Document-related Awareness Elements in Synchronous Collaborative Authoring

Simultaneous collaboration on documents by distributed authors has been supported by numerous synchronous collaborative authoring systems that are widely available. Originally, these tools were found to lack in providing rich enough interaction during authoring. As a result, group awareness in collaborative authoring arose as a very important issue in understanding how to provide comprehensive knowledge about other authors and activities they perform upon the document. To promote effectual authoring of documents simultaneously, group awareness is required to allow authors the best possible understanding of others' work on the document. This paper reports results about document-related awareness elements from an empirical and experimental study of group awareness. Awareness elements reflect fundamental awareness information in supporting group awareness. Such results teach us what sort of document-related awareness should be provided for collaborative authoring

Collaborative Authoring of Adaptive Educational Hypermedia by Enriching a Semantic Wiki’s Output

This research is concerned with harnessing collaborative approaches for the authoring of Adaptive Educational Hypermedia (AEH) systems. It involves the enhancement of Semantic Wikis with pedagogy aware features to this end. There are many challenges in understanding how communities of interest can efficiently collaborate for learning content authoring, in introducing pedagogy to the developed knowledge models and in specifying user models for efficient delivery of AEH systems. The contribution of this work will be the development of a model of collaborative authoring which includes domain specification, content elicitation, and definition of pedagogic approach. The proposed model will be implemented in a prototype AEH authoring system that will be tested and evaluated in a formal education context

Co-operative authoring and collaboration over the World Wide Web : a thesis presented in partial fulfilment of the requirements for the degree of Master of Technology in Computer Systems Engineering at Massey University, Palmerston North, New Zealand

Co-operative authoring and collaboration over the World Wide Web is looking at a future development of the Web. One of the reasons that Berners-Lee created the Web in 1989 was for collaboration and collaborative design. As the Web has limited collaboration at present this thesis looks specifically at co-operative authoring (the actual creation and editing of web pages) and generally at the collaboration surrounding this authoring. The goal of this thesis is to create an engine that is capable of supporting co-operative authoring and collaboration over the Web. In addition it would be a major advantage if the engine were flexible enough to allow the future development of other access methods, especially those that are web related, such as WebDAV, WAP, etc

Collaborative Learning and Authoring in the Frame of e-Projects

It is presented a research on the application of a collaborative learning and authoring during all delivery phases of e-learning programmes or e-courses offered by educational institutions. The possibilities for modelling of an e-project as a specific management process based on planned, dynamically changing or accidentally arising sequences of learning activities, is discussed. New approaches for project-based and collaborative learning and authoring are presented. Special types of test questions are introduced which allow test generation and authoring based on learners’ answers accumulated in the frame of given e-course. Experiments are carried out in an e-learning environment, named BEST

Collaborative OpenCourseWare Authoring: The SlideWiki Platform

The open-source and open-access SlideWiki platform employs crowdsourcing methods in order to support the authoring, sharing, reusing and remixing of open courseware. The SlideWiki project is introducing the SlideWiki platform to different communities of educators and learners by performing a wide range of trials covering different levels of education (i.e. from secondary to higher education) and different types of learning (i.e. formal learning, informal learning, vocational learning). Each of these large-scale trials is carried out with hundreds of educators and thousands of learners in different countries across Europe

Co-authoring with structured annotations

Most co-authoring tools support basic annotations, such as edits and comments that are anchored at specific locations in the document. However, they do not support metacommentary about a document (such as an author’s summary of modifications) which gets separated from the document, often in the body of email messages. This causes unnecessary overhead in the write-review-edit workflow inherent in co-authoring. We present document-embedded structured annotations called “bundles ” that incorporate the meta-commentary into a unified annotation model that meets a set of annotation requirements we identified through a small field investigation. A usability study with 20 subjects evaluated the annotation reviewing stage of coauthoring and showed that annotation bundles in our highfidelity prototype reduced reviewing time and increased accuracy, compared to a system that only supports edits and comments. Author Keywords Collaborative writing, collaborative authoring, structure