Dissertations / Theses on the topic 'Situation de collaboration capacitante'

L’implémentation des dernières technologies émergentes, notamment en milieu industriel, est l’occasion d’une reconception des situations de travail. Le « facteur humain » et sa prise en compte englobent des aspects très différents dans la littérature scientifique et dans le discours des industriels. Afin de remettre le déploiement des capacités d’action de l’opérateur au centre de la situation de travail, nous défendons une proposition théorique autour de la situation de collaboration capacitante (ECS, pour Enabling Collaborative Situation). L’ECS est composée de 3 critères : l’apprentissage d’une nouvelle manière de faire plus performante et le maintien de cet apprentissage ; l’accroissement des possibilités et des manières de faire ; l’ajustement des attributs du couple (humain-machine) en fonction de l’évolution des situations dans le temps. Afin d’analyser le potentiel d’une ECS, nous avons mis en place 3 études complémentaires. La première est une étude de cas multiples dont l’objectif était de situer la prise en compte de l’humain dans les processus d’implémentation de dispositifs technologiques émergents (implémentation d’un robot collaboratif sur une ligne de production, d’un dispositif de réalité augmentée auprès de techniciens de maintenance et d’exosquelettes auprès de sylviculteurs). Cette étude nous montre que les critères de l’ECS ne sont pas toujours pris « spontanément » en compte. Notre seconde étude consistait à accompagner, longitudinalement, des étudiants-concepteurs afin de mesurer s’ils sont sensibles aux critères de l’ECS et comment cela se traduit dans leurs propositions d’amélioration d’un poste de travail assisté d’un robot collaboratif. Cet accompagnement nous montre qu’ils peuvent tenir compte des critères de l’ECS de manière satisfaisante pour orienter leur projet, bien que les résultats soient certaines fois hétérogènes. Enfin, notre troisième étude consistait en une expérimentation simulant l’activité de techniciens de maintenance assistés de lunettes de réalité augmentée dans une situation de travail où nous faisions varier l’intensité de l’ECS. Nous avons pu constater qu’avec une « forte » ECS, les participants percevaient bien les améliorations mais qu’ils n’en ressentaient pas les avantages. La dernière partie de ce travail de thèse consiste à discuter de ces différents résultats, notamment autour du rapport entre l’ECS, les technologies émergentes et les formes d’interaction entre l’humain et la technologie mais aussi autour de l’ECS (et la conduite du changement associée) en tant que proposition théorique. Enfin, nous abordons les limites, apports et perspectives de l’ECS et des modalités de sa transmission. Les trois études qui composent ce parcours doctoral sont un premier pas vers une meilleure compréhension de l’ECS. L'ECS apparaît comme une alternative de support crédible et bénéfique pour l’évaluation des situations de travail et un repère exigeant permettant de guider la conception de nouveaux postes de travail favorables à des situations de collaboration humain-technologie dans lesquels l’opérateur peut s’approprier la technologie émergente et déployer son activité
The implementation of the latest emerging technologies, particularly in the industrial environment, is an opportunity to redesign work situations. The "human factor" and its consideration encompass very different aspects in the scientific literature and in the discourse of industrialists. In order to put the deployment of the operator's capacities of action back at the center of the work situation, we defend a theoretical proposal around the Enabling Collaborative Situation (ECS). The ECS is composed of 3 criteria: the learning of a new and more efficient way of doing things and the maintenance of this learning; the increase of the possibilities and ways of doing things; the adjustment of the couple (human-machine attributes) according to the evolution of the situations over time. In order to analyze the potential of an ECS, we set up 3 complementary studies. The first one is a multiple case study whose objective was to situate the consideration of the human in the implementation processes of emerging technological devices (implementation of a collaborative robot on a production line, of an augmented reality device with maintenance technicians and of exoskeletons with foresters). This study shows us that ECS criteria are not always taken into account "spontaneously". Our second study consisted in accompanying, longitudinally, student-designers in order to measure if they are sensitive to the ECS criteria and how this translates into their proposals for improving a workstation assisted by a collaborative robot. This accompaniment shows us that they can take into account the ECS criteria in a satisfactory way to orient their project, although the results are sometimes heterogeneous. Finally, our third study consisted in an experiment simulating the activity of maintenance technicians assisted by augmented reality glasses in a work situation where we varied the intensity of the ECS. We were able to observe that with a "strong" ECS, the participants well perceived the improvements but did not feel the benefits. The last part of this work consists in discussing these different results, in particular around the relationship between ECS, emerging technologies and the forms of interaction between humans and technology, but also around ECS (and the associated change management) as a theoretical proposition. Finally, we address the limits, contributions and perspectives of an ECS and the modalities of its transmission. The three studies that make up this work are a first step towards a better understanding of an ECS. The ECS appears as a credible and useful support alternative for the evaluation of work situations and a demanding benchmark to guide the design of new workstations favorable to human-technology collaboration situations in which the operator can appropriate the emerging technology and deploy his activity

