A Framework for collaborative writing with recording and post-meeting retrieval capabilities

From a HCI perspective, elucidating and supporting the context in which collaboration takes place is key to implementing successful collaborative systems. Synchronous collaborative writing usually takes place in contexts involving a “meeting” of some sort. Collaborative writing meetings can be face-to-face or, increasingly, remote Internet-based meetings. The latter presents software developers with the possibility of incorporating multimedia recording and information retrieval capabilities into the collaborative environment. The collaborative writing that ensues can be seen as an activity encompassing asynchronous as well as synchronous aspects. In order for revisions, information retrieval and other forms of post-meeting, asynchronous work to be effectively supported, the synchronous collaborative editor must be able to appropriately detect and record meeting metadata. This paper presents a collaborative editor that supports recording of user actions and explicit metadata production. Design and technical implications of introducing such capabilities are discussed with respect to document segmentation, consistency control, and awareness mechanisms

A review of the empirical studies of computer supported human-to-human communication

This paper presents a review of the empirical studies of human-to-human communication which have been carried out over the last three decades. Although this review is primarily concerned with the empirical studies of computer supported human-to-human communication, a number of studies dealing with group work in non-computer-based collaborative environments, which form the basis of many of the empirical studies of the recent years in the area of CSCW, are also discussed. The concept of person and task spaces is introduced and then subsequently used to categorise the large volume of studies reported in this review. This paper also gives a comparative analysis of the findings of these studies, and draws a number of general conclusions to guide the design and evaluation of future CSCW systems

Spartan Daily, February 17, 1941

Volume 29, Issue 89https://scholarworks.sjsu.edu/spartandaily/3251/thumbnail.jp

The Cowl - v.51 - n.6 - Oct 29, 1986

The Cowl - student newspaper of Providence College. Vol 51 - No. 6 - October 29, 1986. 20 pages

Pre-service teachers as designers in the context of advertising literacy education

The present study describes how teacher design teams (TDTs) in pre-service education were set up to create in-school programs about advertising. A multiple case-study design was employed to reveal what kinds of input-, process-, and output-related factors facilitate or hinder the collaboration of three voluntarily participating teams of pre-service teachers. By combining pre-TDT questionnaire data with an analysis of audiorecorded team design discussions and reflective data collected after the design process, we found that the participating student teachers (1) were unfamiliar with design assignments at the start of the project, but were all intrinsically motivated to take part; (2) especially express practical concerns when designing learning materials, and (3) argue that TDTs positively contribute to their professional development. As this study revealed both facilitating and hindering factors, recommendations for future organization of and research on TDTs in pre-service education are offered