Quality of collaboration in a distant collaborative architectural educational setting

peer reviewedThis paper analyses the quality of collaboration of two student teams in a longitudinal study of a collaborative distant architectural studio. Based on a simple method to assess several dimensions of this quality of collaboration, we compared the two groups at three stages of the design process. We also analysed how the quality of collaboration evolved over time and as a function of the design stage. We finally discuss the interests of the method and some insights to support a better understanding of mechanisms of collaboration

Online epistemic communities: theoretical and methodological directions for understanding knowledge co-elaboration in new digital spaces

This paper presents, illustrates and discusses a generic framework for studying knowledge co-elaboration in online epistemic communities (“OECs”). Our approach is characterised by: considering knowledge co-elaboration as a design activity; distinguishing discussion and production spaces in OECs; characterising participation via the notion of role; fine-grained analyses of meaning, content and communicative functions in interactions. On this basis, three key issues for ergonomics research on OECs are discussed and illustrated by results from our previous studies on OSS and Wikipedia. One issue concerns the interrelation between design (task) and regulation. Whereas design task-oriented activity is distributed among participants, we illustrate that OCEs function with specialised emerging roles of group regulation. However, the task-oriented activity also functions at an interpersonal level, as an interplay of knowledge-based discussion with negotiation of competencies. Another issue concerns the foci of activity on the (designed) knowledge object. Based on a generic task model, we illustrate asymmetry and distinctiveness in tasks’ foci of participants. The last issue concerns how design-use mediation is ensured by specific forms of mediation roles in OECs. Finally we discuss the degree of generality of our framework and draw some perspectives for extending our framework to other OECs

A Study of Gestures in a Video-Mediated Collaborative Assembly Task

This paper presents the results of an experimental investigation of two gesture representations (overlaying hands and cursor pointer) in a video-mediated scenario—remote collaboration on physical task. Our study assessed the relative value of the two gesture representations with respect to their effectiveness in task performance, user's satisfaction, and user's perceived quality of collaboration in terms of the coordination and interaction with the remote partner. Our results show no clear difference between these two gesture representations in the effectiveness and user satisfaction. However, when considering the perceived quality of collaboration, the overlaying hands condition was statistically significantly higher than the pointer cursor condition. Our results seem to suggest that the value of a more expressive gesture representation is not so much a gain in performance but rather a gain in user's experience, more specifically in user's perceived quality of collaborative effort

Collocated Collaboration Analytics: Principles and Dilemmas for Mining Multimodal Interaction Data

© 2019, Copyright © 2017 Taylor & Francis Group, LLC. Learning to collaborate effectively requires practice, awareness of group dynamics, and reflection; often it benefits from coaching by an expert facilitator. However, in physical spaces it is not always easy to provide teams with evidence to support collaboration. Emerging technology provides a promising opportunity to make collocated collaboration visible by harnessing data about interactions and then mining and visualizing it. These collocated collaboration analytics can help researchers, designers, and users to understand the complexity of collaboration and to find ways they can support collaboration. This article introduces and motivates a set of principles for mining collocated collaboration data and draws attention to trade-offs that may need to be negotiated en route. We integrate Data Science principles and techniques with the advances in interactive surface devices and sensing technologies. We draw on a 7-year research program that has involved the analysis of six group situations in collocated settings with more than 500 users and a variety of surface technologies, tasks, grouping structures, and domains. The contribution of the article includes the key insights and themes that we have identified and summarized in a set of principles and dilemmas that can inform design of future collocated collaboration analytics innovations

EVALUATION FRAMEWORK FOR 3D COLLABORATIVE VIRTUAL ENVIRONMENTS (THE CORE)