La scolarisation des élèves en situation de handicap sur le plan cognitif, désignés comme handicapés mentaux, connaît en France une forte expansion depuis la loi du 11 février 2005. Le paradigme inclusif, encadré par une législation européenne et internationale, y contribue largement, tout comme l’influence des disability studies. Assurant un accompagnement pédagogique à l’inclusion des élèves dans les classes ordinaires, l’Unité Localisée pour l’Inclusion Scolaire est un dispositif dont les modalités d’organisation, particulièrement en second degré, varient selon les contextes académiques. Si l’inclusion se développe significativement au collège, la présence de ces élèves au lycée professionnel date seulement d’une dizaine d’années et se confronte à des résistances créant des effets de liminalité. À travers un recueil de données ethnographiques (observations, documents de terrain) et l’analyse d’entretiens semi-directifs de type compréhensif réalisés auprès de trente-six élèves et d’une trentaine de professionnels de l’école (coordonnateurs, enseignants, COP, responsables institutionnels), nous analysons les processus en œuvre dans les procédures d’orientation scolaire des élèves du second degré bénéficiant du cadre de l’ULIS. Fondées sur la mise en place du Parcours Avenir, ces pratiques empruntent de nouvelles voies pour des élèves dont l’orientation a été, jusque récemment, majoritairement tournée vers la filière médico-sociale. Notre analyse s’attache à montrer comment l’ULIS peut, dans certaines conditions, fournir les bases d’un environnement socialisant et capacitant afin d’ouvrir des perspectives de formation aux élèves en situation de handicap cognitif
In France, the education of students with cognitive disorders, labelled as mentally disabled, has been growing since the act of the 11 of February 2005. The inclusion paradigm that is ruled by law at the European and international levels, has greatly influenced this development as well as the disability studies. The ULIS, provide some pedagogical support to include Special Education Needs students into mainstream classrooms. The organization of such a device varies according to context and education areas. If inclusion has significantly increased in lower secondary schools, the attendance of students with cognitive disabilities in vocational schools has started only ten years ago and the process faces liminality challenges. Thanks to the collection of ethnographic data based on observation and documents analysis as well as the completion of semi-directive face-to-face interviews conducted with 36 students and 30 educational professionals (coordinators, teachers, orientation counsellors, management staff), we set out to analyse the undergoing process for the orientation practices of ULIS students in secondary education. Based on the implementation of the Parcours Avenir project, these guidance practices open up new perspectives for these students whose orientation has been mainly guided by socio-therapeutic approaches. We show how the ULIS device, under specific conditions, can offer the basis for a socializing and empowering environment that contributes to open up new training perspectives to students with cognitive disabilities

Etre membre d'un réseau offre à l'entreprise un lieu, un espace d'échanges et de progression. C'est un moyen de valoriser ses savoir-faire et se différencier de ses concurrents. Une collaboration efficace mise en place entre les entreprises est avant tout fondée sur la confiance mutuelle. Selon les termes contractualisés du partenariat, les bénéfices voire les risques peuvent alors être partagés aboutissant à une relation gagnant-gagnant. Si au contraire les parties prenantes n'ont pas pris toute la mesure des conséquences de ces collaborations, elles peuvent se trouver dans des situations peu confortables mettant en danger la survie même des plus dépendantes d'entre elles. L'analyse du déséquilibre et des pouvoirs relatifs des partenaires au sein d'un réseau est une clé méthodologique pertinente pour comprendre le comportement de chaque membre et son influence sur le fonctionnement global. Un acteur puissant peut imposer des conditions défavorables à ses fournisseurs ou clients. Si une entreprise sur-estime ou sous-estime son pouvoir, elle pourrait affecter sa capacité de négociation avec le fournisseur ou le client. Dans ce contexte, la contribution majeure visée par nos travaux est l'élaboration d'une étude fondamentale mais surtout pratique sur le concept du pouvoir. Ainsi, nous proposons un cadre d'analyse et une boîte à outils permettant à une entreprise de comprendre le réseau d'influences l'englobant afin de réduire au maximum les impacts négatifs d'un déséquilibre des pouvoirs. Nous mettons au point une méthode d'analyse situationnelle conçue pour aider les gestionnaires à analyser les situations de collaboration lesquelles les acteurs seront impliqués, et à prédire leurs stratégies et tactiques plausibles. Nous proposons également une étude pour évaluer et comparer le pouvoir relatif entre deux acteurs sur la base de la dépendance. Une validation de nos résultats sur pouvoir a été réalisée via des interviews dans quatre entreprises du secteur higt tech au Maroc. Les résultats de nos recherches permettent d'apporter une contribution à la connaissance des enjeux théoriques et empiriques du Pouvoir
Being a menber of a network offers the company a place, s space for exchange and progression. This is a way to develop its expertise and distinguish it from other competitors. Effective collaboration established betqeen companies is primarily based on mutual trust. under the terms of the partnership contracted, benefits or risks can therefore be shared, which results in a xin-win relationship. on the contrary, unless the stakeholders have taken into account the powerful effects of these collaborations, thez may find themselves in uncomfortable situation. The analysis of the imbalance of powers of the partners in a network is a pertinent methodological key to understanding the behavior of each member and its influence on the global functioning of network. A powerful actor may impose unfavorable contions to its suppliers, or even customers Il a company overestimates or underestimates its power, il could affact its ability to negotiate with the supplier or the customer. In this context, our xork intends mainly to contribute to the development of a basic study of power. We propose an anlysis framework allowing a company to understand the power in order to reduce the negative impact of power imbalance. Additionally, we develop a situational analysis method with a vezwq to assisting managers in collaborative situations to predict their plausible strategies and tactics. We also provide a method to evaluate the relative power between two actors on the basis of dependency. Validation of our results research on power comes from interviews conductef in four high tech sector companies in Morocco. Thus, the results of our research aim to contribute to the understanding of the theoretical and empirical issues of power

