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Relevant bibliographies by topics / Interaction Collaboratives

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Academic literature on the topic 'Interaction Collaboratives'

Author: Grafiati

Published: 25 January 2025

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Journal articles on the topic "Interaction Collaboratives"

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Arling, Priscilla A., Edward J. Miech, and Greg W. Arling. "Comparing Electronic and Face-to-Face Communication in the Success of a Long-Term Care Quality Improvement Collaborative." International Journal of Reliable and Quality E-Healthcare 2, no. 1 (January 2013): 1–10. http://dx.doi.org/10.4018/ijrqeh.2013010101.

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Researchers have long debated the effectiveness of electronic communication for getting work done in organizations, with many arguing that face-to-face interaction is key to high quality work and desired outcomes. Yet in healthcare quality improvement (QI) collaboratives, membership is frequently comprised of individuals from different, geographically dispersed organizations. This study examines the relationship between electronic and face-to-face interaction and the outcomes of a specific QI collaborative, the Empira Fall Prevention project in Minnesota. Outside of regularly scheduled meetings, the level of electronic communication reported by participants was associated with better outcomes in terms of reducing the percentage of new falls in facilities, along with other measures of effectiveness. In-person communication outside of meetings was related to subjective measures of success. The findings suggest ways in which collaboratives and members can leverage different modes of communication to maximize the benefits derived from participation.

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Knight, Andrew Walter, Chun Wah Michael Tam, Sarah Dennis, John Fraser, and Dimity Pond. "The role of quality improvement collaboratives in general practice: a qualitative systematic review." BMJ Open Quality 11, no. 2 (May 2022): e001800. http://dx.doi.org/10.1136/bmjoq-2021-001800.

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BackgroundThis systematic review used qualitative methodologies to examine the role of quality improvement collaboratives (QICs) in general practice. The aim was to inform implementers and participants about the utility of using or participating in QICs in general practice.MethodsIncluded studies were published in English, used a QIC intervention, reported primary research, used qualitative or mixed methods, and were conducted in general practice.A Medline search between January 1995 and February 2020 was developed and extended to include Embase, CINAHL and PsycInfo databases. Articles were sought through chaining of references and grey literature searches.Qualitative outcome data were extracted using a framework analysis. Data were analysed using thematic synthesis. Articles were assessed for quality using a threshold approach based on the criteria described by Dixon-Woods.Results15 qualitative and 18 mixed-methods studies of QICs in general practice were included. Data were grouped into four analytical themes which describe the role of a collaborative in general practice: improving the target topic, developing practices and providers, developing the health system and building quality improvement capacity.DiscussionGeneral practice collaboratives are reported to be useful for improving target topics. They can also develop knowledge and motivation in providers, build systems and team work in local practice organisations, and improve support at a system level. Collaboratives can build quality improvement capacity in the primary care system. These roles suggest that QICs are well matched to the improvement needs of general practice.General practice participants in collaboratives reported positive effects from effective peer interaction, high-quality local support, real engagement with data and well-designed training in quality improvement.Strengths of this study were an inclusive search and explicit qualitative methodology. It is possible some studies were missed. Qualitative studies of collaboratives may be affected by selection bias and confirmation bias.PROSPERO registration numberCRD4202017512.

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Ishimaru, Ann M., Megan Bang, Charlene Montaño Nolan, Aditi Rajendran, and Jondou Chase Chen. "Expanding Theories of Educational Change in Family & Community-Led Designs." Journal of Family Diversity in Education 5, no. 2 (May 17, 2023): 83–114. http://dx.doi.org/10.53956/jfde.2023.179.

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In this paper, we share findings from Family Leadership Design Collaborative’s (FLDC) multi-year work, which comprised 10 co-design collaboratives engaged in historicizing their experiences and imagining transformative possibilities for education together. Using knowledge and interaction analysis (e.g., diSessa, Levin, & Brown, 2015) we examined collaboratives’ conceptual ecologies (Kelly & Green, 1998) to develop an empirical typology of collaboratives' theories of change (Tuck & Yang, 2018), or the broader aims and the who, what and how of their change-making conversations in community design circles, a first step of solidarity-driven codesign (Ishimaru et al., 2018). Across a diverse range of geographically, linguistically, and racially diverse families and communities, we intentionally rooted the design conversation in an initial set of principles in order to move beyond status quo problem-solving and open social dreaming spaces towards collective changemaking. We found: 1) a conceptual ecology of multiple theories of change both across contexts and within a given context; 2) systems-centric theories of change (premised on family deficiencies or institutional pragmatics) that constrained the dreaming of transformative possibilities; and 3) the increase of more expansive and transformative theories of change as the engagement was sustained and nurtured over time. We argue that sustained engagements that build politicized trust and the ability to grapple with tensions can deepen relational theorizing and enable groups to shape imaginative possibilities for pursuing and realizing change.

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Peltonen, Pauliina. "L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions." AFinLA-e: Soveltavan kielitieteen tutkimuksia, no. 10 (July 2, 2018): 118–38. http://dx.doi.org/10.30660/afinla.73130.

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Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.

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Kumar, Bijendra, and Prabir Sarkar. "Understanding Collaborative Interaction for Varying Product Complexity." International Journal of e-Collaboration 14, no. 3 (July 2018): 19–48. http://dx.doi.org/10.4018/ijec.2018070102.

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Small and medium scale enterprises (SMEs) often develop products collaboratively. Significant interaction among designers is critical to the success of any collaborative design session. There exist various tools for remotely located interactions, such as textual, video, audio, screen share modes with varied level of cost; however, often, SMEs are unable to afford them. This work aims to identify the most appropriate mode that are required for a successful collaborative design for a given product complexity. The authors made three categories of collaborative design activity (i.e., designing an existing product, designing an existing assembly of the component, and designing a new product). The authors identified and categorized the appropriate modes of interaction for a particular level of product complexity. They conducted a number of experiments with products of increasing number of feature complexities to identify the minimum facility that a company should have to enable remotely located interactions during product design. Based on the requirement, a company can select the appropriate tool.

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Kitjaroonchai, Nakhon, and Suksan Suppasetseree. "Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 922–34. http://dx.doi.org/10.17507/jltr.1206.08.