As a consequence of the increasing interest in Collaborative Virtual Environments (CVEs) and the complex nature of such systems, the need for a thorough evaluation framework has become necessary. The current evaluation frameworks suffer from limitations in assessment because they are either confined to evaluation of a specific type of CVE or they focus on a restricted aspect of CVE. This paper presents a framework for THorough Evaluation of COllaborative viRtual Environment (THE CORE). The proposed framework is structured in a four-layered architecture to assure evaluation of the multi-faceted aspects comprising a CVE. The layers evaluate the application usability, tool usability, companion interaction and collaboration outcome. Within each layer, key evaluation tools and factors are provided. In addition, the framework is designed to be generic to be suitable for different types of CVEs. In order to validate the proposed framework, a case study was conducted involving development and evaluation of a 3D CVE. The case study found the four-layered framework to be useful for evaluating both the technical and behavioural aspects of the 3D CVE. As future work, the generality of the framework will be further tested on different types of CVE, potentially leading to modifications and extensions

Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education

[EN] Gamification has been identified as an interesting technique to foster collaboration in educational contexts. However, there are not many approaches that tackle this in primary school learning environments. The most popular technologies in the classroom are still traditional video consoles and desktop computers, which complicate the design of collaborative activities since they are essentially mono-user. The recent popularization of handheld devices such as tablets and smartphones has made it possible to build affordable, scalable, and improvised collaborative gamifled activities by creating a multi-tablet environment. In this paper we present Quizbot, a collaborative gamifled quiz application to practice different subjects, which can be defined by educators beforehand. Two versions of the system are implemented: a tactile for tablets laid on a table, in which all the elements are digital; and a tangible in which the tablets are scattered on the floor and the components are both digital and physical objects. Both versions of Quizbot are evaluated and compared in a study with eighty primary-schooled children in terms of user experience and quality of collaboration supported. Results indicate that both versions of Quizbot are essentially equally fun and easy to use, and can effectively support collaboration, with the tangible version outperforming the other one with respect to make the children reach consensus after a discussion, split and parallelize work, and treat each other with more respect, but also presenting a poorer time management.We would like to thank Universitat Politecnica de Valencia's Summer School for their collaboration during the development of this study, as well as Colegio Internacional Ausias March for their support in the development of educational content.This work is supported by Spanish Ministry of Economy and Competitiveness and funded by the European Development Regional Fund (EDRF-FEDER) with Project TIN2014-60077-R. It is also supported by fellowship ACIF/2014/214 within the VALi+d program from Conselleria d’Educació, Cultura i Esport (Generalitat Valenciana), and by fellowship FPU14/00136 within the FPU program from Spanish Ministry of Education, Culture, and SportGarcía Sanjuan, F.; El Jurdi, S.; Jaén Martínez, FJ.; Nácher-Soler, VE. (2018). Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education. Computers & Education. 123:65-84. https://doi.org/10.1016/j.compedu.2018.04.011S658412

Cluster Analysis in Online Learning Communities: A Text Mining Approach

This paper presents a theory-informed blueprint for mining unstructured text data using mixed- and multi-methods to improve understanding of collaboration in asynchronous online discussions (AOD). Grounded in a community of inquiry theoretical framework to systematically combine established research techniques, we investigated how AOD topics and individual reflections on those topics affect formation of clusters or groups in a community. The data for the investigation came from 54 participants and 470 messages. Data analysis combined the analytical efficiency and scalability of topic modeling, social network analysis, and cluster analysis with qualitative content analysis. The cluster analysis found three clusters and that members of the intermediate cluster (i.e., middle of three clusters) played a pivotal role in this community by expressing uncertainty statements, which facilitated a collective sense-making process to resolve misunderstandings. Furthermore, we found that participants’ selected discussion topics and how they discussed those topics influenced cluster formations. Theoretical, practical, and methodological implications are discussed in depth