Des études ont montré que la présence d'illustrations dans des documents multimédias n'amélioraient pas toujours l'apprentissage car elles peuvent faire l'objet d'un traitement superficiel. Demander aux apprenants de générer des schémas pourrait les engager dans un traitement plus actif du document. Toutefois, les effets de la génération de schémas apparaissent mitigés et dépendent du niveau de support fourni pendant l'activité. Pour mieux comprendre les conditions d'efficacité de cette activité sur l'apprentissage de collégiens, deux démarches complémentaires ont été adoptées. Dans un premier temps, une démarche de co-conception d'une application de génération de schémas sur tablette a été mise en place. La seconde démarche était basée sur une méthode expérimentale et avait pour objectif d'étudier les effets de la génération de schémas sur l'apprentissage de notions scientifiques chez des élèves de cinquième. Deux premières études ont testé les effets de la génération de schémas et de sa facilitation par des guidages (fournir aux élèves une illustration pendant l'activité générative ou mettre en saillance les éléments à générer). Les résultats n'ont pas mis en évidence d'effets bénéfiques de la génération de schémas sur l'apprentissage, qu'elle soit guidée ou non. La troisième étude visait à examiner les effets d'un travail collaboratif entre élèves lors de la génération de schémas, et montre qu'il n'a pas amélioré leur apprentissage par rapport à un travail individuel. Ces résultats suggèrent qu'il faut étudier d'autres types de supports de la génération de schémas pour améliorer l'apprentissage des élèves
Studies have shown that the presence of illustrations in multimedia documents does not always improve learning because they can be processed superficially. Learner-generated drawing could engage them in more active processing of the document. However, the effects of learner-generated drawing appear to be mixed and depend on the level of support provided during the activity. To better understand the effectiveness conditions of this activity on learning of secondary school students, two complementary approaches were adopted. The first approach was to co-design a learner-generated drawing application on tablet. The second approach was based on an experimental method and aimed to study the effects of learner-generated drawing on scientific concepts learning in fifth grade students. Two studies tested the effects of learner-generated drawing and of its facilitation through guidance (providing students with an illustration during the generative activity or highlighting the elements to be generated). They did not demonstrate any beneficial effects of the activity on learning, whether guided or not. The third study examined the effects of students working collaboratively in learner-generated drawing, and found that it did not improve their learning compared to working individually. These results suggest that other types of support for learner-generated drawing need to be investigated to obtain real benefits of this activity on students'learning

Cette recherche a pour objet d'expliciter le marketing de projet dans ses environnements et sa complexité, de mieux comprendre les phénomènes liés à cette activité et, en particulier, les actions propices au processus de marketing de projet, et à son développement au sein du secteur de Business to Business.
Six variables - actions déterminantes dans l'avancée du processus de marketing de projet sont mises en avant, ainsi que les ressources internes et externes à mobiliser en fonction des quatre phases de marketing de projet : le marketing hors projet, le marketing en amont du projet, le marketing dans le projet et le marketing hors projet du prochain projet.
Une modélisation du processus de marketing de projet est proposée, qui non seulement permet d'en circonscrire la signification et la valeur, mais aussi en suscite l'opérationnalité.
Le travail mené ici est de type exploratoire. Il est en particulier basé sur l'analyse de trois cas d'entreprises, et est caractérisé par une construction progressive et itérative, avec de constants allers et retours entre l'empirique et le théorique.

La présence des congénères constitue l’élément de base du contexte social, dont la psychologie sociale expérimentale tente depuis un siècle de comprendre les influences (positives et négatives) et autres mécanismes sous-jacents. Chez l’homme, ces influences repérables sur la cognition dépendent souvent de la capacité évaluative de la personne présente. À l’interface de la psychologie sociale, de la psychologie cognitive et des neurosciences intégratives, notre thèse est que la présence évaluative d’autrui (la présence de l’expérimentateur) affaiblit de manière transitoire le contrôle exécutif, avec une double influence : néfaste dans les activités complexes impliquant un conflit de réponses, et bénéfique dans les activités dont la réussite n’implique que l’émission de réponses automatiques. Nos résultats (quatre études) soutiennent la thèse défendue à partir du couplage de la tâche de Simon (permettant une mesure du contrôle exécutif) ou de son adaptation récente en version partagée (présence d’un coacteur) avec des enregistrements électromyographiques. Ces résultats confortent ainsi notre approche intégrative des influences attachées à la présence d’autrui, dont les implications pratiques sont fortes s’agissant notamment de l’étude des processus cognitifs en laboratoire
The presence of conspecifics is the basic element of the social context, whose experimental social psychology has been trying for a century to understand the influences (positive and negative) and underlying mechanisms. In humans, these influences on cognition often depend on the evaluative capacity of the person present. At the interface of social psychology, cognitive psychology, and integrative neuroscience, our thesis is that the presence of evaluative others (experimenter presence) temporarily weakens executive control, with a negative influence in complex activities involving response conflict, and a beneficial influence in activities requiring only the emission of automatic responses to succeed. Our results (four studies) support our thesis based on the coupling of the Simon task (measuring executive control) or its recent adaptation (shared version implying the presence of a coactor) with electromyographic recordings. Our findings confirm our integrative approach of social presence effects, whose practical implications are strong, particularly with regard to the study of cognitive processes in the laboratory

