311,277 research outputs found
EFL Teacher Intervention in Mediating Studentsâ Interaction in Web-Based Collaborative Writing Environment Using Google Docs
The level of teacherâs assistance in web-based collaborative writing activities affected studentsâ collaboration and non-collaboration. Therefore, the teacherâs role in enhancing studentsâ active learning was inseparable. This study focused on the EFL teacher moves in facilitating groupsâ work of writing using web-based tool, Google Docs to support online learning. Conducting collaborative work in writing technology was valuable for promoting studentsâ participation and collaboration. The participant in this qualitative research case study was an EFL teacher at an Indonesian vocational high school. The data was based on a semi-structured interview and document analysis of studentsâ worksheet and teacher-studentsâ written conversation in Google Docs. The findings showed that web-based medium facilitated the teacher assisted the studentsâ engagement through organisational, socio-cognitive, and socio-affective in collaborative writing environment. Significantly, the teacher favorably convenience to deliver electronic feedback and monitoring studentsâ progress quickly. Unfortunately, studentsâ issues (e.g. less collaboration, cheated on the internet), and technical issues (e.g. unstable internet connection, low devicesâ specification) were commonly problems encountered by the teacher. Google Docs as a web-based medium was valuable to help the teacher in creating groupsâ work in teaching online writing. This research implies that the teacher might be more concerned on selecting appropriate types of intervention and utilize suitable media to support teachingâs styles by enriching technology skillsâ training. In addition, students could enjoyed and acquired benefits from having the teacher's help to be more collaboratively work in constructing text with their teammates
LiveMache: Supporting Collaborative Design Ideation, Curation, Learning and Evaluation in Creative Contexts
This project investigates how we can computationally support phases of the design process in solving creative problems, as well as the methods that arise in its educational context. Prior work addresses foundational topics, such as free-form web curation and creativity, which are necessary to ground the motivations in designing a system to provide this kind of context. Combining this background understanding and ongoing discussions with design instructors clarifies what a tool must include to viably support individuals involved in creative processes. What arises is a need for a system that implements real-time collaboration, as design projects are often collaborative, whose space and functionality does not limit a designerâs creativity. Our solution is LiveMache, a web application that provides live, collaborative capabilities for collecting and organizing content, along with writing sketching, chat, and live streaming video. Although the user interface design is just as important in creating this application, my research particularly focuses on how to make the user experience as expected, which depends on the database, the client/server architecture, and role-based access control. This paper addresses the reasoning behind the design of these three components for LiveMache, and discusses how their functions serve to make LiveMache successful as a creativity tool
A systematic technology evaluation and selection method for computer-supported collaborative design
Design is a global activity. It requires collaboration between individuals across borders
and beyond barriers. Modern global design is achieved using computer technologies that
support many activities of a design process. However, merely supporting design does not
guarantee that it is a successful endeavour. The requirements of computer-supported
collaborative design are abstract. They are influenced by human-to-human interaction
and/or human to computer interaction. As our society moves towards faster
communication technologies and a higher number of collaborative technologies available,
the need to evaluate the available tools and select the best tool at the appropriate time of
the design process is becoming more compelling. If the best tools are not identified, there
are missed opportunities for productivity, impacting team communication, cooperation,
coordination, and collaboration. Student designers at University have experienced an observable change in technology use within their personal and academic lives. The proliferation of Web 2.0 technologies and the spread of social media, social network sites and mobile technologies have impacted how students socialise and engage in group project work. However, it is unclear if these technologies support or hinder the design process. This behaviour change has led to a motivation to understand the use of technologies to support Computer-Supported
Collaborative Design teamwork. This research intended to support Computer-Supported Collaborative Design teamwork by defining the requirements of Computer-Supported Collaborative Design, the technologies which can be used to support Computer-Supported Collaborative Design, the technology functionalities which these technologies feature, and to use this knowledge to systematically evaluate and select the appropriate technology to use for any given collaborative situation. The outcomes of this research documented within this thesis became the development of a systematic and automated method to allow engineering design teams to evaluate technologies based on the existing knowledge of the requirements of Computer Supported Collaborative Design and select which technologies would best support their group design activities. This technology evaluation and selection method was achieved
by the creation of the Computer-Supported Collaborative Design matrix, a tool which
enables the evaluation of technologies against Computer-Supported Collaborative Design
requirements; the creation of an auto-population method for the tool supporting
consistency and efficiency of using the method; and the development of an education
programme to ensure the correct use of the Computer-Supported Collaborative Design
matrix. The Computer-Supported Collaborative Design matrix can be used to support the
assessment and selection of technology for use in Computer-Supported Collaborative
Design projects by engineering design teams in an educational environment. The tool has
been evaluated through demonstration of use for a class and implementation within a class
environment. Beyond the Computer-Supported Collaborative Design matrix as a tool, a
robust and systematic method of creating the tool has been documented, which is the first
step towards broader use of the tool.Design is a global activity. It requires collaboration between individuals across borders
and beyond barriers. Modern global design is achieved using computer technologies that
support many activities of a design process. However, merely supporting design does not
guarantee that it is a successful endeavour. The requirements of computer-supported
collaborative design are abstract. They are influenced by human-to-human interaction
and/or human to computer interaction. As our society moves towards faster
communication technologies and a higher number of collaborative technologies available,
the need to evaluate the available tools and select the best tool at the appropriate time of
the design process is becoming more compelling. If the best tools are not identified, there
are missed opportunities for productivity, impacting team communication, cooperation,
coordination, and collaboration. Student designers at University have experienced an observable change in technology use within their personal and academic lives. The proliferation of Web 2.0 technologies and the spread of social media, social network sites and mobile technologies have impacted how students socialise and engage in group project work. However, it is unclear if these technologies support or hinder the design process. This behaviour change has led to a motivation to understand the use of technologies to support Computer-Supported
Collaborative Design teamwork. This research intended to support Computer-Supported Collaborative Design teamwork by defining the requirements of Computer-Supported Collaborative Design, the technologies which can be used to support Computer-Supported Collaborative Design, the technology functionalities which these technologies feature, and to use this knowledge to systematically evaluate and select the appropriate technology to use for any given collaborative situation. The outcomes of this research documented within this thesis became the development of a systematic and automated method to allow engineering design teams to evaluate technologies based on the existing knowledge of the requirements of Computer Supported Collaborative Design and select which technologies would best support their group design activities. This technology evaluation and selection method was achieved
by the creation of the Computer-Supported Collaborative Design matrix, a tool which
enables the evaluation of technologies against Computer-Supported Collaborative Design
requirements; the creation of an auto-population method for the tool supporting
consistency and efficiency of using the method; and the development of an education
programme to ensure the correct use of the Computer-Supported Collaborative Design
matrix. The Computer-Supported Collaborative Design matrix can be used to support the
assessment and selection of technology for use in Computer-Supported Collaborative
Design projects by engineering design teams in an educational environment. The tool has
been evaluated through demonstration of use for a class and implementation within a class
environment. Beyond the Computer-Supported Collaborative Design matrix as a tool, a
robust and systematic method of creating the tool has been documented, which is the first
step towards broader use of the tool
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Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom
Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between âClosedâ and âOpenâ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOUÂŽs structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging
Report of the user requirements and web based access for eResearch workshops
The User Requirements and Web Based Access for eResearch Workshop, organized jointly by NeSC and NCeSS, was held on 19 May 2006. The aim was to identify lessons learned from e-Science projects that would contribute to our capacity to make Grid infrastructures and tools usable and accessible for diverse user communities. Its focus was on providing an opportunity for a pragmatic discussion between e-Science end users
and tool builders in order to understand usability challenges, technological options, community-specific content and needs, and methodologies for design and development. We invited members of six UK e-Science projects and one US project, trying as far as
possible to pair a user and developer from each project in order to discuss their contrasting perspectives and experiences. Three breakout group sessions covered the
topics of user-developer relations, commodification, and functionality. There was also extensive post-meeting discussion, summarized here.
Additional information on the workshop, including the agenda, participant list, and talk slides, can be found online at http://www.nesc.ac.uk/esi/events/685/
Reference: NeSC report UKeS-2006-07 available from http://www.nesc.ac.uk/technical_papers/UKeS-2006-07.pd
The use of Wikis in Education - a review of the literature
This paper reviews the literature surrounding the use of Web 2.0 in education. It examines various perspectives of what Web 2.0 means, and how Web 2.0 can support a constructivist pedagogy. Case studies involving Wikis are examined and the problems experienced are considered from both a technological and a group-working perspective. The paper concludes that although Wikis have the potential to support social-constructivism the differences between artificially constructed learning groups (formal learning) and self-forming and emergent social groups (informal learning) result in a requirement for greater attention to the theories on group working when creating group tasks using Wikis for learning purposes. Wikis are a tool and do not, by themselves, result in satisfactory collaborationPeer reviewe
Collaborative Categorization on the Web
Collaborative categorization is an emerging direction for research and innovative
applications. Arguably, collaborative categorization on the Web is an especially
promising emerging form of collaborative Web systems because of both, the
widespread use of the conventional Web and the emergence of the Semantic Web
providing with more semantic information on Web data. This paper discusses this issue
and proposes two approaches: collaborative categorization via category merging and
collaborative categorization proper. The main advantage of the first approach is that it
can be rather easily realized and implemented using existing systems such as Web
browsers and mail clients. A prototype system for collaborative Web usage that uses
category merging for collaborative categorization is described and the results of field
experiments using it are reported. The second approach, called collaborative
categorization proper, however, is more general and scales better. The data structure and
user interface aspects of an approach to collaborative categorization proper are
discussed
Using wikis for online group projects: student and tutor perspectives
This paper presents a study of the use of wikis to support online group projects in two courses at the UK Open University. The research aimed to investigate the effectiveness of a wiki in supporting (i) student collaboration and (ii) tutorsâ marking of the studentsâ collaborative work. The paper uses the main factors previously identified by the technology acceptance model (TAM) as a starting point to examine and discuss the experiences of these two very different user groups: students and tutors. Data was gathered from students via a survey and from tutors via a range of methods. The findings suggest that, when used in tandem with an online forum, the wiki was a valuable tool for groups of students developing a shared resource. As previous studies using the TAM have shown, usefulness and ease of use were both important to studentsâ acceptance of the wiki. However, the use of a wiki in this context was less well-received by tutors, because it led to an increase in their workload in assessing the quality of studentsâ collaborative processes. It was possible to reduce the tutor workload by introducing a greater degree of structure in the studentsâ tasks. We conclude that when introducing collaborative technologies to support assessed group projects, the perceptions and needs of both students and tutors should be carefully considered
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
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