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This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

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Nichols, Naomi Elizabeth. "Revealing the complexity of community-campus interactions." Canadian Journal of Higher Education 44, no. 1 (April 30, 2014): 69–94. http://dx.doi.org/10.47678/cjhe.v44i1.183548.

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In this paper, four qualitative case studies capture the complex interplay between the social and structural relations that shape community - academic partnerships. Collaborations begin as relationships among people. They are sustained by institutional structures that recognize and support these relationships. Productive collaborations centralize reciprocity, flexibility, and relationship building between individuals and institutions. Our findings also indicate a synergistic interaction between collaborative processes and outcomes: an equitable process supports the development of mutually beneficial outcomes, and the ability to sustain a collaborative process requires substantive progress towards shared change goals.

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Rigoni, Isabelle. "Accueillir les élèves migrants : dispositifs et interactions à l’école publique en France." Alterstice 7, no. 1 (July 24, 2017): 39–50. http://dx.doi.org/10.7202/1040610ar.

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La France est un vieux pays d'immigration accueillant des familles depuis la fin du 19e siècle. Depuis, les flux migratoires n’ont cessé de se diversifier et de se complexifier. Le défi est de taille pour les travailleurs sociaux, mais également pour l’institution scolaire, qui doit intégrer chaque année plusieurs dizaines de milliers d’élèves migrants. Si l’école française est obligatoire pour tous les enfants depuis 1882, les aménagements pour les élèves allophones arrivants sont une disposition relativement récente. Comment penser l’accueil scolaire de ces enfants et de ces jeunes, inscrits parfois dans des contextes paupérisés et stigmatisés et dans lesquels les enjeux sociaux, politiques et politiques sont déjà nombreux? Comment également penser les tensions politiques qui entourent les questions migratoires, et quelles en sont les conséquences pour les élèves et les personnes qui les accompagnent? Cet article propose une analyse des rapports qui se nouent entre différents acteurs de l’éducation en interaction (enseignants, intervenants sociaux et éducatifs) et la structuration des expériences éducatives d’enfants et jeunes migrants. Il s’agit d’analyser la capacité des acteurs professionnels à apporter un appui ajusté et pertinent aux difficultés et aux exigences auxquelles les enfants et jeunes sont soumis dans des cadres éducatifs normatifs et contraignants. Nous nous appuyons sur les résultats de plusieurs programmes de recherche visant, au moyen d’entretiens semi-directifs mais aussi d’observations et de méthodes collaboratives et participatives, à mieux connaître les conditions effectives d’accueil et de scolarisation offertes par les institutions scolaire et d’intervention sociale, afin d’appréhender les fonctionnements institutionnels au regard des attentes des familles et de leurs enfants, d’analyser les expériences migratoire et scolaire des enfants et jeunes et enfin de saisir les dimensions pluri-professionnelles de l’accompagnement éducatif pour ces populations.

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Umbrico, Alessandro, Andrea Orlandini, Amedeo Cesta, Marco Faroni, Manuel Beschi, Nicola Pedrocchi, Andrea Scala, et al. "Design of Advanced Human–Robot Collaborative Cells for Personalized Human–Robot Collaborations." Applied Sciences 12, no. 14 (July 6, 2022): 6839. http://dx.doi.org/10.3390/app12146839.

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Industry 4.0 is pushing forward the need for symbiotic interactions between physical and virtual entities of production environments to realize increasingly flexible and customizable production processes. This holds especially for human–robot collaboration in manufacturing, which needs continuous interaction between humans and robots. The coexistence of human and autonomous robotic agents raises several methodological and technological challenges for the design of effective, safe, and reliable control paradigms. This work proposes the integration of novel technologies from Artificial Intelligence, Control and Augmented Reality to enhance the flexibility and adaptability of collaborative systems. We present the basis to advance the classical human-aware control paradigm in favor of a user-aware control paradigm and thus personalize and adapt the synthesis and execution of collaborative processes following a user-centric approach. We leverage a manufacturing case study to show a possible deployment of the proposed framework in a real-world industrial scenario.

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Su, Jian Jun, Xiao Ping Liao, Xiao Rong Zhou, and Shuang Fei Wang. "Collaborative Environment Development for the Supported CAD/CAM." Materials Science Forum 594 (August 2008): 452–60. http://dx.doi.org/10.4028/www.scientific.net/msf.594.452.

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Collaborations abstract the interactions among a group of objects above the level of an individual object-oriented programming (OOP) message send for an integrated design/manufacture process, they can realize information share and system integration, and can be viewed as a type of systematic approach. This paper proposes the collaborative mode in the interior of an enterprise and among enterprises and a novel knowledge-based intensive CAD/CAM framework for collaborative environment development, which integrates product design, design for process planning, NC codes auto-generation and manufacturing simulation. A unified class of knowledge intensive data structures is defined using the blackboard and OO knowledge-based approach for handling both the design and the process planning problems. The detailed knowledge-intensive framework with integration of multi-cooperative knowledge sources and software is given. Thus, product design, process planning and NC codes auto-generation can be carried out simultaneously and collaboratively in an entirely computer-aided collaborative environment.

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Dissertations / Theses on the topic "Interaction Collaboratives"

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Ragoonaden, Karen. "Les interactions collaboratives dans des cours à distance sur Internet." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65329.pdf.

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Simon, Cassandre. "Interaction collaborative et multimodalité pour la formation médicale en réalité virtuelle." Electronic Thesis or Diss., université Paris-Saclay, 2024. http://www.theses.fr/2024UPASG073.