La réponse aux situations de crise routière hivernale est gérée en France au niveau zonal par les Centres Régionaux d'Information et de Coordination Routière (CRICR). Le pilotage de ces crises est réalisé à une échelle multi départementale et fait intervenir de multiples parties prenantes (gestionnaires routiers, préfectures, forces de l'ordre...). La coordination de ces acteurs hétérogènes apparaît donc comme indispensable pour assurer une réponse efficace à la situation de crise. C'est le rôle de la cellule de crise, de garantir cette coordination afin de permettre une bonne exécution de la réponse. C'est surtout son rôle d'assurer la qualité de la réponse quelque soient les aléas et les perturbations rencontrées. Malheureusement, force est de constater que les acteurs en présence ne disposent pas des outils adéquats pour atteindre ces objectifs. Les présents travaux de thèse ambitionnent d'améliorer cette situation par la mise en place d'un système d'information de médiation agile. Celui-ci repose sur la constitution d'une base de connaissances (ontologie), alimentée à partir de la collecte de données issues de systèmes d'information hétérogènes, pour permettre la définition tactique d'une solution adaptée de réponse allant jusqu'à la formalisation des processus collaboratifs à mettre en œuvre. La réalisation de la collaboration s'assoit alors sur une orchestration informatique de ces processus. Dans notre proposition, la détection "à chaud" de problèmes et les recommandations d'adaptation générées soutiennent le pilotage « réactif » de la réponse dans un environnement complexe et particulièrement instable. Cette fonctionnalité est complétée par un système capable de détecter a priori les problèmes, en établissant une projection de la situation courante (crise et réponse) à partir des éléments dont la cellule de crise dispose. Cette projection donne lieu à une évaluation de la situation future et contribue à la conception d'une nouvelle réponse. Ces mécanismes permettent un pilotage « anticipatif » de la gestion de crise. Les résultats de cette thèse ont été principalement développés et validés dans le cadre du projet PREDIT SIM-PeTra sur l'amélioration de la coordination dans la gestion des crises par la mise en place d'un Système d'Information de Médiation dans le cadre de Perturbations dans les Transports
In France, the response to winter road emergencies are managed by Regional Centres for Information and Road Coordination (CRICR). The management of these crises is performed at a multi county level and involves multiple stakeholders (road operator, local representative of national authority, police…). Therefore, the coordination of such heterogeneous actors must be assumed by the crisis cell to ensure an effective response. The crisis cell has also to provide a good response facing hazards and disturbances encountered. Unfortunately, it is clear that the involved actors do not have a relevant and adequate set of ICT tools to achieve these goals. This thesis aims at improving this situation by setting up an agile mediation information system. This is based on the creation of a knowledge base (structured as an ontology), fed from the gathering of data from all the available heterogeneous information systems, to enable the tactical definition of a suitable response. The final goal is to formalize this response as collaborative processes to implement and to orchestrate through a computer system. In our proposal, detecting "hot" issues (such as disruptions or unexpected events) and making recommended adaptation support the "reactive" control of the response in a complex and highly unstable environment. This feature is completed by a system able to detect a priori problems, by establishing a projection of the current situation (crisis response), based on the collected forecasts owned by the crisis manager (traffic, weather, etc.). This projection leads to an assessment of the future situation and contributes to the design of a new response. This mechanism allows a " proactive " oversight of crisis management. The results of this PhD have mainly been developed and validated in the SIM Petra project (funded by PREDIT) regarding the establishment of a Mediation Information System to improve the coordination of the management of crisis concerning disruptions in transport

The Effect of a Quality Improvement Initiative on Reducing Hospital Transfers of Nursing Home Residents by Denise Eileen Jarboe MSN, Walden University, 2010 BS, University of Maryland, 1981 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University February 2015 Nursing homes (NH) in the 21st century provide skilled healthcare services for resident populations who are older, frailer, and often suffering from multiple incurable chronic medical conditions. Nurses practicing in this setting must be keen observers and effective communicators with the ability to recognize and report subtle changes in health status that may lead to an avoidable or unnecessary hospital transfer. The purpose of this DNP project was to evaluate the impact of a quality assurance performance improvement (QAPI) initiative implementing the INTERACTTM (interventions to reduce acute care transfers) SBAR (situation, background, assessment/appearance, recommendation) communication tool in a skilled NH setting. The Synergy Model, which posits that optimal patient outcomes are possible when nurse competency is matched or synergized with patient care needs, provided the conceptual framework for this project. To evaluate the effect of the program, resident hospital transfer events groups before and after SBAR utilization (n = 295) were analyzed using a dependent t test to determine if significant differences existed in the groups in overall number of transfers, clinical condition categories, and those leading to an inpatient hospitalization. Although analysis of the data did not demonstrate significant decreases in resident transfer events, the results did provide valuable baseline information for future studies. This project contributed to social change by evaluating communication among care providers in a skilled NH setting, establishing baseline information and identifying the need for future projects. This information is vital for determining which resident transfers to the hospital are avoidable and for developing future programs addressing this practice issue.

