library Media Specialist is collaborating with teachers to design instruction. Out of his many years of experience in collaborating with teachers in a large public high school, the author offers this book to describe this collaboration process and presents lessons in various disciplines that can be used to spark student inquiry. These reproducible lessons are immediately usable and will serve as prototypes for developing other lessons. Research tells us that students learn in a variety of ways (visual, auditory, kinesthetic, etc.); one of the purposes of the book is to use the learning station approach to provide opportunities for students to learn via listening, viewing, reading, and touching. Students also learn best when they can interact with the material and each other, and are stimulated by the activities. Therefore, the units contain a variety of learning methods such as listening to music and oral history, using computers for research and interaction, watching videos, reading books, and discussing articles with classmates. There are also a variety of suggested end products using different media. Grades 7-12.

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28

Miner, Jeremy T., Lynn E. Miner, and Jerry Griffith. Collaborative Grantseeking. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400628221.

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This book offers a detailed analysis of the strategies and methodologies of successful collaborative grant writing, as well as practical guidance on the interpersonal leadership requirements of managing grantseeking projects. As it becomes increasingly difficult to obtain public or private funding, collaboration may become absolutely vital to some nonprofits' continued existence. Effective grant collaborations always comprise a critical attribute: they are led by individuals who not only understand the benefits and barriers affecting collaborations, but are highly skilled in managing them. This reference text explains the nature of the collaboration and a critical examination of the role of the grant leader, giving nonprofit fundraisers a competitive edge in collaborative grantseeking, especially for those individuals without previous experience in this complicated arena. No other book comprehensively explains every step in a successful collaborative grantseeking effort, nor provides real-world strategies and proven practices. Readers of Collaborative Grantseeking: A Guide to Designing Projects, Leading Partners, and Persuading Sponsors will also better grasp the humanistic aspects of designing and leading successful collaborative projects and be able to write more persuasive proposals.

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29

Bento, João, José Duarte, Manuel V. Heitor, and William Mitchell, eds. Collaborative Design and Learning. Greenwood Publishing Group, Inc., 2004. http://dx.doi.org/10.5040/9798400628214.

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In today's knowledge-driven economy, the ability to share insight and know-how is essential for driving innovation and growth. In this groundbreaking volume, scholars from around the world demonstrate how communication and information technologies are enabling dynamic project design and management practices that challenge traditional concepts of time, space and behavior. Showcasing experiments in architecture, engineering, and construction design—employing technological infrastructures that link people and their ideas across physical, intellectual, and cultural boundaries—the authors consider such issues as the links between competence and innovation and between individual and collective knowledge. At the heart of their analysis is the realization that technological innovation is chiefly a social activity. The implications are profound for the practical management of complex design projects, experiments in distance learning and virtual teams, and emerging theoretical concepts of collaborative learning and innovation.

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30

Elliott, Anne, Merle Richards, Vera Woloshyn, and Coral Mitchell, eds. Collaboration Uncovered. Praeger, 2001. http://dx.doi.org/10.5040/9798400628184.

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University faculty members describe their collaborative projects with other faculty members, rsearchers, graduate students, professional educators, and other stakeholders in the educational enterprise. Through descriptions of several collaborative projects, the chapters explore some of the less explicitly articulated aspects of collaborative ventures. The authors use a variety of conceptual frameworks, derived from a number of disciplines including education and business, to deconstruct collaboration and to further undernstand its elements, issues, dynamics, and problematics. By confronting the challenges of building genuine and effective collaborative partnerships across institutions and cultures and by examining how the personal and the professional intertwine within the process, the book extends and deepens the dialogue about such partnerships. Collaboration is presented as a deeply personal and professionally challenging enterprise that offers satisfaction and enrichment when it is undertaken with eyes and minds wide open.

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31

Heilbrun, Kirk, H. Jean Wright, II, Christy Giallella, and David DeMatteo, eds. University and Public Behavioral Health Organization Collaboration in Justice Contexts. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190052850.001.0001.

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This book provides detailed information about successful collaborations between universities and public behavioral health organizations in criminal justice contexts. The authors begin by introducing the relevant purpose and definitions and then describe each of the nine contributed chapters to follow. Each of these chapters describes a particular collaboration between a university and a public behavioral health organization. Each chapter is structured around a description of the collaboration’s purposes, beginning, leadership, who is served, services, operations, effectiveness measurement, financial arrangements, and lessons learned. Collaborative projects were selected because they were long-standing and successful. The descriptions provided by each project are then aggregated into a larger model for success. This is detailed in the final chapter with a distillation of “lessons learned” in building, operating, and sustaining a successful collaboration. These lessons are provided in particular areas: planning, working together, training, consultation, financial considerations, personnel, and research. By considering these nine exemplary projects and the final “lessons learned,” this book has implications for comparable collaborations between universities and public behavioral health organizations in a criminal justice context.