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Le compagnonnage, modèle traditionnel de la formation médicale, soulève des enjeux éthiques et de sécurité car les novices s'exercent sur de vrais patients. Pour y remédier, la Haute Autorité de Santé (HAS) a instauré la directive « jamais la première fois sur un patient », encourageant l'usage de la simulation. La réalité virtuelle (RV) s'impose alors comme un outil prometteur, offrant un environnement immersif où les étudiants peuvent s'exercer sans risque pour les patients. Cependant, les simulateurs actuels sont majoritairement centrés sur l'apprentissage autonome, limitant ainsi la présence d'un instructeur pour guider les apprenants. Cette absence soulève la question de comment réintégrer un instructeur dans les simulateurs immersifs pour optimiser la formation.Dans cette thèse, nous explorons la conception d'interactions multimodales et collaboratives dans des environnements virtuels collaboratifs (EVCs), afin de permettre à un instructeur de superviser et d'accompagner un apprenant dans l'apprentissage de gestes techniques. Nous avons étudié les interactions entre instructeur et apprenant à la fois dans le monde réel et le virtuel, en adaptant une approche centrée sur l'humain. Sur la base de l'analyse de terrain, nous avons modélisé ces interactions et conçu plusieurs environnements virtuels collaboratifs pour tester différentes modalités de communication.Trois études expérimentales ont été réalisées pour évaluer l'impact des modalités de communications sur le transfert des compétences techniques. Les résultats des deux premières études montrent que les instructions visuo-haptiques offrent les meilleures performances en termes de rapidité et de précision, tandis que l'ajout de la modalité verbale améliore l'expérience utilisateur. Dans la troisième étude, les feedbacks visuels ont accéléré l'exécution des tâches, tandis que les feedbacks visuo-haptiques ont optimisé l'expérience utilisateur en réduisant la charge cognitive et en renforçant la collaboration.Nos travaux fournissent des recommandations pour la conception d'EVCs destinés à la formation aux gestes techniques. Ils montrent que l'intégration d'une communication multimodale améliore significativement les interactions entre l'instructeur et l'apprenant, en optimisant la communication et la collaboration. Ces résultats offrent des pistes prometteuses pour réintégrer efficacement l'instructeur dans les environnements virtuels de formation
The traditional mentorship model in medical training raises ethical and safety concerns because novices often practice on real patients. In response to this, the Haut Autorité de Santé (HAS) established the directive "never the first time on a patient," encouraging the use of simulation as an alternative. Virtual reality (VR) has emerged as a promising solution, offering an immersive environment for students to practice without posing any risk to patients. However, current simulators primarily emphasize autonomous learning, which limits the presence of an instructor to guide learners. This raises the important question of reintroducing instructors into immersive simulators to enhance the effectiveness of training.In this thesis, we explore the design of multimodal and collaborative interactions in collaborative virtual environments (CVEs), enabling an instructor to supervise and support a learner in acquiring technical skills. We studied the interactions between instructor and learner in both real and virtual worlds, adapting a human-centered approach. Based on field analysis, we modeled these interactions and designed several collaborative virtual environments to test different communication modalities.Three experimental studies were conducted to evaluate the impact of communication modalities on the transfer of technical skills. The results of the first two studies show that visuo-haptic instructions yield the best performance in terms of speed and accuracy, while the addition of verbal modality enhances the user experience. In the third study, visual feedback accelerated task execution, while visuo-haptic feedback optimized the user experience by reducing cognitive load and enhancing collaboration.Our work provides recommendations for the design of CVEs intended for training in technical skills. It demonstrates that integrating multimodal communication significantly improves interactions between the instructor and learner, optimizing both communication and collaboration. These results provide promising avenues for effectively reintroducing instructors into virtual training environments

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Aguerreche, Laurent. "Partage d'interactions en environnements virtuels : de nouvelles techniques collaboratives basées sur un protocole de dialogue générique." Phd thesis, INSA de Rennes, 2010. http://tel.archives-ouvertes.fr/tel-00514269.

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La réalité virtuelle permet à des utilisateurs de manipuler des objets virtuels depuis un même lieu ou des sites géographiques distants. Toutefois, un objet virtuel ne peut souvent être manipulé que par une seule personne à la fois. Dans cette thèse, nous définissons un protocole d'interaction décrivant le dialogue entre des outils d'interaction et des objets interactifs. Ce protocole basé messages gère les interactions locales ou distantes sur des objets interactifs en mono et multi-utilisateurs. Il inclut également une gestion des permissions pour les accès des outils d'interaction. Par ailleurs, le développement de ce protocole a permis de définir ce que sont des outils d'interaction et des objets interactifs. Cette caractérisation a donné lieu à une implémentation reposant sur un ensemble de composants logiciels réutilisables qui permettent notamment à un outil d'interaction de modifier la méthode de sélection et de modification d'objets interactifs, et à un objet interactif de modifier son comportement lorsqu'il est manipulé. De plus, cette caractérisation a permis de proposer des extensions du format COLLADA afin d'y incorporer une gestion d'interactions collaboratives. Une nouvelle technique d'interaction multi-utilisateurs est proposée. Elle déduit des mouvements selon 6 degrés de liberté à partir des positions (sans les orientations) de 3 mains virtuelles. Cette technique permet donc à deux ou trois utilisateurs de manipuler ensemble un objet virtuel. La possibilité d'un positionnement précis des mains virtuelles d'un utilisateur lui permet de mieux imiter la réalité. En effet, selon les positionnements des mains, le ressenti de l'utilisateur lors de la manipulation d'un objet, en particulier des objets encombrants, peut varier. Cette technique cherche donc à obtenir des placements des mains et des gestes réalistes chez l'utilisateur. Son implémentation a été réalisée au dessus du protocole d'interaction. Un nouveau concept d'interface tangible reconfigurable pour des interactions en mono ou multi-utilisateurs est également proposée. Cette interface constitue une solution pour la manipulation d'objets virtuels 3D en approximant leur forme. En effet, l'interface tangible reconfigurable, nommée RTD, propose un maillage physique reconfigurable constitué de points de manipulation à placer sur un objet virtuel, tels des points d'accroche. Ce maillage de points esquisse ainsi l'objet à manipuler. Deux sortes de RTD sont illustrées dans cette thèse. Une première sorte est de forme triangulaire. Elle est nommée RTD-3 et comporte donc trois points de manipulation. Les expérimentations effectuées montrent une nette préférence des utilisateurs envers l'usage de cette technique plutôt que celui des techniques classiques de la réalité virtuelle telles que la moyenne de mouvements et la séparation des degrés de liberté selon les utilisateurs. Une deuxième sorte de RTD comporte quatre points de manipulation et se trouve sous deux versions. Le RTD-4 plan place ses quatre points sur un plan et permet d'obtenir un quadrilatère. Le RTD-4 non-plan dispose en ses quatre points de manipulation d'articulations permettant d'obtenir un tétraèdre. Une forme 3D pour le RTD devrait conduire à une meilleure correspondance entre la forme du RTD et la forme de l'objet virtuel à manipuler.

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Altamimi, Loay. "Exploring information technology's potential for, and effect of, interaction and collaboration in the web survey process." Chambéry, 2010. http://www.theses.fr/2010CHAML005.

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Le Web et l'évolution rapide de ses technologies offrent des possibilités prometteuses pour l'interaction et la collaboration dans le processus d'enquête sur le Web. Toutefois, il reste encore un manque dans la littérature en ce qui concerne le traitement de cet aspect. Cette étude commence à combler ce manque en explorant le potentiel des outils des technologies de l'information (TI) et leurs effets dans le cadre de l'interaction et la collaboration dans le processus d'enquête sur le Web. Ce faisant, l'étude fait le point sur l'état actuel de la littérature traitant le sujet indiqué, étudie l'évolution des technologies qui pourraient soutenir la collaboration du processus d'enquête sur le Web, se focalise sur les avantages potentiels attendus d'un tel processus, et définit la notion de "l'enquête collaborative sur le Web". En somme, le travail présenté explore empiriquement le potentiel et les effets de trois outils informatiques, email, blog et un service d'enquête sur l'interaction et collaboration pendant deux projets d'enquête collaborative sur le Web. Cette étude exploratoire est un effort initial pour combler les manques de la littérature, et, à terme, pour préparer le terrain pour un nouveau domaine de recherche sur les enquêtes web, qui explore en profondeur le potentiel de la technologie et l'effet de l'interaction et la collaboration dans le processus d'enquête web
The World Wide Web and the rapid developments in its technologies offer promising possibilities for interaction an collaboration in the web survey process. However, there is still a deficiency in the literature in addressing this aspect. This study begins to fill this gap by exploring the potential of information technology (IT) tools for, and the effects of, interaction and collaboration in the web survey process. In doing so, it reviews the current state of the literature on the indicated topic, discusses technology developments that could support collaborative web survey process, sheds light on the potential advantages to be expected from such a process, and presents the notion of "collaborative web survey" with proposing a definition for it. Ultimately, the work presented herein empirically explores the potential of three IT tools, email, blog and a survey service for, and the effect of interaction and collaboration in two collaborative web survey projects. This exploratory study is an initial effort towards filling the gaps in the literature, and ultimately, to lay the ground for a new research area on web surveys which further and thoroughly explores the potential of technology for, and the effect of, interaction and collaboration in the web survey process

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Warnier, Mathieu. "Gestion des croyances de l'homme et du robot et architecture pour la planification et contrôle de tâches collaboratives homme-robot." Thesis, Toulouse, INSA, 2012. http://www.theses.fr/2012ISAT0061/document.

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Ce travail de thèse a eu pour objectif de définir et mettre en oeuvre l'architecture décisionnelle d'un robot réalisant une tâche en collaboration avec un homme pour atteindre un but commun. Un certain nombre de fonctionnalités existaient déjà ou ont été développées conjointement avec ce travail au sein de l'équipe. Ce travail a d'abord consisté en l'étude puis à la formalisation des différentes capacités nécessaires. Il s'est traduit concrètement par l'approfondissement de certains des modules fonctionnels existants par l'auteur ou par d'autres membres de l'équipe en lien étroit avec l'auteur. La première contribution principale de l'auteur a consisté à développer une couche de contrôle de haut niveau qui a permis l'intégration et la mise en oeuvre des différentes capacités du robot découpée en 3 activités : la construction et la mise à jour de l'état du monde ; la gestion des buts et des plans de haut niveau ; l'exécution et le suivi des mouvements de manipulation. La deuxième contribution principale a consisté à améliorer les raisonnements géométriques et temporels pour d'abord permettre au robot de mieux suivre l'évolution de l'état du monde puis lui donner la capacité à inférer quand l'homme a des croyances distinctes de celles du robot
Goal of this thesis was to formalize and to implement a decisional layer for a robot achieving tasks collaboratively with a human to achieve a shared goal. Some functionalities were already there or were built during my own thesis by other inside the team. My first task was to study and formalize the skills needed by the robot. Consequently some of the existing functional modules were improved by some other members of the team or myself. My first main contribution was to develop a new high level control component to integrate and manage the different robot skills according to 3 main activities : state of the world build and update; goals and plans management; manipulation motions execution and monitoring. My second main contribution was to improve geometric and temporal reasoning skills so that first, the robot could better understand and track changes in the world and second, infer when the human had some beliefs about the world that were distinct from its own beliefs

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Fournier, Etienne. "Intérêt de la prise en compte des variabilités de l’activité et de l’acceptabilité dans le cadre d’une conception centrée utilisateurs des situations de travail collaboratives Humain-Robot." Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALH011.

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La Commission Européenne encourage l’utilisation de robots collaboratifs (cobots) pour assister l’humain dans son travail. Cependant, les cobots semblent avoir des difficultés à transformer favorablement les situations de travail lorsqu’ils ne prennent pas en compte les variabilités des situations. Cette thèse s’est donc donnée comme objectifs de caractériser les variabilités dans le cadre d’une l’implémentation cobotique et de guider une démarche de conception centrée sur les futurs utilisateurs en mobilisant les approches d’acceptabilité, d’acceptation et d’expérience utilisateur. Une analyse de l’activité a été conduite dans un laboratoire de chimie dans le cadre d’une future implémentation cobotique. 11 opérateurs ont été observés durant leur activité et 34 ont participé à des entretiens semi-directifs. Les résultats ont permis d’identifier que l’activité en boîte à gants était le poste de travail qui bénéficierait le plus d’une collaboration cobotique. De même, ils ont montré une invisibilisation de certaines activités due à un écart entre le travail prescrit et l’activité d’où résultent des expositions aux risques régulières qui pourraient être évitées via une implémentation cobotique. Nous avons ainsi identifié plusieurs variabilités ayant des effets sur l’activité des opérateurs. Celles-ci ont servi à élaborer des paradigmes expérimentaux afin de tester l’effet d’une collaboration cobotique. Trois Tests Utilisateurs ont été réalisés avec au total 212 participants qui devaient réaliser des tâches d’assemblage de type industriel où une ou plusieurs variabilités étaient prises en charge dès la conception cobotique. La tâche était réalisée ou bien seul, ou bien en binôme avec un autre humain ou avec un cobot (YuMi d’ABB). Différents types de mesure ont été effectués : la charge de travail (évaluée via la NASA TLX, Hart, 2006 ; Hart & Staveland, 1988), le nombre d’erreurs, le nombre de gestes, le temps de réalisation, le degré d’acceptabilité de la collaboration cobotique (évalué via le TAM, Venkatesh et al., 2012) et l’exposition aux risques simulée. La collaboration cobotique a diminué les effets négatifs de plusieurs variabilités (e.g. variabilité du niveau de difficulté, variabilité de l’expertise de l’opérateur) sur la charge mentale de l’opérateur et sur le succès à la tâche. Les participants ont eu un meilleur taux de succès à la tâche lorsqu’ils collaboraient avec un cobot, même s’ils mettaient par ailleurs plus de temps à réaliser la tâche. De plus, les participants ont déclaré avoir plaisir à collaborer avec un cobot et avoir confiance en les informations qu’il fournissait (mesurés via une échelle d’items issus de l’étude de Martin, 2018). Enfin, quand le cobot s’adaptait aux contraintes de sécurité de l’humain, ce dernier s’exposait à moins de risques. D’un point de vue théorique, ces études empiriques ont permis de proposer un cadre intégrant les modèles de variabilités au travail et d’apporter des précisions sur les effets de la collaboration cobotique sur l’humain et sa tâche. D’un point de vue pratique, ces différentes études nous ont permis de proposer une grille de repérage des variabilités et de formuler des recommandations visant à accompagner l’implémentation d’une collaboration cobotique
The European Commission is encouraging the use of collaborative robots (cobots) to assist humans in their work. However, cobots seem to have difficulty in favorably transforming work situations when they do not consider the variabilities of the situations. The aim of this thesis was therefore to characterize variability in the context of a cobotic implementation, and to guide a design approach focused on future users, using acceptability, acceptance and user experience approaches. An activity analysis was carried out in a chemical laboratory as part of a future cobotic implementation. 11 operators were observed during their activity and 34 took part in semi-directive interviews. The results identified glovebox activity as the workstation that would benefit most from cobotic collaboration. They also showed that certain activities were rendered invisible due to a discrepancy between prescribed work and actual activity, resulting in regular exposure to risks that could be avoided through cobotic implementation. We have thus identified several variabilities with effects on operator activity. These were used to design experimental paradigms to test the effect of cobotic collaboration. Three User Tests were carried out with a total of 212 participants, who were asked to perform industrial assembly tasks where one or more variabilities were considered in the cobotic design. The task was performed either alone, or in pairs with another human or with a cobot (ABB's YuMi). Different types of measurement were carried out: workload (assessed via NASA TLX, Hart, 2006; Hart & Staveland, 1988), number of errors, number of gestures, completion time, degree of acceptability of cobotic collaboration (assessed via TAM, Venkatesh et al., 2012) and simulated risk exposure. Cobotic collaboration reduced the negative effects of several variabilities (e.g. variability in difficulty level, variability in operator expertise) on operator mental load and task success. Participants had a higher task success rate when collaborating with a cobot, even though they otherwise took longer to complete the task. In addition, participants reported enjoying collaborating with a cobot and having confidence in the information it provided (measured via a scale of items from Martin, 2018). Finally, when the cobot adapted to the human's safety constraints, the latter exposed himself to fewer risks. From a theoretical point of view, these empirical studies made it possible to propose a framework integrating models of variability at work, and to shed light on the effects of cobotic collaboration on the human and his task. From a practical point of view, these different studies have enabled us to propose a grid for identifying variabilities and to formulate recommendations designed to support the implementation of cobotic collaboration

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Dodds, Trevor James. "Collaborative interaction in virtual environments." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/1372/.

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Collaborative virtual environments (CVEs) extend existing virtual environment (VE) technology to enable it to run over a network (e.g. the Internet), and introduce mechanisms that allow multiple people to co-exist, be aware of each other’s presence (e.g. through avatars) and communicate. CVEs are useful for when teams of people want to collaborate when they are geographically separated, e.g. in games [14], social communication [65], visualisation [120], computational steering [17], or alternatively people might be spatially collocated in the real world but wish to work together in a VE, e.g. military training [99]. The dream is for interaction in CVEs to be more effective than interaction in the real world. The increase in globalisation and geographically distributed personnel who need to collaborate, act as a driving force for the development of effective collaborative technologies, which would allow businesses to save time and money, help distributed communities stay in touch, and reduce the impact on the world’s environment. The work presented in this thesis aims to make collaborative interaction in virtual environments more effective, more like that of face-to-face interaction, without unnecessarily restricting virtual collaboration to the naturalistic constraints of the ‘real world’ (cf. [79], [39]). This thesis describes the implementation and evaluation of techniques to support synchronous and asynchronous collaborations in virtual environments. The techniques were evaluated in the context of an urban planning application, where proposed developments could be modelled in 3D and evaluated by members of the public (and potentially clients, architects) to decide if they support or object to the designs (e.g. [30]). Synchronous collaborations were supported by a suite of techniques called Mobile Group Dynamics (MGDs), which were introduced and evaluated in two stages (Chapters 4 and 5). First, a novel ‘group graph’ metaphor was used to explicitly show the groups that people had formed themselves into (and help people locate the whereabouts of their collaborators), and techniques were provided to help people move around together and communicate over extended distances. The techniques were evaluated by providing one batch of participants with MGDs and another with an interface based on conventional CVEs. Participants with MGDs spent nearly twice as much time in close proximity (within 10m of their nearest neighbour), communicated seven times more than participants with a conventional interface, and exhibited real-world patterns of behaviour such as staying together over an extended period of time and regrouping after periods of separation (Chapter 4). Second, three additional techniques were introduced (teleporting, awareness and multiple views) which, when combined, produced a four times increase in the amount that participants communicated in the CVE and also significantly increased the extent to which participants communicated over extended distances in the CVE (Chapter 5). Asynchronous working in CVEs was assisted using the metaphor of Virtual Time (VT), where the utterances of previous users were embedded in a CVE as conversation tags (Chapter 6). With VT, participants chose to listen to a quarter of the conversations of their predecessors while performing the task. The embedded conversations led to a reduction in the rate at which participants travelled around, but an increase in the live communication that took place. Taken together, the studies have implications for CVE designers, because they provide quantitative and qualitative data on how group dynamics functioned in a CVE, and how synchronous and asynchronous groupwork was improved by using MGDs and VT techniques. In addition, the rich complexity of possible functionality for VT highlights a number of possibilities for future research.

