Journal articles: 'Script collaborativi'

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Lazareva, Aleksandra, and Bjørn Erik Munkvold. "Facilitating Collaboration." International Journal of e-Collaboration 13, no. 3 (July 2017): 22–38. http://dx.doi.org/10.4018/ijec.2017070102.

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This article explores the potential synergy between computer-supported collaborative learning (CSCL) and collaboration engineering (CE). Both areas pursue the goal of understanding how to manage interactions in collaborative groups to achieve shared understanding, reduce process losses, and improve performance. By analyzing the research in the two areas, the authors identify several topics where exchange of research findings would be of mutual benefit. For example, research on CE can inform collaboration script research on reducing learners' cognitive load, providing sufficient guidance on the use of tools, and specifying the instructor role during the collaborative learning process. Similarly, collaboration script research can provide useful insights to CE on the appropriation and internalization of effective support strategies. CE research could also learn from script research on training group participants into specific roles. Further challenges include designing scripts that balance restrictiveness and flexibility and refining the theoretical foundation of the two research areas.

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Chatzimichalis, George, and Andreas Papasalouros. "Integrating Assessment in a CSCL Macro-Script Authoring Platform." Applied Sciences 13, no. 3 (January 24, 2023): 1537. http://dx.doi.org/10.3390/app13031537.

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Collaborative learning entails the involvement and the cooperation of a group of persons with the purpose of learning. Collaborative learning scripts aim to orchestrate the complex interaction among group members while Computer Supported Collaborative Learning scripts (CSCL scripts) is the research field in which IT techniques are involved in the management of the aspects of such an interaction. This article presents assessment-related aspects of an existing CSCL script authoring and deployment platform called COSTLyP. Assessment, nowadays, is considered as a vital constituent of CSCL scripts since it may affect some of their necessary components and mechanisms. The outcome of the implementation of an assessment plan may determine what should be the next step in a collaboration activity or what actions should be undertaken to bridge the gap between the expected results and the achieved level of knowledge or expertise. At the same time, assessment can also verify the regulation level that is required within each group; consequently, these scripts should be flexibly designed in order to adapt their evolution to the real needs of the participants.

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Lazareva, Aleksandra. "Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 1–16. http://dx.doi.org/10.4018/ijopcd.2021070101.

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Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.

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Schellens, Tammy, Hilde Van Keer, Bram De Wever, and Martin Valcke. "The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking." Psicologia Escolar e Educacional 11, spe (December 2007): 83–92. http://dx.doi.org/10.1590/s1413-85572007000300008.

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The present study focuses on the use of two different types of scripts as possible ways to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's Thinking Hats (script 1) and Weinberger's script for the construction of argumentation sequences (script 2) affects the ongoing critical thinking processes reflected in the discussion. The results suggest that both scripts successfully facilitated critical thinking. The results showed that the labeling condition (script 1) surpasses the argumentation script (script 2) with regard to the overall depth of critical thinking in the discussion, and the critical thinking processes during the stages of problem identification and problem integration in particular. Further, it can be argued that students in the labeling condition are engaged in more focused, more critical, and more practically-oriented discussions.

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Bouaziz, Rahma, Fatma Krichen, and Bernard Coulette. "C-SCRIP." International Journal of Information Technology and Web Engineering 10, no. 1 (January 2015): 31–46. http://dx.doi.org/10.4018/ijitwe.2015010102.

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Collaboration is the act of working together, towards a common goal. Collaboration is essential to the success of construction project. In software engineering projects, understanding and supporting collaboration gives the broad impact on product quality. There appears that it is difficult to effectively interact and achieve a common project goals within the bounds of cost, quality and time. The purpose of the paper is to propose a collaborative engineering process, called Collaborative SeCurity patteRn Integration Process (C-SCRIP), and a tool that supports the full life-cycle of the development of a secure system from modeling to code.

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Pozzi, F., L. Hofmann, D. Persico, K. Stegmann, and F. Fischer. "Structuring CSCL Through Collaborative Techniques and Scripts." International Journal of Online Pedagogy and Course Design 1, no. 4 (October 2011): 39–49. http://dx.doi.org/10.4018/ijopcd.2011100103.

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This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former approach, adopted in the context of an Italian online course, is based on the use of a set of collaborative techniques, while in the latter, proposed in a German context, collaboration scripts are used to guide students step-by-step. The study describes and then compares the strengths and weaknesses of the two approaches. What can be learned from the two experiences? Is there any possibility – and with what advantages – of integrating the two approaches, so as to gain from both?

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Foutsitzis, Christos G., and Stavros Demetriadis. "Scripted Collaboration to Leverage the Impact of Algorithm Visualization Tools in Online Learning." International Journal of e-Collaboration 9, no. 1 (January 2013): 42–56. http://dx.doi.org/10.4018/jec.2013010104.

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This work presents research evidence on the impact of a collaboration script to leverage the use of an Algorithm Visualization (AV) system as a tool for experimentation and reflection in the context of online collaboration. The objective of the authors’ effort is to improve the learning conditions when AV systems are used as online learning tools, avoiding situations where unguided collaboration may result in suboptimal peer interaction. Results from two studies are reported, where university students collaborated online following the steps of a reciprocal peer tutoring script and using two different AV systems to visualize their solutions on specific algorithm-related learning tasks. Discourse analysis based on an appropriately extended IBIS model and further statistical analysis indicate that the use of the collaboration script enhances the task-related peer interaction and consequently the intrinsic feedback that peers receive from interacting with the AV system, something expected to lead to improved learning outcomes. The implication for AV system designers is that the inclusion of a collaboration script component in the system design is strongly encouraged as a means to augment the expected benefits from online collaborative learning tasks.

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Wood, Keith. "Teacher learning through collaboration." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 186–89. http://dx.doi.org/10.1108/ijlls-05-2017-0025.

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Purpose The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal. Design/methodology/approach This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal. Findings The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons. Originality/value This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

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Davis, Daniel, Jane Burry, and Mark Burry. "Understanding Visual Scripts: Improving Collaboration through Modular Programming." International Journal of Architectural Computing 9, no. 4 (December 2011): 361–75. http://dx.doi.org/10.1260/1478-0771.9.4.361.

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Modularisation is a well-known method of reducing code complexity, yet architects are unlikely to modularise their visual scripts. In this paper the impact that modules used in visual scripts have on the architectural design process is investigated with regard to legibility, collaboration, reuse and design modification. Through a series of thinking-aloud interviews, and through the collaborative design and construction of the parametric Dermoid pavilion, modules are found to impact the culture of collaborative design in architecture through relatively minor alterations to how architects organise visual scripts.

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Turani, Aiman. "ColScript a New Scripting Language for Collaborative Learning." International Journal of Advanced Corporate Learning (iJAC) 8, no. 4 (December 30, 2015): 21. http://dx.doi.org/10.3991/ijac.v8i4.4994.

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The collaboration script is defined as a formal way of describing the flow of activities within a collaborative learning session. Using collaboration script would encourage the production of effective and productive interactions between learners. Nevertheless, developing such script is not a trivial task. Standardization has played a major role in the expansion of instructional designs, but at the same time it limited down the flexibility of describing collaboration sessions that have complex structures. Representing a collaboration script in XML-tags format works well when scripting simple scenarios, but to describe extended scenarios it would make this scripting style very challenging and complicated. This approach causes users to avoid designing heavy weight scenarios and limits down their creativity. Relying on tools to implicitly generate such script would also limit down designers’ creativity since designers can only choose from a limited set of tools and design components. In this research, we have defined the bases of a new collaboration scripting language, CoScript, that is able to describe collaboration learning sessions in a simple, flexible, and formal way. This scripting language has been derived based on a theoretical framework that was proposed in an earlier research. The proposed scripting language notation is close to the notation of traditional software scripting languages. This makes it easier to be learnt by instructors with basic programming skills. It has the ability to describe design’s structure elements, such as sequencing, conditions, repetition, activities, activity’s input /output, group formation, etc. ColScript is basically composed of a limited set of objects and commands. The first part contains six objects (role object, group object, feedback object, collaboration tools object, time/date object and resources object), where the second part contains five essential structuring commands (input, output, loop, doactivity, groupformation).

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Liu, Zhiji. "Optical character recognition and the smart ancient script database." Journal of Chinese Writing Systems 4, no. 4 (November 25, 2020): 255–69. http://dx.doi.org/10.1177/2513850220967758.

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The initial success of optical character recognition (OCR) for ancient scripts has opened the floodgates for ‘smart’ ancient script research. ‘Smart’ ancient script research requires the support of a smart ancient script database. In order to compile the big data necessary for this smart research, smart ancient script database software must be able to recognize all aspects and all levels of all ancient script materials. Therefore, in addition to the integration of OCR functionality into this software, the other primary imperative moving forward is to innovate a new digitized ancient script data system, one that includes full-scale supplementation to include all available materials, as well as newly inputted image data. This data must include variant graphic forms, variant written forms, handwriting, graphic components, calligraphic styles, and other of the inexhaustible different variations in script construction. This database must contain a multi-level framework with an annotated arrangement of the fullest range of meanings for words within linguistic context. It must also contain a digitally integrated multiple-path indexed arrangement of the important paleographical interpretations in the field. Our strategy for the construction of this smart ancient script database is to push forward with both algorithm writing and data input work simultaneously and in mutual support, following an open-sourced community supported model, making this project an exercise in interdisciplinary collaboration within the paleography community.

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Nurhayati, Siti. "MODEL COOPERATIVE SCRIPT PADA PEMBELAJARAN BAHASA INGGRIS ASPEK BERBICARA: SEBUAH HIPOTESIS." Tatar Pasundan : Jurnal Diklat Keagamaan 15, no. 1 (June 14, 2021): 20–32. http://dx.doi.org/10.38075/tp.v15i1.145.

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This article aims to hypothetically reveal the cooperative script model. The cooperative script model is believed to solve passive learning problems particularly in speaking. The model aims to develop social skills, teaching students to be cooperative and collaborative. In its application, students were encouraged to bravely collaborating in pairs on expressing new ideas or material being studied, as well as providing opportunities for them to bring out new creativities so they are motivated to work harder on achieving learning goals. In addition, when cooperative relationships occured, the students could appreciate their friends’ ideas, not the other way around. This study uses library research method by concocting hypotheses related to cooperative script model applied in Speaking. The English teacher can also obtain knowledge and description for appllying the model. It is also expected that the teachers are able to develop cooperative script model in other English language skills, so that students can communicate for expressing their daily needs. Keywords: Application; Cooperative Script Model; English Subject; Speaking

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Ludvigsen, Sten, Nancy Law, Carolyn P. Rose, and Gerry Stahl. "Frameworks for mass collaboration, adaptable scripts, complex systems theory, and collaborative writing." International Journal of Computer-Supported Collaborative Learning 12, no. 2 (June 2017): 127–31. http://dx.doi.org/10.1007/s11412-017-9257-7.

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Nalesini, Oscar. "Others’ Books, Catalogues of our own: non-roman scripts in SBN." JLIS.it 13, no. 2 (May 5, 2022): 128–42. http://dx.doi.org/10.36253/jlis.it-462.

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The catalogue of the Italian National Library System (SBN) is a roman-script-only database. Local libraries, on the other hand, are facing requests from an increasing number of users from other countries, and are filling the gaps of the national system by developing isolated, non-collaborative ways to manage resources in non-roman scripts. Though a couple of Institutions have recently, but independently each other, developed projects to catalogue resources in native scripts, it is still impossible to predict when this feature will be finally implemented. In the next future, Italian cataloguers will therefore still rely on romanization only. After having briefly reviewed the romanization methods recommended by the Italian cataloging rules (REICAT), the article suggests to expand its repertoire by establishing a method for identifying the most suitable romanization standards.

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Gonnella, Francesco. "Hog (HDL on git): a collaborative HDL management tool." Journal of Physics: Conference Series 2374, no. 1 (November 1, 2022): 012100. http://dx.doi.org/10.1088/1742-6596/2374/1/012100.

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Coordinating firmware development among many international collaborators is becoming a very widespread problem in high-energy physics. Guaranteeing firmware synthesis reproducibility and assuring traceability of binary files is paramount. We devised Hog (HDL on git), a set of Tcl scripts (no external tool or library is needed) that tackles these issues and is deeply integrated with FPGA IDEs (Xilinx Vivado Design Suite/ISE PlanAhead, Intel Quartus Prime). Hog assures absolute control of HDL source files, constraint files, Vivado/Quartus settings and guarantees traceability by automatically embedding the git commit SHA and a numeric version into the binary file which is automatically renamed to reflect its version. Hog allows the IDE GUI to be used normally, so developers can get quickly up to speed: clone the repository, run the Hog script, and work in your IDE. Hog works on Windows and Linux, supports IPbus, Sigasi and provides pre-made yml files to set up a working CI on Gitlab with no additional effort.

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Kristiansen, Elsa, Jarle Løwe Sørensen, Eric Carlström, and Leif Inge Magnussen. "Time to rethink Norwegian maritime collaboration exercises." International Journal of Emergency Services 6, no. 1 (May 2, 2017): 14–28. http://dx.doi.org/10.1108/ijes-07-2016-0014.

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Purpose This case study maps the perceived collaboration between public, private and volunteer organizations during maritime crisis work, with a substantive focus on communication, information flow and distribution of activities. The exercise studied was held in the far north in Norway. It was estimated to be Europe’s most extensive exercise in 2016. The paper aims to discuss these issues. Design/methodology/approach The data were collected through observations, semi-structured interviews and reviews of associated frameworks and evaluation reports. Data were collected simultaneously at five different sites. Findings The key findings showed an intra-organizational focus, a predominance of drills and different informal exercises instead of a cohesive exercise. This made evaluation difficult. Reasons for the fragmentation of the exercise appear to be the size of the exercise and the script. Research limitations/implications Generalization of findings is problematic as this study involved only one exercise. However, this study has national significance, as it involved 22 public, private and volunteer stakeholder organizations, including civil emergency response units, the military, the Norwegian Civil Defence, and major maritime volunteer organizations such as the Norwegian Society for Sea Rescue. Collaboration between actors suffered from the size of the exercise. A smaller exercise, less dependency on predetermined scripts, and more receptivity toward improvisation could improve collaboration. Originality/value The study shows how collaboration fails as an effect of strict agendas and scripts to accomplish an impressive but complex and oversized exercise.

