Object Oriented Role Modeling and Group Support Systems

The design and development of Group Support Systems (GSS) is a complex endeavor. The long term usefulness of these systems can only be as good as their design. Sound design principles demand the adoption of a systematic methodology that matches the system design objectives. The focus of this paper is the use of Object-Orientation as a modeling technology for designing GSSs. We present a brief overview of popular Object-Oriented (OO) analysis and design methodologies, and argue in favor of a methodology that allows the description of phenomenon of interest in the form of role models [10] -an abstraction well suited to capturing the essence of collaborative wor

Frameworks for Group Support Systems

Deciding on which frameworks to use and designing those frameworks are complicated tasks. In this paper we propose using the Task and Technology Interaction (TTI) model as a frame of reference for tackling these problems in the domain of Group Support Systems (GSSs). The TTI provides a set of three high level abstractions for determining fundamental invariants of the nature of technological support embedded in GSSs and an array of distinctions within each of the three abstractions that can be used for designing frameworks for GSS

Group Support Systems and the Speech Act Theory

The Speech Act Theory and Language/Action Model provide a useful perspective for understanding how people use communication to coordinate group activities. This paper presents an overview of the Speech Act Theory and the Language/Action model. The limitations of the Language/Action model as a Group Support System (GSS) model are highlighted. Possible modifications and directions for future researchare suggeste

Teaching lower level computer science courses via virtual classroom and video : course reports by faculty

New Jersey Institute of Technology is the grateful recipient of a generous grant from the Alfred P. Sloan Foundation which has enabled it to explore the use of asynchronous learning networks to create and deliver an entire undergraduate degree program in computer and information science. Each of these courses uses some amount of lecture-type material delivered via videotape. These materials are usually available to students in three different ways: by viewing broadcasts on a New Jersey cable station, by renting the set of videotapes, or by viewing in a special room in the library. Videotapes for distance learning are not new and are not, in themselves, a very effective means of delivery. The innovative part of this project is the Virtual Classroom™ which is a specially tailored set of features embedded in New Jersey Institute of Technology\u27s computer conferencing system, EIES (Electronic Information Exchange System). This makes possible a rich interchange and collaboration among students and faculty as they discuss and work through the problems and concepts in a course. As of the spring of 1995, both the B.A.I.S and the B.S.C.S. are available to distance and oncampus students. Teaching in a Virtual Classroom mixed with other media (such as video or CD ROM) is not simple however. The purpose of the enclosed descriptions of experiences by faculty members is to familiarize prospective teachers using this media mix in the future with both some ideas for how to organize their online activities, and knowledge of problems that have been encountered. The faculty members were given a suggested outline of topics to include in their reports, but otherwise were free to include whatever they thought would be of most use to other faculty members in the future, teaching the same or similar courses. Those who are interested in learning more about teaching and learning in ALN environments are referred to two book-length treatments: Starr Roxanne Hiltz, The Virtual Classroom: Learning Without Limits via Computer Networks (Ablex, Norwood NJ, 1994); and Linda Harasim, Starr Roxanne Hiltz, Lucio Teles and Murray Turoff, Learning Networks: A Field Guide to Teaching and Learning Online (MIT Press, 1995

EIES 2 : a distributed architecture for supporting group work

The Computerized Conferencing Center (CCCC) at New Jersey Institute of Technology (NJIT) has been researching on-line group communications for 17 years by developing and studying tools to advance the collective intelligence . The Electronic Information Exchange System 2 (EIES2) provides a research, development and operational environment for distributed computer supported cooperative work (CSCW) systems. The EIES 2 distributed Smalltalk processor provides for rapid prototyping and implementation of muti-media CSCW facilities in the network environment. The Smalltalk support of the object model, and meta-language properties make it ideally suited for incremental development CSCW applications. The EIES2 communication environment supports a decentralized network architecture. Modern standards are used in the implementation of data structures, communication interfaces and database. The EIES2 application layer protocols support use ASN.1 data representation to access to an object-oriented distributed database via X.ROS remote operation services. EIES2 can serve as a foundation on which group work systems may be built and defines protocols that can allow them to inter-operate. An initial system presents a powerful metaphor of conferences and activities which provides an extensible framework upon which to add group work applications. Work to date has provided structures for information exchange, inquiry networking, information filtering, the on-line virtual classroom, and group decision support. This paper presents the system architecture model used for EIES2 and describes the implementation and current applications