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Colás, Álvarez Joaquim. "Interaction and participation in collaborative storytelling systems." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/456037.

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Storytelling is one of the oldest models of cultural expression in human history. Thanks to the evolution of information technologies, the Web 2.0 paradigm has impacted in this field: some modern audiences actively participate in their favorite narrative worlds. We define Shared Narrative spaces as informative spaces concerning narratives created, developed and maintained through the collaboration of multiple authors. Our research aims to understand the perception of SNS using a HCI (human-computer interaction) lens, and to define the determinant factors affecting users’ interaction (exploration, comprehension and contribution) with them. We approach the issues of multiple authoring as an opportunity for collaboration through a storyline paradigm grounded on classic narratology, and use it to examine the users’ perception and exploration of SNS. We propose an analysis framework that suits the comparative analysis of narrative systems of very diverse nature, which allows us to study the interplay of fundamental HCI aspects. Finally, we lay out the bases of a general model to approach the design of a wide range of collaborative narrative systems.

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Clayphan, Andrew. "Harnessing the Affordances of Interactive Tabletops for Collaborative Activities." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15290.

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The key contributions of this thesis are: a greater understanding of how to harness tabletop affordances to support small-group work and collaboration; the effectiveness of tabletops compared with other forms of single display groupware; the power of computer-supported collaborative scripts; and validation of the work in real settings. These contributions are presented as a series of carefully designed user studies. Each explores a key dimension to create new forms of support for collocated individuals to work together. The thesis is in two parts. The first part presents a set of foundational studies that explored rich collaboration at interactive tabletops. This includes: comparing a tabletop with a non-digital whiteboard, with adults brainstorming in a lab setting; comparing a tabletop to both an interactive vertical display and traditional index cards, run as part of a university design class; and comparing a tabletop with an interactive whiteboard as part of a museum visit by children, where they collected content using tablets and built a shared poster at different groupware devices. The second part of the thesis reports exploration of ways to scaffold people in learning to collaborate more effectively. This was motivated by findings in the foundational studies as they highlighted difficulties people faced in coordination and complying with recommended methods. This presents a series of studies that demonstrate the effectiveness of: computer supported collaborative scripts for tabletop brainstorming; support for reflection to learn about brainstorming; and a final study which moves beyond in-the-lab prototypes to an in-the-wild multi-session tabletop setting, with a focus on the mechanisms required to support the needs of students and teachers. In summary, this thesis provides a body of research that provides a foundation for new ways to harness the affordances of tabletops to provide new forms of support for a rich class of small group collaborative activities.

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Domingues, Christophe. "Interaction 3D Collaborative en Réalité Virtuelle." Phd thesis, Université d'Evry-Val d'Essonne, 2010. http://tel.archives-ouvertes.fr/tel-00542170.

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Les Environnements Virtuels Collaboratifs (EVCs) sont des environnements virtuels peuplés où les utilisateurs interagissent entre eux pour réaliser des actions communes (déplacement en groupe, sélection et manipulation d'objets en commun, communication, etc.). Dans les EVCs, la complexité se situe au niveau de l'interaction d'un groupe d'utilisateurs avec les objets. En effet, il y a plusieurs contraintes à respecter notamment celles liées à la coordination des actions des différents utilisateurs et la conscience de présence d'un utilisateur par rapport aux objets de l'environnement et par rapport aux autres utilisateurs. Notre travail de recherche s'inscrit dans le cadre de l'interaction 3D et de la collaboration en Réalité Virtuelle. Il développe la notion d'assistance à l'interaction 3D collaborative et à son évaluation. Pour l'assistance à l'interaction 3D collaborative, une approche basée sur un Workflow intégrant l'anticipation et la gestion des interactions du groupe est proposée. Pour l'assistance à l'évaluation des techniques d'interaction 3D, une approche basée sur les méthodes empiriques d'évaluation intégrant les outils statistiques de recherche d'informations est proposée. L'objectif de cette thèse est de modéliser, concevoir, implémenter et évaluer un système d'assistance à l'interaction 3D collaborative.

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Books on the topic "Interaction Collaboratives"

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Ronzhin, Andrey, Gerhard Rigoll, and Roman Meshcheryakov, eds. Interactive Collaborative Robotics. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87725-5.

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Ronzhin, Andrey, Gerhard Rigoll, and Roman Meshcheryakov, eds. Interactive Collaborative Robotics. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43955-6.

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Auer, Michael E., David Guralnick, and James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0.

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Auer, Michael E., David Guralnick, and James Uhomoibhi, eds. Interactive Collaborative Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0.

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Ronzhin, Andrey, Gerhard Rigoll, and Roman Meshcheryakov, eds. Interactive Collaborative Robotics. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66471-2.

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Ronzhin, Andrey, Gerhard Rigoll, and Roman Meshcheryakov, eds. Interactive Collaborative Robotics. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26118-4.

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Ronzhin, Andrey, Gerhard Rigoll, and Roman Meshcheryakov, eds. Interactive Collaborative Robotics. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99582-3.

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Ronzhin, Andrey, Gerhard Rigoll, and Roman Meshcheryakov, eds. Interactive Collaborative Robotics. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60337-3.

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Ronzhin, Andrey, Roman Meshcheryakov, and Zhen Xiantong, eds. Interactive Collaborative Robotics. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-23609-9.

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Ronzhin, Andrey, Aminagha Sadigov, and Roman Meshcheryakov, eds. Interactive Collaborative Robotics. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-43111-1.

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Book chapters on the topic "Interaction Collaboratives"

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Sullivan, James, Meredith Banasiak, Christopher Messick, and Raymond Rimey. "Social-Technical Tools for Collaborative Sensemaking and Sketching." In Human-Computer Interaction. Interacting in Various Application Domains, 614–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02583-9_67.

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Reid, F. J. M., and S. E. Reed. "Interaction and Entrainment in Collaborative Design Meetings." In Collaborative Design, 233–41. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0779-8_22.

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Pipek, Volkmar, and Helge Kahler. "Supporting Collaborative Tailoring." In Human-Computer Interaction Series, 315–45. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-5386-x_15.

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Payne, Stephen J., and Andrew Howes. "Signal Detection Theory and Collaborative Diagnosis." In Adaptive Interaction, 13–21. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-031-02199-2_3.

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Verma, Himanshu, Jakub Mlynář, Camille Pellaton, Matteo Theler, Antoine Widmer, and Florian Evéquoz. "“WhatsApp in Politics?!”: Collaborative Tools Shifting Boundaries." In Human-Computer Interaction – INTERACT 2021, 655–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85623-6_37.

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AbstractWe examine the technological aspects of political collaborative practices in one of the first studies of participatory constitution writing in the course of its progression. In particular, we examine how digital collaborative and communicative tools can facilitate (or inhibit) the permeation of boundaries, which manifest through the differences in political ideologies and partisan beliefs. Our study is grounded in interviews with 15 members of the Constituent Assembly in the canton of Valais, Switzerland, and its primary contribution is in constructing a fine-grained contextualized understanding of political collaborations, their evolution, and their relationship with collaborative tools. Our findings demonstrate the centrality of versatile and widely available digital tools (such as WhatsApp and Google Docs) in political work. In addition, elected lawmakers prefer tools that allow them to organize their collaborative and communicative actions based on dynamic social boundaries, and their need for asynchronous work practices. We observed a tendency of simultaneously using multiple digital tools to accomplish specific political objectives, and leveraging them in plenary sessions for strategic advantages. On the one hand, collaborative tools enabled strategic advantages by selective permeation of boundaries across political ideologies. On the other hand, lack of awareness about boundaries between ‘private’ and ‘public’ on social networks were considered as privacy blind spots. By focusing on boundaries of different kinds, our paper elucidates how the introduction of digital technologies into political process transforms the long-established categories, distinctions and divisions that are often taken for granted.

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Kälviäinen, M., and M. S. Pontecorvo. "Consumer-designer Interaction Through a Generative Design Medium." In Collaborative Design, 451–58. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0779-8_42.

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Probst, Andreas, Detlef Gerhard, Sébastien Bougain, and Christian Nigischer. "Continuous Research and Development Partnership in Engineering Education." In Interactive Collaborative Learning, 3–16. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_1.

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Dropčová, Veronika, and Zuzana Kubincová. "Team-Based Projects and Peer Assessment. IT Works!" In Interactive Collaborative Learning, 112–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_10.

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Lazareva, Aleksandra. "Role of the Online Tutor in Establishing Social Presence in Asynchronous Text-Based Collaborative Learning Environments." In Interactive Collaborative Learning, 128–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_11.

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Lelardeux, Catherine Pons, David Panzoli, Michel Galaup, Vincent Minville, Vincent Lubrano, Pierre Lagarrigue, and Jean-Pierre Jessel. "3D Real-Time Collaborative Environment to Learn Teamwork and Non-technical Skills in the Operating Room." In Interactive Collaborative Learning, 143–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_12.

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Conference papers on the topic "Interaction Collaboratives"

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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.

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Chen, Qian, Yunfei Chen), Ziyue Huang, and Lei Tang. "Research on Key Elements of UI Design of Image Editing System Based on CSCW." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001068.

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In the post-epidemic era, the application of computer-supported collaborative work (CSCW) in graphics and image software has become increasingly urgent. Collaborative image editing software allows users who are geographically distributed in different locations to view and edit the same shared image object through the network. The interaction of the CSCW system includes human-computer interaction and human-to-human interaction, and human-to-human interaction expands the time and space of interaction, and also strengthens the freedom of interaction between user groups. The research object of this article is the interactive key elements of the graphics and image software on the mobile terminal in the collaborative editing state, that is, the current operating state of the system and related information. By analyzing the interactive elements of collaborative office software and image and image software on the PC and mobile terminals by competing products, the three key elements of interactive design in cscw-based graphics and image software are extracted: editor information, selected status, and Information display location. This paper redesigned these three elements to obtain a high-fidelity model of the graphics configuration of the mobile graphics and image software during collaborative editing operations. Through the usability test and QUIS questionnaire, we verified its usability and got good user satisfaction. Finally, the design guidelines for the optimal interactive graphics configuration of the mobile graphics and image software in the collaborative editing state are obtained. The interactive design guidelines proposed in this paper can be used as a design reference for the collaborative editing image software on the mobile terminal.

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Puckdeepun, T., J. Jaafar, M. F. Hassan, and F. A. Hussin. "Investigating collaborative interaction using interactive table and IR devices." In 2010 International Conference on User Science and Engineering (i-USEr 2010). IEEE, 2010. http://dx.doi.org/10.1109/iuser.2010.5716728.

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Gheorghe, Mihaela, and Anisoara Dumitrache. "INTERACTIVE LEARNING DURING COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-048.

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During the Pandemic, the access to online education was the best solution to continue teaching. The evolution of technology and its inclusion in the educational process has had its primary role in changing the way we learn, teach, and evaluate. Students are no longer tied to a specific space to be in contact with information, which they no longer necessarily take from books. Access to information paves the way for deciding individually what to learn, in what system, whether to join a learning community, or to download materials to study individually. Interactive learning is based on the exchange of information and ideas, opinions, beliefs, and attitudes, on interpretations and resolutive suggestions and on the social interactions that are established within a group. Interactive learning can be defined as cooperative or collaborative learning based on the paradigm of group-centred learning, reinforced by the theory of social learning. The permanent interaction with the groups to which the learner belongs, the access to the common experience and knowledge of the group members contribute to an ascending learning process supported by a continuous feedback. Learning is located in a social setting, in the middle of cultural influences, and technology-based collaborative learning can facilitate interaction between individuals and teamwork, and how collaboration and technology facilitate the transmission of knowledge and practices between members of a community. Collaboration can be considered a special form of interaction mediated by a computer. The aim of the paper is to present best practices in interactive learning, challenges, and solutions emphasizing on the use of new online technologies. We focus on bachelor's degree programs students but the results can be replicated in different learning systems

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"INTERACTION-ORIENTED COLLABORATIONS." In 9th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0002376502020207.

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Puntambekar, Sadhana, and Rosemary Luckin. "Documenting collaborative interactions." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658811.

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Barthelmess, Paulo, Edward Kaiser, Rebecca Lunsford, David McGee, Philip Cohen, and Sharon Oviatt. "Human-centered collaborative interaction." In the 1st ACM international workshop. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1178745.1178747.

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Pinho Filho, Tércio. "COLLABORATIVE AND ADVERSARIAL INTERACTIONS ON THE PROJECT: A CONCEPTUALLY INTEGRATED APPROACH TO VALUE CO-CREATION." In 10th IPMA Research conference: Value co-creation in the project society. International Project Management Association, Serbian Project Management Association, 2022. http://dx.doi.org/10.56889/mzyw6656.

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Project studies analyze co-creation or co-destruction of value as different categories of interaction, based on their outcome. In this paper I propose a framework in which value interactions sit on a spectrum, ranging from more creative to more destructive, as collaborative persuasion strategies gradually become adversarial. This analytical framework can be useful for coding data and discussing findings with a more nuanced understanding of co-creation processes that embraces action that cannot be considered purely collaborative. The main contribution of this paper is to distinguish middle ground strategies that mix elements of collaborative and adversarial interactions to co-create value in complex stakeholder environments. The case study selected to illustrate the analytical framework was an electrification project of four offshore platforms in Norway.

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Bell, Jeanette, and Tuck Wah Leong. "Collaborative futures." In OzCHI '17: 29th Australian Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3152771.3156144.

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Szumlanski, Sean R., Annie S. Wu, and Charles E. Hughes. "Collaborative interactive evolution." In the 2005 conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1068009.1068373.

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Reports on the topic "Interaction Collaboratives"

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Bernstetter, Armin. The Digital Lab Book (software). GEOMAR Helmholtz Centre for Ocean Research Kiel, 2024. http://dx.doi.org/10.3289/sw_7_2024.

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The Digital Lab Book is a provenance visualization and management tool for immersive and collaborative cisual analytics. It acts as a direct companion to the Virtual Fieldwork Unreal Engine application providing a web-application that tracks interaction in the Unreal Engine. Each interaction in Unreal Engine triggers committing a visualization state to the DLB. The interaction history can be managed similar to a git repository by creating branches and stepping back to previous states in a visualized repository graph. The visualization states can be annotated, and organized in an internal mind-map tool. The resulting provenance repository can be exported as an archive and imported again, leading to simple shareability and thus better reproducibility of interactive sensemaking workflows.

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Sofge, D., Dennis Perzanowski, M. Skubic, N. Cassimatis, J. G. Trafton, D. Brock, Magda Bugajska, William Adams, and Alan C. Schultz. Achieving Collaborative Interaction with a Humanoid Robot. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada434972.

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Berger, Thor, and Erik Prawitz. Collaboration and Connectivity: Historical Evidence from Patent Records. Department of Economics and Statistics, Linnaeus University, April 2023. http://dx.doi.org/10.15626/ns.wp.2023.02.

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Why has collaboration become increasingly central to technological progress? We document the role of lowered travel costs by combining patent data with the rollout of the Swedish railroad network in the 19th and early-20th century. Inventors that gain access to the network are more likely to produce collaborative patents, which is partly driven by long-distance collaborations with other inventors residing along the emerging railroad network. These results suggest that the declining costs of interacting with others is fundamental to account for the long-term increase in inventive collaboration.

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Klug, Michael, Thomas Burnett, Angelo Fancello, Anthony Heath, Keith Gardner, Sean O'Connell, and Craig Newswanger. A Scalable, Collaborative, Interactive Light-field Display System. Fort Belvoir, VA: Defense Technical Information Center, June 2014. http://dx.doi.org/10.21236/ada605284.

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Stanley, Rachel H. R., Thomas Thomas, Yuan Gao, Cassandra Gaston, David Ho, David Kieber, Kate Mackey, et al. US SOLAS Science Report. Woods Hole Oceanographic Institution, December 2021. http://dx.doi.org/10.1575/1912/27821.

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The Surface Ocean – Lower Atmosphere Study (SOLAS) (http://www.solas-int.org/) is an international research initiative focused on understanding the key biogeochemical-physical interactions and feedbacks between the ocean and atmosphere that are critical elements of climate and global biogeochemical cycles. Following the release of the SOLAS Decadal Science Plan (2015-2025) (Brévière et al., 2016), the Ocean-Atmosphere Interaction Committee (OAIC) was formed as a subcommittee of the Ocean Carbon and Biogeochemistry (OCB) Scientific Steering Committee to coordinate US SOLAS efforts and activities, facilitate interactions among atmospheric and ocean scientists, and strengthen US contributions to international SOLAS. In October 2019, with support from OCB, the OAIC convened an open community workshop, Ocean-Atmosphere Interactions: Scoping directions for new research with the goal of fostering new collaborations and identifying knowledge gaps and high-priority science questions to formulate a US SOLAS Science Plan. Based on presentations and discussions at the workshop, the OAIC and workshop participants have developed this US SOLAS Science Plan. The first part of the workshop and this Science Plan were purposefully designed around the five themes of the SOLAS Decadal Science Plan (2015-2025) (Brévière et al., 2016) to provide a common set of research priorities and ensure a more cohesive US contribution to international SOLAS.

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Graves, David Barry, and Gottlieb Oehrlein. Collaborative Research. Fundamental Science of Low Temperature Plasma-Biological Material Interactions. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1242540.

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Schneider, Niklas. Collaborative Project: Ocean-Atmosphere Interaction From Meso- to Planetary-Scale: Mechanisms, Parameterization, and Variability. Office of Scientific and Technical Information (OSTI), October 2018. http://dx.doi.org/10.2172/1479865.

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Saravanan, Ramalingam, and Justin Small. Collaborative project. Ocean-atmosphere interaction from meso- to planetary-scale. Mechanics, parameterization, and variability. Office of Scientific and Technical Information (OSTI), December 2015. http://dx.doi.org/10.2172/1233736.

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Small, Richard, Frank Bryan, Joseph Tribbia, Sungsu Park, John Dennis, R. Saravanan, Niklas Schneider, and Young-Oh Kwon. Collaborative project. Ocean-atmosphere interaction from meso-to planetary-scale. Mechanisms, parameterization, and variability. Office of Scientific and Technical Information (OSTI), June 2015. http://dx.doi.org/10.2172/1184220.

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Moore, Jefferson. COLLABORATIVE PROPOSAL: FIRE, DUST, AIR AND WATER: IMPROVING AEROSOL BIOGEOCHEMISTRY INTERACTIONS IN ACME. Office of Scientific and Technical Information (OSTI), February 2022. http://dx.doi.org/10.2172/1843845.

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