How Do User Groups Cope with Delay in Real-Time Collaborative Note Taking

International audienceA property of general interest of real-time collaborative editors is delay. Delays exist between the execution of one user's modification and the visibility of this modification to the other users. Such delays are in part fundamental to the network, as well as arising from the consistency maintenance algorithms and underlying architecture of collaborative editors. Existing quantitative research on collaborative document editing does not examine either concern for delay or the efficacy of compensatory strategies. We studied an artificial note taking task in French where we introduced simulated delay. We found out a general effect of delay on performance related to the ability to manage redundancy and errors across the document. We interpret this finding as a compromised ability to maintain awareness of team member activity, and a reversion to independent work. Measures of common ground in accompanying chat indicate that groups with less experienced team members attempt to compensate for the effect of delay. In contrast, more experienced groups do not adjust their communication in response to delay, and their performance remains sensitive to the delay manipulation

Reducing the effect of network delay on tightly-coupled interaction

Tightly-coupled interaction is shared work in which each person’s actions immediately and continuously influence the actions of others. Tightly-coupled interaction is a hallmark of expert behaviour in face-to-face activity, but becomes extremely difficult to accomplish in distributed groupware. The main cause of this difficulty is network delay – even amounts as small as 100ms – that disrupts people’s ability to synchronize their actions with another person. To reduce the effects of delay on tightly-coupled interaction, I introduce a new technique called Feedback-Feedthrough Synchronization (FFS). FFS causes visual feedback from an action to occur at approximately the same time for both the local and the remote person, preventing one person from getting ahead of the other in the coordinated interaction. I tested the effects of FFS on group performance in several delay conditions, and my study showed that FFS substantially improved users’ performance: accuracy was significantly improved at all levels of delay, and without noticeable increase in perceived effort or frustration. Techniques like FFS that support the requirements of tightly-coupled interaction provide new means for improving the usability of groupware that operates on real-world networks

Optimisation of Mobile Communication Networks - OMCO NET

The mini conference “Optimisation of Mobile Communication Networks” focuses on advanced methods for search and optimisation applied to wireless communication networks. It is sponsored by Research & Enterprise Fund Southampton Solent University. The conference strives to widen knowledge on advanced search methods capable of optimisation of wireless communications networks. The aim is to provide a forum for exchange of recent knowledge, new ideas and trends in this progressive and challenging area. The conference will popularise new successful approaches on resolving hard tasks such as minimisation of transmit power, cooperative and optimal routing

The Translocal Event and the Polyrhythmic Diagram

This thesis identifies and analyses the key creative protocols in translocal performance practice, and ends with suggestions for new forms of transversal live and mediated performance practice, informed by theory. It argues that ontologies of emergence in dynamic systems nourish contemporary practice in the digital arts. Feedback in self-organised, recursive systems and organisms elicit change, and change transforms. The arguments trace concepts from chaos and complexity theory to virtual multiplicity, relationality, intuition and individuation (in the work of Bergson, Deleuze, Guattari, Simondon, Massumi, and other process theorists). It then examines the intersection of methodologies in philosophy, science and art and the radical contingencies implicit in the technicity of real-time, collaborative composition. Simultaneous forces or tendencies such as perception/memory, content/ expression and instinct/intellect produce composites (experience, meaning, and intuition- respectively) that affect the sensation of interplay. The translocal event is itself a diagram - an interstice between the forces of the local and the global, between the tendencies of the individual and the collective. The translocal is a point of reference for exploring the distribution of affect, parameters of control and emergent aesthetics. Translocal interplay, enabled by digital technologies and network protocols, is ontogenetic and autopoietic; diagrammatic and synaesthetic; intuitive and transductive. KeyWorx is a software application developed for realtime, distributed, multimodal media processing. As a technological tool created by artists, KeyWorx supports this intuitive type of creative experience: a real-time, translocal “jamming” that transduces the lived experience of a “biogram,” a synaesthetic hinge-dimension. The emerging aesthetics are processual – intuitive, diagrammatic and transversal

The Tutor's Role

This chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an ‘effective’ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring