Context awareness and uncertainty in collocated collaborative systems

Context awareness is a necessary feature for mobile collocated collaborative learning. In this paper we describe how requirements for contextaware cooperative learning activities are derived from the jigsaw technique augmented with the use of mobile devices, applications to support the activities of groups, and tools to provide context-awareness to detect group formation. The emergence of groups is detected based on the location of the students within the classroom, but this information has to be careful filtered to evaluate the degree of uncertainty and protect from erroneous estimations. A three-phase strategy to manage uncertainty by identifying possible sources of uncertainty, representing uncertain information, and determining how to proceed under the presence of uncertainty is used for this propose. These requirements are validated and confirmed in experiments with students working together in the classroom, measuring neutral or positive effects on learning and the usefulness of introducing mobile devices, group support applications, and context awareness. The ratio of unwanted interruptions to users made by the system is used to evaluate the utility of the system. Results show that by managing uncertainty, location estimation becomes more reliable, thus increasing the usefulness of the learning application.Postprint (published version

Introducing New Methodologies for Identifying Design Patterns for Internationalization and Localization

This paper describes a new methodology for deriving interaction design patterns from an analysis of ethnographic data. It suggests using inductive and deductive analysis processes to identify and articulate patterns that address the needs of culturally diverse users of interactive, collaborative systems. This might inform the internationalization and localization process of computer supported collaboration systems

Interface and Interaction Design Patterns for Intercultural Collaboration

This paper reports about on-going research into interaction design patterns in intercultural remote collaboration. It proposes that interaction and interface design patterns help to communicate and generate new design knowledge in supporting intercultural teamwork. It describes methods used to observe and develop design patterns in collocated, remote and blended collaborative learning and design contexts, and reports preliminary findings of interface and interaction design patterns, which support intercultural remote collaboration

Intense Collaboration In Globally Distributed Teams: Evolving Patterns Of Dependencies And Coordination

As multi-national firms and major offshore outsourcing companies develop experience with global work, their globally distributed teams face the challenge of collaborating intensely without the common interaction advantages associated with collocated work. This chapter analyzes the sources of intense collaboration. It then introduces strategies that organizations have developed to reduce the intensity of collaboration (sequentializing work, using mediating artifacts, modularity), or to enable intense teamwork (real time contact, boundary spanners). Strategy properties and deployment opportunities and constraints are indicated in order to equip managers and researchers with a framework for handling or analyzing globally distributed teamwork

Comparing inductive and deductive methodologies for design patterns identification and articulation

Design patterns offer a valuable format to communicate knowledge of successful design solutions to recurring problems. However, there is a lack of research into design patterns that differentiate the applicability of the proposed design solutions across different nations. This paper discusses inductive and deductive methodologies for analyzing qualitative data in order to identify and articulate design patterns for cross-cultural computer-supported collaborative design learning. It proposes a methodology how patterns for facilitating intercultural design education can be identified and articulated. Within this research, an inductive, deductive and comparative methodology for identifying and articulating design patterns was developed. Therein, eleven patterns for intercultural computer-supported collaboration were identified and written. This paper introduces the proposed methodology taking the design pattern “MOOD OF THE MOMENT” for example

Context awareness for collaborative learning with uncertainty management

Postprint (published version

Investigating task coordination in globally dispersed teams:a structural contingency perspective

Task coordination poses significant challenges for globally dispersed teams (GDTs). Although various task coordination mechanisms have been proposed for such teams, there is a lack of systematic examination of the appropriate coordination mechanisms for different teams based on the nature of their task and the context under which they operate. Prior studies on collocated teams suggest matching their levels of task dependence to specific task coordination mechanisms for effective coordination. This research goes beyond the earlier work by also considering additional contextual factors of GDT (i.e., temporal dispersion and time constraints) in deriving their optimal IT-mediated task coordination mechanisms. Adopting the structural contingency theory, we propose optimal IT-mediated task coordination portfolios to fit the different levels of task dependence, temporal dispersion, and perceived time constraint of GDTs. The proposed fit is tested through a survey and profile analysis of 95 globally dispersed software development teams in a large financial organization. We find, as hypothesized, that the extent of fit between the actual IT-mediated task coordination portfolios used by the surveyed teams and their optimal portfolios proposed here is positively related to their task coordination effectiveness that in turn impacts the team's efficiency and effectiveness. The implications for theory and practice are discussed

Supporting context-aware collaborative learning through automatic group formation

Collaborative learning is based on groups of students working together with traditional and computer-based tools or applications. We have found that to make these supporting applications more effective we need to address the problem of automating group awareness in CSCL applications by estimating group arrangements from location sensors and the history of interaction. This contextual information can enable the construction of applications that facilitate communication among group members in synchronous and collocated collaborative learning activities. We used data traces collected from the study of students‟ behavior to train and test an intelligent system. Results show that context-information can be effectively used as a basis for a middleware for automating group management. Inferring group membership is technically feasible, can be integrated in group-support applications and can be used in real-world settings.Postprint (published version

Examining ICT-Mediated Cultural Factors for Subgroup Impact on Virtual Team Dynamics

As virtual teams are inherently heterogeneous and distributed in nature they have a greater tendency to fracture intosubgroups. Proper management of these subgroups is critical as they are often more detrimental than beneficial. Research thatsystematically examines subgroup formation is limited in identifying factors that influence the negative or positive impact ofsubgroups. To address this gap, we propose a new model based on Social Categorization Theory, Faultline Theory and thediversity literature. Our model takes into account the temporal impact of different cultural factors, namely surface and deeplevel culture diversity, with the alignment of other attributes on subgroup saliency. It also captures the interaction of varyinglevels of culture (national, organizational, functional) and their impact on subgroup dynamics. Additionally, the modelrepresents the norms of technology use as a mediator for the impact of subgroup saliency on team performance

Group Prediction in Collaborative Learning

We propose an approach for predicting group formations, to address the problem of automating the incorporation of group awareness into CSCL applications. Contextual information can enable the construction of applications that effectively assist the group members to automatically communicate in synchronous and collocated collaborative learning activities. We used data traces collected from the study of students’ behavior to train and test an intelligent system. Results have shown that context-information can be effectively used as a basis for a middleware for a dynamic group management. Inferring group membership is technically viable and can be used in real world settings.Postprint (published version