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Popov, Vitaliy, Harm J. A. Biemans, Andrei N. Kuznetsov, and Martin Mulder. "Use of an interculturally enriched collaboration script in computer-supported collaborative learning in higher education." Technology, Pedagogy and Education 23, no. 3 (July 3, 2014): 349–74. http://dx.doi.org/10.1080/1475939x.2014.945474.

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Redvall, Eva Novrup. "Scriptwriting as a creative, collaborative learning process of problem finding and problem solving." MedieKultur: Journal of media and communication research 25, no. 46 (June 19, 2009): 22. http://dx.doi.org/10.7146/mediekultur.v25i46.1342.

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Developing an original idea into a finished feature film script is often a time-consuming and highly collective process. It is also a learning process. Writing a script is about constantly learning more about what one wants to tell and the best way to tell it. This knowledge can, for instance, come from research, conversations with creative collaborators, or improvisations with actors. In current Danish feature filmmaking this exploration of the material often takes place in close collaboration between the director and the scriptwriter (and sometimes also the producer) who together learn more about their initial idea for a film and about the best way to meet the challenge of writing the script. This article analyzes the collaborative process in the idea development and scriptwriting phase between director Annette K. Olesen and scriptwriter Kim Fupz Aakeson based on a qualitative case study of their work in developing an initial idea into the feature film Lille soldat (Danish premiere November 14, 2008), viewing their work as a creative, collaborative learning process of continuous problem finding and problem solving. Drawing on a study of problem finding in art by Mihaly Csikszentmihalyi and Jacob W. Getzels (1976) and theories from the field of Creative Problem Solving (CPS), the article explores the different stages and approaches of Olesen and Aakeson in their writing process and concludes how they go about learning more about their initial idea and why they embark on this problem finding and problem solving quest together. The case study shows how external parameters like institutional acceptance-finding and financing issues influence when to move from one stage in the scriptwriting process to another, and how a major reason for collaborating is having complementary skills that ensure on the one hand not being stuck in the mess- and data-finding stages of understanding an idea for too long, and on the other not moving on to a problem statement and generating ideas too quickly.

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Carolina, Jayanti Elishabet, Gusti Yarmi, and Dorutul Yatimah. "Efforts to Improve Simple Dialogue Writing Skills Through the Guided Writing Activity Strategy (SAMT) in Class IV Students of SDN Malaka Jaya 06 Pagi." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 16, 2021): 288. http://dx.doi.org/10.18415/ijmmu.v8i8.2942.

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The use of the Guided Writing Activity Strategy (SAMT) method in making a simple dialogue script can be applied by the teacher to optimize the ability of students. SAMT method makes the role of the teacher who so far has only been a giver of assignments will switch in the form of collaboration with students. SAMT method in fifth-grade students of SDN Malaka Jaya 06 Pagi East Jakarta is intended to make efforts to improve the quality of learning, especially on simple dialog scriptwriting skills that are expected to affect improving student learning outcomes in writing simple dialog scripts.

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Sorensen, Jarle Lowe, Eric D. Carlström, Leif Inge Magnussen, Tae-eun Kim, Atle Martin Christiansen, and Glenn-Egil Torgersen. "Old dogs, new tricks? A Norwegian study on whether previous collaboration exercise experience impacted participant’s perceived exercise effect." International Journal of Emergency Services 8, no. 2 (August 5, 2019): 122–33. http://dx.doi.org/10.1108/ijes-04-2018-0025.

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Purpose The purpose of this paper is to investigate the perceived effects of a maritime cross-sector collaboration exercise. More specifically, this study aims to examine whether past exercise experience had an impact on the operative exercise participant’s perceived levels of collaboration, learning and usefulness. Design/methodology/approach This was a non-experimental quantitative survey-based study. A quantitative methodology was chosen over qualitative or mixed-methods methodologies as it was considered more suitable for data extraction from larger population groups, and allowed for the measurement and testing of variables using statistical methods and procedures (McCusker and Gunaydin, 2015). Data were collected from a two-day 2017 Norwegian full-scale maritime chemical oil-spill pollution exercise with partners from Norway, Germany, Iceland, Denmark and Sweden. The exercise included international public emergency response organizations and Norwegian non-governmental organizations. The study was approved by the Norwegian Centre for Research Data (ref. 44815) and the exercise planning organization. Data were collected using the collaboration, learning and utility (CLU) scale, which is a validated instrument designed to measure exercise participant’s perceived levels of collaboration, learning and usefulness (Berlin and Carlström, 2015). Findings The perceived focus on collaboration, learning and usefulness changed with the number of previous exercises attended. All CLU dimensions experienced decreases and increases, but while perceived levels of collaboration and utility reached their somewhat modest peaks among those with the most exercise experience, perceived learning was at its highest among those with none or little exercise experience, and at its lowest among those with most. These findings indicated that collaboration exercises in their current form have too little focus on collaborative learning. Research limitations/implications Several limitations of the current study deserve to be mentioned. First, this study was limited in scope as data were collected from a limited number of participants belonging to only one organization and during one exercise. Second, demographical variables such as age and gender were not taken into consideration. Third, limitation in performing a face-to-face data collection may have resulted in missing capturing of cues, verbal and non-verbal signs, which could have resulted in a more accurate screening. Moreover, the measurements were based on the predefined CLU-items, which left room for individual interpretation and, in turn, may cause somewhat lower term validity. As the number of international and national studies on exercise effects is scarce, it is important to increase further knowledge and to learn more about the causes as to why the perceived effects of collaboration exercises are considered somewhat limited. Practical implications Exercise designers may be stimulated to have a stronger emphasis on collaborative learning during exercise planning, hence continuously work to develop scripts and scenarios in a way that leads to continuous participant perceived learning and utility. Social implications Collaboration is established as a Norwegian national emergency preparedness principle. These findings may stimulate politicians and top crisis managers to develop national collaboration exercise script guidelines that emphasize collaborative learning and development. Originality/value This study shows how exercise experience impacted participant’s perceived levels of collaboration, learning and usefulness. Findings indicated that collaboration exercises in their current form have too little focus on collaborative learning.