Recent years have brought the private and non-profit sectors closer together in terms of cross-sectional collaborations. As businesses have become more involved in communities, initiatives such as employee volunteering (EV)—where employees are encouraged to volunteer by their employers—are becoming more popular and are receiving more scholarly attention. However, the question still remains as to whether the main reasons behind cooperation are related to strategy: does interaction and communication in EV mirror a more ideal- or strategic approach? As EV programmes (EVPs) bring together actors with different world-views and perspectives, much can be learned from studying their interaction. The present study examined the nature of communication in EV and whether this communication reflects a strategic (based on self-interest) or ideal (corresponding to Habermas’s ideal speech situation and stakeholder dialogue) approach. In addition, the study looked at factors that, according to participants, facilitate improved communication and understanding in EV. The findings indicate that communication in EVPs largely reflected the strategic approach. However, the ideal approach is still apparent in some situations and can successfully be used given the right conditions--for example, in situations of long-term collaboration with increased experience when participants invest time, resources and motivation in building relationships. Time and honesty was also important factors. However, a range of barriers made collaboration more difficult. Pursuit of strategic short-term solutions and shortage of resources and time may hinder important dialogue and understanding.

Studiens syfte är tvåfaldigt. Dels är syftet att undersöka hur organisationers förståelse (i meningen deras lägesbild och situationsförståelse) och handlande tycks förhålla sig sinsemellan. Dels är syftet att undersöka hur organisatoriska skillnader tycks påverka förståelsen (återigen i meningen deras lägesbild och situationsförståelse). I båda fallen inom sammanhanget av samhällelig krishantering. Studiens forskningsfrågor besvaras genom en kombination av kvalitativa metoder. Det empiriska materialet utgörs av intervjuer med personal inom somliga av de räddningstjänster som inblandades i hanteringen av en omfattande skogsbrand på Gotland, våren 2016.

Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.

碩士
國立中央大學
資訊管理研究所
100
Collaboration is the interaction process within people or groups to complete a task. With the advent of the web2.0 era, people pay more and more attention to the idea of collaboration. According to the IBM 2006 Global CEO survey, 75% of respondents would consider the collaboration as a very important part of innovation. In addition, the globalization and the increasing size of companies have made decision-making even more complex to the managers. As a result, the tasks are often done by inter-departments work, rather than a person or one department. Some studies show that 90% of the reports completed by CEOs are the outputs of team work. Facing the increasingly competitive environment, how to lead various sectors in a company to complete the decision tasks efficiently is an imperative issue. The collaboration of groups helps companies by sharing the information and strengthening the process of decision-making, thus achieve the goal more effectively. In response to the importance of collaboration nowadays, lots of tools for collaboration begin to appear on the Internet. Wiki, for example, is one of the platforms of collaboration. In order to understand the effect of inter-departmental collaboration on Wiki, this study simulated an inter-departmental situation, using laboratory experimental method, and conducted the collaborative research by pretest-posttest peering in groups design. The purpose is to explore the impact of collaborative effectiveness (productivity, decision quality, satisfaction) in the inter-departmental situation with different tasks (intellectual tasks, preference tasks) and different collaborative ways (Wiki, Non-Wiki). The research shows that: in the context of different tasks using Wiki collaboration, the productivity, decision quality and satisfaction are significantly higher than using the traditional collaborative way. This study can be a reference to extend Wiki within an organization or across organizations as a collaborative tool and to enhance the development of Wiki, thus improve the efficiency and effectiveness in decision making.

碩士
國立中正大學
資訊管理學系
92
The medium or small business of traditional manufacture industry in Taiwan mostly feared the computerized process. It’s mainly because smaller size company can’t afford the huge cost of computerized process, including the costs of human resources, equipments, and systems. When the company size was small, the information delivery and collaboration depended on the interaction of people. However, when the company became growing up, the collaboration did has some problems. The interactions between workers reduced, and the clear labor division made each department do less co-works but self- assistant. When the company size grows, it’s necessary to develop computerized process in order to raise the ability of competition. But when it transfers to computerized working process, most companies tend to use the original process without any change. Some unnecessary information in traditional working process increase variation and risk and the computerized results failed. So, the working process of companies must be adjusted if they want to save time and pursue the success of computerization. The face- to- face communications for works have to transfer to computerized ways. It also has to reduce the items of checking, managing and tracing works by people. This study uses a case of T Company. The original documented, handmade working process of developing new products has been adjusted and reduced unnecessary works through employing the PLM system. The system manages the working process of collaboration and shares the information of each department. The prior information technology for developing new products only used the shared folder and e-mail of LAN to speed the information delivery. That can make simple collaboration but manmade process still makes some mistakes when heavy duty comes. So it’s necessary to use information system when the company grows to certain size of threshold. The T Company raises the ability of competition by developing new products and gets profits from advancing the time on market. However, the high- speed extension of company generates some communicated problems between departments. This study examines the related process for developing new products, such as the processes of cost estimated and valuation, new products design, sample trial, quantized manufacturing, products transportation and services. The PLM system is expected to improve the above problems. The active research is employed in the changing process. The previous documented process is changed to computerized process of PLM system and the logic thoughts and behavior model of existing human resources are gradually changed. This study find that the PLM system excludes some disturbs by people after the process adjusted. However, some problems generated at the same time, for example, the required quality of human resources raised also. A worker in any department has to know the whole process and understand the role he plays so that it can reduce unnecessary communications and cumulate the shared information soon. Hence, the human resources, systems and organizations have to adjust any way. After the process changed, the managements of development process and information have proceeded through PLM system. This study suggests that T Company still has to co-work with each related companies in the supply chain. The process improvement of T Company is a start of success; each company in the supply chain still has to improve the computerized process so that the mechanism will be obviously improved.

碩士
國立政治大學
輔導與諮商碩士學位學程
106
Since Student Guidance and Counseling Bill was enacted in 2014, the collaboration between school psychologists and school counselors is becoming more and more prevailing. However, does the current collaboration with the school counselor meet the expectation of the school psychologist? This paper is aim to investigate collaboration situation and belief, and the differences between the two, from a perspective of school psychologists. A total of 125 school psychologists who work in the Student Counseling Center participated in the study. First, this paper developed “Collaboration Situation between School Psychologist and School Counselor Scale, CSS” and “Collaboration Belief between School Psychologist and School Counselor Scale, CBS”, and examined the reliability and validity of the two scales by confirmatory factor analysis (CFA). After that, this study used statistical methods such as descriptive statistics, one-way analysis of variance (One-way ANOVA), and independent sample t-test to understand the collaboration between school psychologists and school counselors. At last, this study used statistical methods such as paired sample t-test and one-way analysis of variance (One-way ANOVA) to explore the differences in collaboration between school psychologists from different backgrounds. The main findings of this study were as follows: 1.The reliability and validity of CSS and CBS are supported. 2.Collaboration Situation: The level of collaboration situation between school psychologists and school counselors is middle-high. Comparing the differences between the three aspects, the average score of the profession aspect is significantly higher than the system aspect, and the average score of the system aspect is significantly higher than the relationship aspect. 3.Collaboration Belief: The level of collaboration belief between school psychologists and school counselors is high. Comparing the differences between the three aspects, the average score of the profession aspect is significantly higher than the system aspect, and the average score of the system aspect is significantly higher than the relationship aspect. 4.Comparison between Collaboration Situation and Collaboration belief: The collaboration belief between school psychologists and school counselors is significantly higher than the collaboration situation at the profession aspect and the system aspect. 5.The differences in collaboration between School Psychologists from different backgrounds: (1)Gender: Regardless of CSS or CBS, the school psychologists did not reach significant differences under different genders. (2)Age: The average scores of "31-35 years old" and "36-40 years old" are significantly higher than those of "under 30" at the profession aspect, relationship aspect, and the total CSS scale. (3)Year of practice: At the profession aspect, the average scores of "4-6 years" and "7-9 years" are significantly higher than "1 year and below" and "1-3 years". At the relationship aspect, the average score of "4-6 years" is significantly higher than "1-3 years". At the total CSS scale, the average scores of "4-6 years" and "7-9 years" are significantly higher than "1-3 years." Based on the above findings, the researchers proposed suggestions for practical sites for school psychologists and school counselors, educational development and career planning of school psychologists, and future related research as a reference.

碩士
淡江大學
教育科技學系
88
Amount of studies on the reforms in teacher education have suggested that building close linkages between teacher education institutions and schools is very essential for the success of teacher education program. Since the deregulation of teacher education in 1994, most universities in Taiwan have participated in teacher preparation. According to the “Teacher Education Act”, teacher education institutions have to provide services to schools, such as in-service training and school improvement consultation. In return, schools have to provide field experiences for the student teachers. However, the true need of both parties has not been identified. The real educational partnership has not been established either. In addition to discuss the purposes, essences and approaches of building educational partnership between teacher education institutions and schools, this research tried to convey the current situation, problems and needs between the teacher education institutions and schools in order to facilitate the reciprocal educational partnership for the both sides. There were 321 valid respondent questionnaires out of 513, with 62.6% rate of return. The result showed that the frequency of educational collaboration between universities/schools is very low, and the ten essential items of educational collaboration were identified : 1.The teacher education institutions should create web site with learning resources (e.g. syllabi, measurement, instructional units) for school teachers. 2.The teacher education institutions should provide undergraduate or graduate courses for school teachers. 3.Schools should provide pre-service teachers with practical instructional methods for the subject teaching. 4.The teacher education institutions should help school teachers in in-service training. 5.The teacher education institutions should provide consultation in curriculum and instruction for school teachers. 6.The teacher education institutions and schools should collaborate to develop the standards and criteria for assessing instructional quality. 7.The teacher education institutions and schools should collaborate to plan the in-service training courses for school teachers. 8.The teacher education institutions and schools should collaborate to implement the supervision of field experience of student teachers. 9.The teacher education institutions and schools should collaborate to evaluate the learning outcome of student teachers. 10.Schools should provide student teacher with the learning resources (e.g. instructional materials and media) This study also discovered that the priority of collaboration needs regarding to the following areas are: 1)Staff Development ; 2)Field Experience of Student Teachers ; 3)Instructional Curriculum ; 4)Administrative Service ; 5)Facilitative Resources ; 6)Research and Development ; 7)Student Development.

Ce mémoire propose de décrire et comprendre les pratiques communicationnelles menant à la prise de décision consensuelle d’une collaboration interorganisationnelle (CI) spécifique, la Table québécoise de la sécurité routière (TQSR). Nous adoptons la perspective de la communication constitutive des organisations (CCO) développée par « l’École de Montréal » pour appréhender les dimensions constitutives de ces pratiques de communication et de ce mode privilégié de décision en CI. Après un aperçu de la littérature disponible en matière de CI et concernant la notion de consensus, nous proposons de nous concentrer sur les pratiques communicationnelles du consensus en adoptant la perspective du consensus par absence d’opposition d’Urfalino (2014). L’analyse de conversation et les principes d’une approche rhétorique sont ensuite mobilisés pour rendre compte des pratiques de communication qui permettent l’accomplissement du consensus lors d’une séance plénière du troisième cycle de travail de la TQSR, spécifiquement consacrée à la rédaction de son rapport final. Nous verrons que 1) les pratiques communicationnelles mobilisées facilitent l’arrêt de la décision et que 2) celles-ci sont constitutives du consensus qui favorise l’unité du collectif de collaboration.
This thesis aims at describing and understanding the communication practices that sustain the consensual decision-making of an interorganizational collaboration (CI) collective, the “Table québécoise de la sécurité routière” (TQSR). We adopt a communication constitutive of organization (CCO) approach, as developed by the “Montréal School,” to understand the constitutive dimensions of these practices. After an overview of the available literature on CI and consensus decision-making, we propose to adopt the perspective of “consensus by non-opposition” developed by Urfalino (2014) to focus on the communicative practices that sustain this decision-making process. Conversation analysis and principles of a rhetorical approach are combined to analyze a plenary session from the TQSR third cycle of work, specifically aimed at drafting the collective’s final report. This analysis allows us to identify and discuss 1) the communication practices used to facilitate the consensus decision-making process and 2) the constitutive effects of consensus as it upholds the collective of collaboration’s unity.

