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73
Conceptualising Web 2.0 enabled learning designs
"... This paper describes an approach to conceptualising Web 2.0 enabled learning design based on the TPACK model of educational practice. Anderson and Krathwohl’s Taxonomy of Learning, Teaching and Assessing, along with different types of constructive and negotiated pedagogies are related to a range of ..."
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This paper describes an approach to conceptualising Web 2.0 enabled learning design based on the TPACK model of educational practice. Anderson and Krathwohl’s Taxonomy of Learning, Teaching and Assessing, along with different types of constructive and negotiated pedagogies are related to a range of contemporary Web 2.0 based learning tools. The model is resilient to the emergence of new Web2.0 tools in so far as it views technology as only a mediator of pedagogy and content. A framework of typical use cases is offered to illustrate the range of learning designs that may be applied for different purposes, in order to promote more expedient application of Web2.0 technologies in teaching and learning.
Group informatics: A methodological approach and ontology for understanding socio-technical groups
- JASIST
"... We present a methodological approach, called Group Informatics, for understanding the social connections that are created between members of technologically mediated groups. Our methodological approach sup-ports focused thinking about how online groups differ from each other, and diverge from their ..."
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We present a methodological approach, called Group Informatics, for understanding the social connections that are created between members of technologically mediated groups. Our methodological approach sup-ports focused thinking about how online groups differ from each other, and diverge from their face-to-face counterparts. Group Informatics is grounded in 5 years of empirical studies of technologically mediated groups in online learning, software engineering, online political discourse, crisis informatics, and other domains. We describe the Group Informatics model and the related, 2-phase methodological approach in detail. Phase one of the methodological approach centers on a set of guiding research questions aimed at directing the appli-cation of Group Informatics to new corpora of integrated electronic trace data and qualitative research data. Phase 2 of the methodological approach is a systematic set of steps for transforming electronic trace data into weighted social networks.
Decentralized virtual activities and technologies: A socio-technical perspective
, 2008
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Collaborative Construction of Artifacts
- In Proceedings of 4th Conference on Professional Knowledge Management
, 2007
"... Abstract. This paper describes an approach for collaborative construction of artifacts, such as e.g. graphical maps and annotatable text documents, without requiring write-access to a common single file. Our approach is applicable to any kind of artifacts that can be divided into separate contribu ..."
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Abstract. This paper describes an approach for collaborative construction of artifacts, such as e.g. graphical maps and annotatable text documents, without requiring write-access to a common single file. Our approach is applicable to any kind of artifacts that can be divided into separate contributions, where each one is authored and stored independently, and, on request, merged into the artifact. The goal is to move collaboration issues from the files where artifacts are expressed, to an information directory. This information directory manages information around artifacts and keeps track of existing contributions to artifacts. Our prototype of such an information directory, named Collaborilla, is designed to be a flexible service, which can be updated by anyone in a wiki-style manner. With this approach, viewing a collaboratively constructed artifact gives each viewer the control of including or excluding various contributions. Moreover, each viewer can easily choose to participate and provide a new contribution to the artifact without the other authors being aware of this. If information about this new contribution is published in the Collaborilla directory, the contribution will also be seen by others. 1.
Empirical research in CSCW- a review of the ACM/CSCW
"... This paper reviews all the 169 full papers published in the ACM/CSCW conferences from 1998 to 2004. We clas-sify the papers according to the type of empirical research they report. The classes are evaluation of groupware, description of work situations, hypothesis testing, biblio-graphic research, a ..."
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This paper reviews all the 169 full papers published in the ACM/CSCW conferences from 1998 to 2004. We clas-sify the papers according to the type of empirical research they report. The classes are evaluation of groupware, description of work situations, hypothesis testing, biblio-graphic research, and papers with no empirical research. We show that the field is in constant change, that the pro-portions of papers in these different categories have been changing in these 6 years, and that for the evaluation pa-pers, the results by Pinelle and Gutwin do not carry for the 1998-2004 period.
2005, 'An empirical study of the evolving dynamics of creative teams in action', InSyl Working Papers
"... The research programme which underlies this paper focuses on understanding the process of addressing “creative ” or illstructured problems – an economically significant process and one which pervades the professional lives of teams of professionals such as software engineers, managers and strategic ..."
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The research programme which underlies this paper focuses on understanding the process of addressing “creative ” or illstructured problems – an economically significant process and one which pervades the professional lives of teams of professionals such as software engineers, managers and strategic planners. This class of problem is poorly understood and, consequently, there is little effective support (leverage without constraint on flexibility/creativity) currently available. In this paper, we present a preliminary study of creative teams in action – a study in which we have access to both data describing the dynamics of “evolution ” of the focal artefact and data describing the process undertaken by the team. 1.
The complexities of computer-supported collaboration
, 2006
"... We introduce the idea of considering computer supported collaborative work as a complex adaptive system (CAS). In other disciplines, such as physics, biology and ecology, the idea of a CAS has proven useful in explaining a wide variety of phenomena. We define a CAS and then describe how CSCW fits th ..."
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We introduce the idea of considering computer supported collaborative work as a complex adaptive system (CAS). In other disciplines, such as physics, biology and ecology, the idea of a CAS has proven useful in explaining a wide variety of phenomena. We define a CAS and then describe how CSCW fits that definition. We demonstrate that the concepts in CAS theory can be applied to help understand computer supported collaboration and provide examples of catastrophe and chaos in physics showing how they can be paralleled in CSCW. The implications of the application of CAS theory to CSCW include greater insight into the computer supported collaborative process and inform both evaluation methodology and design of applications.
Collaborative learning: Some possibilities and limitations for students and teachers
"... Collaborative learning has become recognised as a means of encouraging deep learning and a key technique in problem and experienced based learning. For Computing students collaboration is not only a learning strategy but a learning outcome. While this is not a new idea, there appears to be reluctanc ..."
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Collaborative learning has become recognised as a means of encouraging deep learning and a key technique in problem and experienced based learning. For Computing students collaboration is not only a learning strategy but a learning outcome. While this is not a new idea, there appears to be reluctance on the part of teachers and students to create and take those opportunities. This paper seeks to revisit the possibilities that exist for collaboration ranging from team based work to peer review in the hope of motivating a change in culture and practice. We include discussion of these strategies together with highlights from student surveys regarding student dispositions towards collaborative learning. We note that the perceived overheads and logistical difficulties, to students and teachers, will often discourage the use of collaborative tasks, but that the educational outcomes achievable through collaborative learning exceed those possible when students work in isolation. Particular attention is given to technological approaches for facilitating collaborative learning. While the discussions that follow relate to computer science education specifically, it is intended that many of the approaches and associated issues will apply to other learning domains.
To Share or Not to Share: Distributed Collaboration in Interactive Workspaces
- Cooperative Systems Design: Seamless Integration of Artifacts and Conversations - Enhanced Concepts of Infrastructure for Communication
, 2006
"... Abstract. We followed an international research network that holds regular meetings in technology-enhanced working environments. The team is geographically distributed and uses a set of technical artefacts to support their collaborative work, including a videoconferencing system and a media space. W ..."
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Abstract. We followed an international research network that holds regular meetings in technology-enhanced working environments. The team is geographically distributed and uses a set of technical artefacts to support their collaborative work, including a videoconferencing system and a media space. We
Synchronous collaboration competencies in web-conferencing environments – their impact on the learning process
, 2010
"... Based on a three-semester design-based research study examining learning and teaching in a web-conferencing environment, this article identifies types of synchronous collaboration competencies and reveals their influence on learning processes. Four levels of online collaborative competencies were ob ..."
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Based on a three-semester design-based research study examining learning and teaching in a web-conferencing environment, this article identifies types of synchronous collaboration competencies and reveals their influence on learning processes. Four levels of online collaborative competencies were observed – operational, interactional, managerial, and design. The relative importance of students and teachers possessing the different levels of competencies depended on the degree of interactivity in the learning designs being applied. Both misunderstandings and misuses impacted on learning and collaborative processes, with misuses occurring more persistently throughout semesters than misunderstandings. The distinction between developing students ’ technical skills and their collaborative capabilities is drawn. Strategies for developing each are recommended.