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Nakayama, Shinnosuke, Vrishin R. Soman, and Maurizio Porfiri. "Musical Collaboration in Rhythmic Improvisation." Entropy 22, no. 2 (February 19, 2020): 233. http://dx.doi.org/10.3390/e22020233.

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Despite our intimate relationship with music in every-day life, we know little about how people create music. A particularly elusive area of study entails the spontaneous collaborative musical creation in the absence of rehearsals or scripts. Toward this aim, we designed an experiment in which pairs of players collaboratively created music in rhythmic improvisation. Rhythmic patterns and collaborative processes were investigated through symbolic-recurrence quantification and information theory, applied to the time series of the sound created by the players. Working with real data on collaborative rhythmic improvisation, we identified features of improvised music and elucidated underlying processes of collaboration. Players preferred certain patterns over others, and their musical experience drove musical collaboration when rhythmic improvisation started. These results unfold prevailing rhythmic features in collaborative music creation while informing the complex dynamics of the underlying processes.

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Strauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (June 29, 2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.

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Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

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Ludvigsen, Sten, Ulrike Cress, Nancy Law, Carolyn P. Rosé, and Gerry Stahl. "Collaboration scripts and scaffolding." International Journal of Computer-Supported Collaborative Learning 11, no. 4 (November 15, 2016): 381–85. http://dx.doi.org/10.1007/s11412-016-9247-1.

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Rutherford, Janice Williams, and Steven E. Shay. "Peopling the Age of Elegance: Reinterpreting Spokane's Campbell House--A Collaboration." Public Historian 26, no. 3 (2004): 27–48. http://dx.doi.org/10.1525/tph.2004.26.3.27.

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In the spring of 2001, Janice Williams Rutherford's graduate public history seminar, "Interpreting History through Material Culture" at Washington State University joined in a collaborative project with the staff at Campbell House, a historic house museum owned by the Northwest Museum of Arts and Culture in Spokane, Washington, and outside museum consultant Margaret Piatt. The students undertook the research required to draft a new interpretive script for the museum and worked with staff and consultant to identify appropriate objects and suggest interpretive dialogue gleaned from the archival research. Steven E. Shay, one of the students from the seminar, continued working with museum staff after the academic semester ended to refine the script for adults and school children. The project was a successful learning experience in the area of academic/public collaboration. This article explores its successes and its limitations.

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Popov, Vitaliy, Harm J. A. Biemans, Dine Brinkman, Andrei N. Kuznetsov, and Martin Mulder. "Facilitation of computer-supported collaborative learning in mixed- versus same-culture dyads: Does a collaboration script help?" Internet and Higher Education 19 (October 2013): 36–48. http://dx.doi.org/10.1016/j.iheduc.2013.08.002.

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Verwaest, Maarten, Luk Overmeire, Erik Mannens, and Cedric Lejeune. "The Case for Electronic Script-Based Collaboration." SMPTE Motion Imaging Journal 123, no. 7 (October 2014): 27–33. http://dx.doi.org/10.5594/j18468.

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Miller, Lindsay. "Collaborative script writing for a digital media project." Writing & Pedagogy 8, no. 1 (February 23, 2016): 215–28. http://dx.doi.org/10.1558/wap.v8i1.27593.

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Hall, Barbara M. "Designing Collaborative Activities to Promote Understanding and Problem-Solving." International Journal of e-Collaboration 10, no. 2 (April 2014): 55–71. http://dx.doi.org/10.4018/ijec.2014040104.

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There are a vast number of studies that examine narrowly focused aspects of collaborative activities. However, rare is the research that synthesizes the findings of these studies and suggests an overall picture of well-designed collaborative activities. Toward this end, this manuscript discusses the characteristics of collaboration related to communication, structure, group composition, and grounding. The design of a collaborative activity should allow for certain types of conversations, feedback, and questions. The structure of a collaborative activity should consider tasks, scripts, and roles. Group size and ability grouping are flexible based on the analyses conducted at the beginning of the design process. The social space should afford grounding by not only allowing for social interaction, but also by stimulating such interaction.

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Kolfschoten, Gwendolyn L., Sandra van der Hulst, Mariëlle den Hengst-Bruggeling, and Gert-Jan de Vreede. "Transferring Collaboration Process Designs to Practitioners." International Journal of e-Collaboration 8, no. 3 (July 2012): 36–55. http://dx.doi.org/10.4018/jec.2012070103.

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Collaboration Engineering (CE) is an approach to design and implement sustained collaboration support for collaborative work practices. A collaboration engineer designs a collaboration process and trains a practitioner to execute it on a recurring basis, without further support from professional facilitators. The CE design should be predictable and transferable for successful reuse by the practitioner. The documentation requirements for a CE design are addressed so it can be effectively transferred to practitioners. This documentation or script should contain precise instructions and interventions that the practitioner should make to guide the group in achieving their goals. To detail the requirements for this design document, the authors analyzed the tasks of a facilitator as a basis to derive the tasks of a practitioner. Cognitive Load Theory was used to derive documentation requirements with respect to the CE process design. The authors validated these requirements in an expert validation session and through two case studies.

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Kollar, Ingo, Frank Fischer, and Friedrich W. Hesse. "Collaboration Scripts – A Conceptual Analysis." Educational Psychology Review 18, no. 2 (October 4, 2006): 159–85. http://dx.doi.org/10.1007/s10648-006-9007-2.

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Kobbe, Lars, Armin Weinberger, Pierre Dillenbourg, Andreas Harrer, Raija Hämäläinen, Päivi Häkkinen, and Frank Fischer. "Specifying computer-supported collaboration scripts." International Journal of Computer-Supported Collaborative Learning 2, no. 2-3 (September 12, 2007): 211–24. http://dx.doi.org/10.1007/s11412-007-9014-4.

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Ertl, Bernhard, Markus Reiserer, and Heinz Mandl. "Fostering Collaborative Learning in Videoconferencing: the influence of content schemes and collaboration scripts on collaboration outcomes and individual learning outcomes." Education, Communication & Information 5, no. 2 (January 2005): 147–66. http://dx.doi.org/10.1080/14636310500185927.

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Wischnowski, Michael W., and Marie Cianca. "A New Script for Working with Parents." Phi Delta Kappan 93, no. 6 (March 2012): 34–37. http://dx.doi.org/10.1177/003172171209300608.

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Tan, Esther, Jacob Gerolf de Weerd, and Slavi Stoyanov. "Supporting interdisciplinary collaborative concept mapping with individual preparation phase." Educational Technology Research and Development 69, no. 2 (February 10, 2021): 607–26. http://dx.doi.org/10.1007/s11423-021-09963-w.

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AbstractConcept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on collaboration scripts to scaffold the collaboration process, this study investigates the effect of an individual preparation phase prior to collaborative work on the epistemic and social processes of knowledge co-construction, as well as the degree of interdisciplinary knowledge integration in collaborative concept mapping. A total of N = 42 third year university students were put into one of the two experimental conditions: with individual preparation phase (WIP) and without individual preparation phase (WOIP). Students worked on a collaborative assignment to integrate interdisciplinary knowledge in collaborative concept mapping. Data for analysis was derived from audio recordings of the collaborative discourse in both experimental conditions. Chi-square test was conducted to investigate if there were significant differences between the effects of WIP and WOIP on the epistemological and social dimension. Findings showed that groups in the WIP condition showed significantly more verification, clarification and positioning statements in the epistemic dimension and also significantly more integration-oriented and conflict-oriented consensus building in the social dimension as compared to groups in the WOIP condition. On the degree of interdisciplinary knowledge integration, independent sample t-tests showed that there was no significant difference for concepts, domains and cross-links between the two experimental conditions. However, there was significant difference in types of cross-links for the CCMs in the WIP condition.

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Polletta, Francesca. "Best Friends Forever: Relationship Schemas, Organizational Forms, and Institutional Change." Organization Theory 3, no. 1 (January 2022): 263178772110725. http://dx.doi.org/10.1177/26317877211072550.

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Scholars have drawn on cultural concepts to demonstrate the capacity of organizational actors to transform existing institutional scripts and invent new ones. When it comes to accounting for the limits on such change, however, scholars have tended to fall back on structural dynamics. I argue that paying attention to the symbolic analogies and oppositions in terms of which institutional schemas have meaning can shed light on the role of cultural constraints alongside creativity in institutional change. In this article, I investigate schemas of personal relationships. By transposing the obligations and expectations of a familiar relationship from one kind of interaction to another—by treating employees like members of a sports team or a research collaborative, for example—organizational actors can bring about new habits of interaction and create new organizational forms. But people’s emotional investment in the integrity of a relationship script may make them unwilling to modify the script when it proves impractical. Shared relationship schemas are thus a source of creativity and constraint. I show that understanding this dialectic accounts for several puzzling features of the diffusion of participatory democratic organizational forms among progressive movements in the late 1960s: notably, that even in the absence of a legitimated model of participatory democracy, activists adopted a similar form of organization, and that, for all their creativity, activists were unable to modify that form to cope with the inequalities it produced.

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Demetriadis, Stavros. "Collaboration scripts to support computational thinking." Future Learning 2, no. 1 (December 16, 2013): 49–54. http://dx.doi.org/10.7564/13-fule16.

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Li, Daowang. "Construction of School-Enterprise Cooperation Practice Teaching System under the Big Data Internet of Things Industry Collaborative Innovation Platform." Computational Intelligence and Neuroscience 2022 (September 15, 2022): 1–11. http://dx.doi.org/10.1155/2022/2072434.

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The school-enterprise cooperation practice teaching system has increasingly become the core of the field of education research on the basis of the Internet and mobile communications. Based on the big data IoT theory and relying on the industrial collaborative innovation platform, this study designs and implements a general service platform for school-enterprise cooperation practice teaching for IoT applications. The platform is divided into two parts: the IoT data transmission part and the Web practice teaching service section. On the Internet of Things big data transmission platform, after the big data processing provided by the intelligent industry collaborative innovation end is completed, it disguises as a web practical teaching service platform built by the Internet of things framework based on B/S architecture. It solves the problem of data transmission on the order of millions. During the simulation process, the platform realizes flexible deployment and automatic integration of online upgrades. The code management script module based on scripts such as SQL, Python, and shell can complete the online platform. The automatic upgrade finally achieves the goals of the platform being easy to maintain, simple to deploy, and flexible in business logic. The experimental results show that starting from the actual situation of a digital intelligent collaborative innovation platform in a university, the practical teaching system designed and implemented adopts the object-oriented development method, and has a three-tier architecture of the collaborative innovation platform. In addition, the functional modularization and standardization reach 88.7% and 79.4%, respectively, effectively improving the performance of the practical teaching system.

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Maras, Steven. "The Film Script as Blueprint: Collaboration and Moral Rights." Media International Australia 93, no. 1 (November 1999): 145–60. http://dx.doi.org/10.1177/1329878x9909300114.

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This article discusses and evaluates the definition of the film script as a blueprint which has come to play a prominent role in organising the relations between different film workers, as well as the ‘conceptual’ and ‘practical’ aspects of production. The article examines the implications of this idea in thinking about the process of production, its planning and execution, and its collaborative dimension. First formulated in a period of centralised ‘scientific management’, the article argues that, despite changes in the production context of film making, the blueprint idea continues to have a key place in narratives about creative control, and the organisation of work and materials. As a way of focusing the issues further, the strategic use of this idea in the context of an Australian Writers' Guild submission on moral rights is explored.

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Lee, Yuan-Hsuan. "Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment." Computers & Education 88 (October 2015): 182–91. http://dx.doi.org/10.1016/j.compedu.2015.05.004.

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Bedore, Lisa M., Anita Méndez Pérez, and Melissa D. White. "Collaborative Script-Based Experiences for Bilingual Speech–Language Pathology Trainees." Topics in Language Disorders 28, no. 3 (July 2008): 259–73. http://dx.doi.org/10.1097/01.tld.0000333600.30468.c8.

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Baranowski, Mikołaj, Adam Belloum, Marian Bubak, and Maciej Malawski. "Constructing Workflows from Script Applications." Scientific Programming 20, no. 4 (2012): 359–77. http://dx.doi.org/10.1155/2012/683634.

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For programming and executing complex applications on grid infrastructures, scientific workflows have been proposed as convenient high-level alternative to solutions based on general-purpose programming languages, APIs and scripts. GridSpace is a collaborative programming and execution environment, which is based on a scripting approach and it extends Ruby language with a high-level API for invoking operations on remote resources. In this paper we describe a tool which enables to convert the GridSpace application source code into a workflow representation which, in turn, may be used for scheduling, provenance, or visualization. We describe how we addressed the issues of analyzing Ruby source code, resolving variable and method dependencies, as well as building workflow representation. The solutions to these problems have been developed and they were evaluated by testing them on complex grid application workflows such as CyberShake, Epigenomics and Montage. Evaluation is enriched by representing typical workflow control flow patterns.

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Hayashi, Yugo. "Gaze awareness and metacognitive suggestions by a pedagogical conversational agent: an experimental investigation on interventions to support collaborative learning process and performance." International Journal of Computer-Supported Collaborative Learning 15, no. 4 (December 2020): 469–98. http://dx.doi.org/10.1007/s11412-020-09333-3.

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AbstractResearch on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

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Kajamaa, Anu, and Päivikki Lahtinen. "Carnivalization as a new mode of collaboration." Journal of Workplace Learning 28, no. 4 (May 9, 2016): 188–205. http://dx.doi.org/10.1108/jwl-11-2015-0084.

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Purpose The purpose of this paper is to develop a conceptual model of carnivalization. The paper aims to widen the understanding of client initiated attempts to break away from a conflict of motives between conventional models and new ways of acting in service provision. Carnivalization emerges when the standard script falls apart and the actors start to construct unexpected meanings for the activity and create innovative solutions for the conflict of motives, which leads to new mode of collaboration. Design/methodology/approach The study analyzed the key features and significance of carnivalization in home care service encounters. The theoretical–methodological framework of the study draws on Bakhtin’s dialogical theorizing and cultural–historical activity theory. The analysis traces the processual movement from standard script toward carnivalization. Findings The key features of carnivalization involve conflict of motives between the actors, client initiatives, multiple chronotopes, artifact and role mediation, different modes of collaboration and the intertwinement of seemingly disconnected objects of collaboration. The findings indicate that carnivalization can enhance a new type of client–service provider collaboration. It can become an especially significant mode of collaboration for transforming an activity in which a historically established, stabilized script dominates the interaction. This paper suggests that the carnivalization type of collaboration should be deliberately fostered via organizational interventions to develop client-centered services. Originality/value As a consequence of the study, a new conceptual model is proposed for the analysis and promotion of carnivalization that can be applied in different organizational contexts.

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Wells, Paul. "‘Surely I should get a script credit, shouldn’t I?’ Creative, consultative and collaborative script development: The Oil Kid." Journal of Screenwriting 8, no. 3 (September 1, 2017): 303–17. http://dx.doi.org/10.1386/josc.8.3.303_1.

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Weinberger, Armin. "Principles of Transactive Computer-Supported Collaboration Scripts." Nordic Journal of Digital Literacy 6, no. 03 (August 3, 2011): 189–202. http://dx.doi.org/10.18261/issn1891-943x-2011-03-06.

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Toves, Jenny, Roman Tashlitskyy, and Lana Soglasnova. "The Ukrainian Kyrylytsia, Restored: An Automation Project for Adding the Cyrillic Fields to Ukrainian Records in OCLC WorldCat." East/West: Journal of Ukrainian Studies 8, no. 2 (October 18, 2021): 307–20. http://dx.doi.org/10.21226/ewjus626.

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This report from the field concerns a collaborative project which resulted in successfully adding the Cyrillic fields to about 30,000 Ukrainian bibliographic records in OCLC WorldCat, the world’s largest online catalogue. Historically, the Ukrainian records in English-speaking libraries were only provided in transliteration according to the Library of Congress Romanization Table. However, the current standards also require the original script, such as the Ukrainian Kyrylytsia. While automating the Cyrillicization of Ukrainian legacy records is theoretically straightforward, in practice it faced more than one challenge, from poor quality of transliteration to the historical changes in Ukrainian orthography. The report presents the OCLC Ukrainian Cyrillicization project and discusses the steps in its implementation as an example of a successful collaboration in the areas of bibliographic automation, Ukrainian philology and culture, Slavic cataloguing, and linguistics.

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Riley, Ruth, Johanna Spiers, and Viv Gordon. "PreScribed (A Life Written for Me): A Theatrical Qualitative Research-Based Performance Script Informed by General Practitioners’ Experiences of Emotional Distress." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199918. http://dx.doi.org/10.1177/1609406921999188.

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This paper includes the script from a research-informed, theater-based production titled PreScribed (A Life Written for Me), which depicts the life of a distressed General Practitioner (GP) who is on the verge of breaking down and burning out. The authors provide context for the collaboration between artist and researchers and report on the creative methodological process involved in the co-production of the script, where research findings were imaginatively transformed into live theater. The researchers provide their reflections on the process and value of artistic collaboration and use of theater to disseminate research findings about emotions to wider audiences. It is concluded that qualitative researchers and artists can collaborate to co-create resonant and powerful pieces of work which communicate the emotions and experiences of research participants in ways that traditional academic dissemination methods cannot. The authors hope that sharing their experiences and this script as well as their reflections on the benefits of this approach may encourage researchers and artists to engage in this type of methodological collaboration in the future.

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Papadopoulos, P. M., S. N. Demetriadis, and A. Weinberger. "‘Make it explicit!’: Improving collaboration through increase of script coercion." Journal of Computer Assisted Learning 29, no. 4 (July 1, 2013): 383–98. http://dx.doi.org/10.1111/jcal.12014.

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Fischer, Frank, Ingo Kollar, Karsten Stegmann, and Christof Wecker. "Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning." Educational Psychologist 48, no. 1 (January 2013): 56–66. http://dx.doi.org/10.1080/00461520.2012.748005.

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Joyce, Barbara L., Eric Scher, Timothy Steenbergh, and Mary J. Voutt-Goos. "Development of an Institutional Resident Curriculum in Communication Skills." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 524–28. http://dx.doi.org/10.4300/jgme-d-10-00233.1.

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Abstract Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N = 145) and faculty (N = 30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions may wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives.

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Journal articles on the topic 'Script collaborativi'

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