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32

Banal Complexities: Collaborative Art in Public Space. Vfmk, 2022.

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33

Wojtowicz, Jerzy. Virtual Design Studio: A Collaborative Architectural Project. Hong Kong University Press, 1995.

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34

Boyer, Dominic, and George E. Marcus, eds. Collaborative Anthropology Today. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501753343.001.0001.

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As multisited research has become mainstream in anthropology, collaboration has gained new relevance and traction as a critical infrastructure of both fieldwork and theory, enabling more ambitious research designs, forms of communication, and analysis. This book is the outcome of a 2017 workshop held at the Center for Ethnography, University of California, Irvine. It is the latest in a trilogy. The authors assemble several notable ventures in collaborative anthropology and put them in dialogue with one another as a way of exploring the recent surge of interest in creating new kinds of ethnographic and theoretical partnerships, especially in the domains of art, media, and information. The chapters highlight projects in which collaboration has generated new possibilities of expression and conceptualizations of anthropological research, as well as prototypes that may be of use to others contemplating their own experimental collaborative ventures.

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35

Oja, Sharon Nodie. Collaborative Action Research. Taylor & Francis Group, 1989.

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36

Oja, Sharon Nodie. Collaborative Action Research. Taylor & Francis Group, 1989.

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37

Hoffman, Edward J., Matthew Kohut, and Laurence Prusak. The Smart Mission. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/13696.001.0001.

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Why human skills and expertise, not technical tools, are what make projects succeed. The project is the basic unit of work in many industries. Software applications, antiviral vaccines, launch-ready spacecraft: all were produced by a team and managed as a project. Project management emphasizes control, processes, and tools—but, according to The Smart Mission, that is not the right way to run a project. Human skills and expertise, not technical tools, are what make projects successful. Projects run on knowledge. This paradigm-shifting book—by three project management experts, all of whom have decades of experience at NASA and elsewhere—challenges the conventional wisdom on project management, focusing on the human dimension: learning, collaboration, teaming, communication, and culture. The authors emphasize three themes: projects are fundamentally about how teams work and learn together to get things done; the local level—not an organization's upper levels—is where the action happens; and projects don't operate in a vacuum but exist within organizations that are responsible to stakeholders. Drawing on examples and case studies from NASA and other organizations, the authors identify three project models—micro, macro, and global—and their different knowledge needs. Successful organizations have a knowledge-based culture. Successful project management guides the interplay of knowledge, projects, and people.

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38

Murphy, Kevin, Jennifer Pierce, and Alex T. Urquhart. Sexuality and the Cities. Edited by Paula Hamilton and James B. Gardner. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199766024.013.9.

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The Twin Cities GLBT Oral History Project, launched in 2003, was a collective devoted to documenting and interpreting the formation of queer identities and politics in the Twin Cities through the collection of oral histories, through other forms of archival and ethnographic research, and via community-engaged collaborative public projects. This chapter examines the project’s formation and history as well as the challenges of working in an interdisciplinary group. Further, it highlights our decision to disavow identity politics in our research and writing and to deploy instead the queer analytics of the “politics of sexuality.” Finally, it considers the challenges of producing the volume Queer Twin Cities as one broadly accessible to multiple public audiences, even as it engaged with social and cultural theory, addressed controversial topics, and provoked debate about sexuality and politics.

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39

Kallis, Sharon. Common Threads: Weaving Community Through Collaborative Eco-Art. New Society Publishers, Limited, 2014.

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40

Kallis, Sharon. Common Threads: Weaving Community Through Collaborative Eco-Art. New Society Publishers, Limited, 2014.

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41

Craig, Jenny, and Sharon Kallis. Common Threads: Weaving Community Through Collaborative Eco-Art. New Society Publishers, Limited, 2014.

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42

Knowledge and power in collaborative research: A reflexive approach. New York: Routledge, 2012.

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43

Clarke, Eric F., and Mark Doffman, eds. Distributed Creativity. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.001.0001.

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Creative practice in music takes place in a distributed and interactive manner embracing the activities of composers, performers and improvisers—despite the sharp division of labour between these roles that traditional concert culture often presents. Two distinctive features of contemporary music are the greater incorporation of improvisation and the development of integrated and collaborative working practices between composers and performers. By blurring the distinction between composition and performance, improvisation and collaboration provide important perspectives on the distributed creative processes that play a central role in much contemporary concert music. This volume explores how collaboration and improvisation enable and constrain these creative processes. Organized into three parts, thirteen chapters and twelve shorter Interventions present diverse perspectives on distributed and collaborative creativity in music, on a range of collaborations between composers and performers, and on the place of improvisation within contemporary music, broadly defined. The thirteen chapters provide more substantial discussions of a variety of conceptual frameworks and particular projects, while the twelve Interventions provide more informal contributions from a variety of practitioners (composers, performers, improvisers), giving direct insights into the pleasures and problems of working creatively in music in collaborative and improvised ways.

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44

Nelson, Annette, and Danielle N. DuPuis. Big6, Large and in Charge. ABC-CLIO, LLC, 2013. http://dx.doi.org/10.5040/9798400618680.

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This book helps teachers and teacher librarians effectively collaborate to teach students the concept of the Big6 and complete research projects in meaningful and memorable ways. Utilizing the popular and familiar illustrated graphic novel format that appeals to young learners, Big6, Large and in Charge: Project-Based Information Literacy Lessons for Grades 3–6 is a book of collaborative unit plans for teacher librarians and teachers that includes all the reproducible materials needed to implement the units. The units are based around the Common Core State Standards, AASL Standards for the 21st Century Learner, and other national content standards. Developed by two library media specialists with extensive experience in creating educational and entertaining lesson plans for teachers, the book takes the concept of Big6 a step further by transforming the process into an engaging character who drops in to help students solve the problems. The exercises presented are based on interesting, realistic situations and are specifically designed to encourage critical thinking.

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45

Kock, Ned F. Encyclopedia of E-collaboration. Information Science Reference, 2007.

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46

Payne, Emily. Intervention. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.003.0015.

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Collaboration is usually associated with the co-presence of those involved; but in this Intervention Emily Payne discusses a more complex and convoluted process extending over forty years, and involving different performers. Payne’s account of Antony Pay’s 2013 recording of Alexander Goehr’s Paraphrase for solo clarinet, premiered by Alan Hacker in 1969, reveals a ‘back story’ that casts new light on the network of distributed relationships that lies behind this unusual collaborative project.

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47

Amy, Shuffelton. Collaboration. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350302778.

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Collaboration is widely celebrated as an ability schools should teach children to practice. Yet collaboration has a darker side, as its use to refer to those complicit with Nazi occupiers and with colonial oppressors of many kinds suggests. In effect, “collaboration” is a contranym, a word that can mean something or its opposite. To collaborate can mean to work with one’s friends and colleagues for the common good. It can also mean to sell out one’s friends and colleagues for the sake of personal gain. What can schools do to encourage the first and discourage the second? The loyalty and commitment to shared ends that collaboration implies may seem a positive good only insofar as those loyalties and ends are also good – but how to judge? This book asks: to whom should one be loyal and what are the limits of loyalty? What responsibility do collaborators bear for the outcomes of their joint projects? Should I make those friends and those responsibilities my own? These are questions children learn to answer in schools, through the formal and informal education that happens there. Amy Shuffelton explores those questions in the context of children’s lives in schools, including examples from films, literature, and children’s own accounts of moral dilemmas they face around questions of friendship, authority, and their own developing agency. She argues that rather than collaboration being a simple, good practice, considerable care is needed to ensure it serves individuals and their communities well.

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48

Kock, Ned. E-Collaboration in Modern Organizations: Initiating and Managing Distributed Projects. Information Science Reference, 2007.

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49

Niermann, Timo. Collaborating Backstage. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350073104.

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Collaboration is the most important facet of any theatrical company. From the performers on stage to the choreographers, designers and technicians working behind the scenes, this book considers all departments working on a production and instructs them on how to unify their individual skills towards a shared goal. From Vaudeville to classical opera, this book establishes the skills that each specialist brings to the production process before demonstrating how each individual contribution can be utilized in tandem with all other creative teams. With particular focus on enhancing interdepartmental communication, Collaborating Backstage examines all the challenges that may befall artistic companies and projects made up of many different parts. This book explains how to understand technical jargon within teams that speak a variety of languages and come from different cultural backgrounds; how to recognise and follow the ‘unwritten rules’ of theatre; and how best to achieve the ultimate creative potential of a team working completely in sync. Underpinned by incisive theories on performance, communication and creativity, Collaborating Backstage is full of helpful illustrations and innovative methods to achieve effective working relationships in the theatre.

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50

Carlström, Elis. Collaborative Leadership and Innovation: Management, Strategy and Creativity. Routledge, 2022.

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