L’innovation pédagogique pour elle-même s’avère parfois discutable, mais elle se justifie quand les enseignants se heurtent aux difficultés d’apprentissage de leurs étudiants. En particulier, certaines notions de physique sont réputées difficiles à appréhender par les étudiants, comme c’est le cas pour l’effet photoélectrique qui n’est pas souvent compris par les étudiants au niveau collégial. Cette recherche tente de déterminer si, dans le cadre d’un cours de physique, la simulation de l’effet photoélectrique et l’utilisation des dispositifs mobiles et en situation de collaboration favorisent une évolution des conceptions des étudiants au sujet de la lumière. Nous avons ainsi procédé à l’élaboration d’un scénario d’apprentissage collaboratif intégrant une simulation de l’effet photoélectrique sur un ordinateur de poche. La conception du scénario a d’abord été influencée par notre vision socioconstructiviste de l’apprentissage. Nous avons effectué deux études préliminaires afin de compléter notre scénario d’apprentissage et valider la plateforme MobileSim et l’interface du simulateur, que nous avons utilisées dans notre expérimentation : la première avec des ordinateurs de bureau et la seconde avec des ordinateurs de poche. Nous avons fait suivre à deux groupes d’étudiants deux cours différents, l’un portant sur une approche traditionnelle d’enseignement, l’autre basé sur le scénario d’apprentissage collaboratif élaboré. Nous leur avons fait passer un test évaluant l’évolution conceptuelle sur la nature de la lumière et sur le phénomène de l’effet photoélectrique et concepts connexes, à deux reprises : la première avant que les étudiants ne s’investissent dans le cours et la seconde après la réalisation des expérimentations. Nos résultats aux prétest et post-test sont complétés par des entrevues individuelles semi-dirigées avec tous les étudiants, par des enregistrements vidéo et par des traces récupérées des fichiers logs ou sur papier. Les étudiants du groupe expérimental ont obtenu de très bons résultats au post-test par rapport à ceux du groupe contrôle. Nous avons enregistré un gain moyen d’apprentissage qualifié de niveau modéré selon Hake (1998). Les résultats des entrevues ont permis de repérer quelques difficultés conceptuelles d’apprentissage chez les étudiants. L’analyse des données recueillies des enregistrements des séquences vidéo, des questionnaires et des traces récupérées nous a permis de mieux comprendre le processus d’apprentissage collaboratif et nous a dévoilé que le nombre et la durée des interactions entre les étudiants sont fortement corrélés avec le gain d’apprentissage. Ce projet de recherche est d’abord une réussite sur le plan de la conception d’un scénario d’apprentissage relatif à un phénomène aussi complexe que l’effet photoélectrique, tout en respectant de nombreux critères (collaboration, simulation, dispositifs mobiles) qui nous paraissaient extrêmement utopiques de réunir dans une situation d’apprentissage en classe. Ce scénario pourra être adapté pour l’apprentissage d’autres notions de la physique et pourra être considéré pour la conception des environnements collaboratifs d’apprentissage mobile innovants, centrés sur les besoins des apprenants et intégrant les technologies au bon moment et pour la bonne activité.
The educational innovation itself is sometimes debatable but it is justified when the teachers confront the learning difficulties of their students. In particular, some notions of physics are notoriously hard for students to understand, as is the case for the photoelectric effect which is not often comprehended by the students at the college level. This research tries to determine if, as part of a physics course, the simulation of the photoelectric effect and the use of mobile devices in collaborative situations facilitate an evolution of the student’s conceptions about the concept of light. We have proceeded to develop a scenario of collaborative learning by integrating a simulation of the photoelectric effect on handheld devices (Pocket PC). The design of scenario was first influenced by our socioconstructivist vision of learning. We conducted two preliminary studies to complete our scenario of learning and to validate the platform « MobileSim » and the interface of the simulator used in our experiment. The first studies were completed with a simulation on computers and the second with a simulation on Pocket PC. After that, we carried out the experimentation with two groups of students. The control group was assigned to the traditional approach of teaching and the experimental group was assigned to the approach based on the developed scenario of collaborative learning. We have conducted a test twice to assess a conceptual change about the nature of light and about the phenomenon of the photoelectric effect and related concepts. The first test (pre-test) before the students are involved in the course and the second (post-test) after completion of experiments. Our results in the pre-test and post-test were completed by conducting semi-structured individual interviews with all students, by video recordings and recovered traces (on log files or on paper). Students in the experimental group obtained good results in the test compared to those of the control group. We noted an average gain of learning qualified at a moderate level according to Hake (1998). Interview results were used to identify some conceptual difficulties of student learning. Analysis of collected data from video sequences, questionnaires and recovered tracks allowed us to better understand the process of collaborative learning and has revealed that the number and the time of interactions between students are strongly correlated with the gain of learning. At first, this research project is a success in the designing of a learning scenario of a phenomenon as complex as the photoelectric effect and respects many criteria (collaboration, simulation, mobile devices, etc.) that it seemed for us extremely utopian to combine them in an effective learning situation in the classroom. For instance, this scenario could be adapted to the learning of other concepts in physics. It could also be considered for the design of collaborative environments for innovative mobile learning focused on the needs of learners that integrate the technologies at the right time and for the right activity.

Advocates of the Social Impact Bond (SIB) model say that it creates a ‘win-win’ situation bypromoting cross-sectoral collaboration, while some critics claim it creates an imbalance in stakeholder interest. This research explores this topic by defining what “success” means for each stakeholder and assessing all completed SIBs through a frameworkmatrix and scoring methodology of critical success factors. I found that, while there is a statistically significant variance across stakeholder groups, there are several key common characteristics between the SIBs with the highest level of overall success and the lowest level of variance. This report will highlight these features.

Trust is a core construct of our social lives, influencing how we interact with other individuals that are part of our social circle. Whether at work, in teams, or with friends and family, trust influences how much information we exchange with the other individuals and how we interact as a dyad. Defined as risk acceptance behaviour in situations where there is dependency between the parties, trusting another person means accepting some risks to benefit from the social integration of tasks and knowledge. In an institutional environment, trust is a core component of teamwork dynamics, having a strong influence on team effectiveness and performance. Teams are the backbone of current industry, research, healthcare, and business domains. Teams have the power to increase the momentum of projects and tasks, and may also benefit from the collective body of knowledge brought by experts from different fields. Teamwork also brings new constraints to the interpersonal dynamic; for instance, a lack of interpersonal trust can deeply impact the performance and effectiveness of a team. Without trust, communication and interaction between team members can be significantly impaired, limiting the ability of a team to perform and to become effective. As teams move to non-collocated work, the development of trust is restricted by the limited media richness of communication channels. The perceptual mechanisms that compose the major part of the trust development process become constrained, as behavioural cues are not readily available through Computer Mediated Communication Systems (CMCSs). For this reason, virtual teams can suffer from low, fragile, and delayed trust, impairing team effectiveness and performance. Given the increasing prevalence of non-collocated teams, there is a need for the development of a toolset for understanding, measuring, and fostering trust in distributed teamwork environments. The existing literature provides only a partial understanding of the trust formation process and does not encompass a detailed description of the perceptual mechanisms that would help explain trust formation and allow the design of interventions tailored at targeting trust. I started by developing a model that explains trust formation and the perceptual mechanisms involved in this process, in which I also incorporate the distinction between intuitive trust and calculative confidence. The Human Factors Interpersonal Trust State Formation Model developed in this thesis helps explain the situational variability of interpersonal trust, a very important characteristic to consider when using the knowledge about trust formation to inform design. This model explains how researchers and practitioners can develop designs and interventions to foster trust based on increasing the perception of trust-building cues. Similarly, good trust metrics must capture both a measurement of trust between two people and provide information about how each trust cue influences the formation of the trust state. With the intent of incorporating situational sensitivity to a trust metric, I designed the Quick Trust Assessment Scale (QTAS), based on the NASA-TLX structure, using a combination of direct rating of subjective subscales of trust, with a pairwise comparison of each pair of subscales. I evaluated the QTAS using Crombach’s Alpha and Factor Analysis. The results showed high internal validity and identified one component for extraction from the metric, since this component focused on measuring a construct outside the interest of the QTAS. The QTAS is the first trust metric to be developed that includes a component to measure the situational variability of trust. The next component of this thesis focuses on identifying and testing ways to foster trust in a specific other through electronic communication. To achieve this objective, I initially conducted an ethnographic study to identify how team members foster trust in face-to-face collaborations and which trust cues are most often exchanged. In this study, I identified the effect of a third party on fostering trust (liaison) and five behaviours, or trust building cues, that were most used: recommendation, validation, expertise, social network, and benevolence/willingness to help. These five behaviours were later converted into interface design objects (trust tokens), in the form of badges, to be used in CMCSs and social network environments, acting as surrogates for the missing trust cues. The trust tokens were tested on simulated social network interfaces to identify the effects of multiple latent factors. Results showed that the use of the trust tokens is independent of gender, age, education level, and personality type. However, use was dependent on the type of risk the participants were facing and their cultural background. Although trust tokens are effective in fostering trust behaviour, there was not a unified solution for every type of situation. In order to further validate the situational dependence of trust decisions, I have evaluated two major variables of interest. Through experimental manipulation, I demonstrated the influence of (1) situational risk and (2) cultural background on the use of trust cues. These findings are of relevance for the design of systems that support the development of interpersonal trust as they raise the awareness of the highly variable nature of trust. In order for designers, researchers, and practitioners to successfully influence trust behaviour in teamwork environments, they need to include interpersonal trust as a variable of interest in the design requirements of systems that support teamwork, as well as carefully consider the impact of their interventions, as their interventions will influence variably, depending on the situation and target population. Ultimately, this research program demonstrates the importance of including interpersonal trust as a variable of interest in and as a requirement for the design of systems that support teamwork and collaboration.