19,217 research outputs found
Mobile support in CSCW applications and groupware development frameworks
Computer Supported Cooperative Work (CSCW) is an established subset of the field of Human Computer Interaction that deals with the how people use computing technology to enhance group interaction and collaboration. Mobile CSCW has emerged as a result of the progression from personal desktop computing to the mobile device platforms that are ubiquitous today.
CSCW aims to not only connect people and facilitate communication through using computers; it aims to provide conceptual models coupled with technology to manage, mediate, and assist collaborative processes. Mobile CSCW research looks to fulfil these aims through the adoption of mobile technology and consideration for the mobile user. Facilitating collaboration using mobile devices brings new challenges. Some of these challenges are inherent to the nature of the device hardware, while others focus on the understanding of how to engineer software to maximize effectiveness for the end-users. This paper reviews seminal and state-of-the-art cooperative software applications and development frameworks, and their support for mobile devices
Using a simulated student to repair difficulties in collaborative learning
We describe the use of a simulated student in a synchronous but distributed collaborative learning environment in the domain of programming. The role of the simulated student is to detect and repair difficulties in collaborative learning amongst the human students, for example when a human student is too passive or when the students start chatting about off-topic conversations. The simulated student intervenes by posting messages in the shared "chat" window, just like the human students and was believed to be another human student by them. The paper describes the rules by which the simulated student operates and briefly outlines an evaluation of the system with university first year programming students. The system proved to be successful both in detecting a range of difficulties and in intervening effectively
Exploring collaboration patterns among global software development teams.
This study examines communication behaviors in
global software student teams. The authors of the
paper characterize the types of communication
behaviors that occur when student teams are engaged
in a software development project. The authors
present findings from a one-semester study that
examined factors contributing to successful distributed
programming interactions among students enrolled at
the University of Atilim (Turkey), Universidad
TecnolĂłgica de PanamĂĄ, University of North Texas,
and Middlesex University (UK). Using content and
cluster analyses techniques, we identified distinct
patterns of collaboration and examined how these
patterns were associated with task, culture, GPA, and
performance of collaborative teams. Our results
suggest that communication patterns among global
software learners may be related to task type, culture
and GPA. It is hoped that these findings will lead to the
development of new strategies for improving
communication among global software teams
Towards a generic platform for developing CSCL applications using Grid infrastructure
The goal of this paper is to explore the possibility of using CSCL component-based software under a Grid infrastructure. The merge of these technologies represents an attractive, but probably quite laborious enterprise if we consider not only the benefits but also the barriers that we have to overcome. This work presents an attempt toward this direction by developing a generic platform of CSCL components and discussing the advantages that we could obtain if we adapted it to the Grid. We then propose a means that could make this adjustment possible due to the high degree of genericity that our library component is endowed with by being based on the generic programming paradigm. Finally, an application of our library is proposed both for validating the adequacy of the platform which it is based on and for indicating the possibilities gained by using it under the Grid.Peer ReviewedPostprint (published version
Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments
With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on studentsâ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning.
Keywords:
Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p
Dynamics of collaborative work in global software development environment.
This study aims to explore the dynamics of collaborative work in global software development projects. The study explored the nature of collaboration, the patterns of collaborative behaviors in different tasks in computer science, and the impact of the tasks to the collaboration among students. Four different collaborative software development tasks were assigned to the globally distributes teams. The study used data from 230 students from five universities, namely Atilim University (Turkey), Middle East Technical University (Turkey), Universidad TecnolĂłgica de PanamĂĄ (Panama), University of North Texas (US), and Middlesex University (UK). The findings involve the recommendations for building effective collaborative working environments and guidelines for building collaborative virtual communities
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What did the Romans ever do for us? âNext generationâ networks and hybrid learning resources
Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the âIBZL Educationâ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the âinternet of thingsâ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term âartefactâ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked âhybridâ technologies of virtual and material components have may great potential for use in education.
Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve
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