Assessing police privatisation in the United Arab Emirates

The growth of private security companies and the privatisation of police is a development that has been witnessed around the world in both developing and developed nations. The rapid pace of transformation in policing in the UAE potentially poses severe risks to the future of policing. Different categories of risks have been identified in connection with the transference of public functions to the private sector: regulatory, economic and social risks. In the UAE, the outsourcing of policing operations to the private security sector is significantly embedded as a key policy objective driven by a wider commitment to deliver efficient public services. While the UAE and institutions are committed to applying best practice and principles in this area, a framework to assess police privatisation was lacking. The aim of this research was to investigate the effectiveness of governance, oversight and accountability of private security in the UAE. The theoretical basis for this research was underpinned by privatisation theory and principles of accountability and control systems. The research design employed an action research strategy gathering qualitative and quantitative data. Action research was adopted as a means for addressing organisational change and enabled the private and public sector organisations to adopt invigorated perspectives and stimulated engagement regarding organisational issues and cross-sector partnership. In terms of external controls influencing governance and accountability there were gaps when benchmarked against key dimensions identified in the literature. There was a lack of a comprehensive evaluation framework that addresses all dimensions and an absence of systematic and meaningful evaluation of programme effectiveness impacting sector stakeholders. Findings revealed a lack of democratic accountability and public engagement, market control in terms of self-regulation, regulatory limitations and limited engagement and trust between the public and private security organisations. Assessment of internal controls revealed moderate performance in terms of motivation and morale of security personnel and weaknesses in recruitment and training and organisational learning capacity. A framework was formulated contributing a holistic and integrated approach for assessing private security performance. The evaluation dimension contains key factors, such as evaluation criteria and evaluation mechanisms, with associated criteria specifying the nature of the content of the evaluation criteria, such as comprehensiveness and reflection of stakeholder priorities. A key change objective is the implementation of multi-level, multi-dimensional evaluation mechanisms, with compliance measures related to diverse evaluation mechanisms and regularity of evaluation. This framework reflects an embedded approach to assessing the performance of private security model evaluation as a reflexive social process that enables continuous reflection and emergent transformation

MEETINGS – THE INNOVATIVE GLUE BETWEEN THE ORGANISATION SYSTEM AND INFORMATION SYSTEM

The research presented aims for enhanced utilization of human skills, collaboration, and information sharing. This paper concerns the production context, and the needs and challenges of people striving for high-quality, innovative, and efficient work. The paper presents a model of the information system (IS) and organisations system (OS) and their integration. Main conclusions are that these systems overlap, and create an innovative working arena for the different working processes. People with knowledge gather into meetings held for different purposes supported by technical systems. These meetings provide a core element for efficient and innovative collaboration, requiring parallel development of IS and OS

In Situ Vision: The Student Experience of Collaborative Learning in a Virtual Drawing Class

The purpose of this study was to elucidate the construct of collaboration and the co-construction of knowledge in a distance learning drawing class. Distance learning drawing classes are rare, due to resistance by fine arts departments holding onto traditions that date back to Renaissance times. As a result, there is a paucity of literature on the subject. This multiple method study seeks an understanding of how students collaborate in critiques, form virtual communities and socially construct knowledge about learning how to draw. The study commences with the following three research questions: what social processes facilitate learning to draw from the perspective of the student in a computer mediated drawing class, what factors contribute to collaboration and the formation of a virtual learning community in a computer mediated drawing class as measured by the participative, interactive and social dimensions of a content analysis model, and how can the phenomenon of online collaboration be further delineated, defined or explained? The study consists of a grounded theory dimensional analysis of student and instructor interviews and a content analysis of discussion boards. Two core domains emerged from the dimensional analysis, Visual Learning and Virtual Culture. The content analysis located the frequency and quality of collaboration across three different discussion board forums; asynchronous critiques, synchronous critiques and asynchronous discussion topics. Triangulating the data resulted in three theoretical propositions: drawing is a visual medium, and students need to “see” demonstrations of the process and examples, virtual culture mediates collaboration and the co-construction of knowledge in critiques and finally, the inclusion of both synchronous and asynchronous tools provides students with balanced support for learning to draw. Literature from the domains of art education, distance learning pedagogy and virtual culture support an understanding of the research question. The results are demonstrated in a final model entitled In Situ Vision. The animated version of the model in this document requires a Flash player to view and plays on the page while reading. An author’s video introduction accompanies this dissertation, presented in mp4 format. The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd