Collaborative information environments to support knowledge construction by communities

Computer-based design environments for skilled domain workers have recently graduated from research prototypes to commercial products, supporting the learning of individual designers. Such systems do not, however, adequately support the collaborative nature of work or the evolution of knowledge within communities of practice. If innovation is to be supported within collaborative efforts, thesedomain-oriented design environments (DODEs) must be extended to becomecollaborative information environments (CIEs), capable of providing effective community memories for managing information and learning within constantly evolving collaborative contexts. In particular, CIEs must provide functionality that facilitates the construction of new knowledge and the shared understanding necessary to use this knowledge effectively within communities of practice.This paper reviews three stages of work on artificial (computer-based and Web-based) systems that augment the intelligence of people and organisations. NetSuite illustrates the DODE approach to supporting the work of individual designers with learning-on-demand. WebNet extends this model to CIEs that support collaborative learning by groups of designers. Finally, WebGuide shows how a computational perspectives mechanism for CIEs can support the construction of knowledge and of shared understanding within groups. According to recent theories of cognition, human intelligence is the product of tool use and of social mediations as well as of biological development; CIEs are designed to enhance this intelligence by providing computationally powerful tools that are supportive of social relations.     

Comparing collaborative drawing tools and whiteboards: An analysis of the group process

Collaborative drawing tools, which are designed to allow multiple users to share an electronic drawing space, have recently become the focus of many researchers' efforts. While advances have been made in the technological implementation of these tools, little is known about the effect these tools have on group processes. This paper discusses a study that was conducted to compare groups using conventional (whiteboard) technology to those using collaborative drawing tools. The results of these two experiments provide evidence that these tools alter the way in, which groups work. For some types of tasks, the amount of interaction among group members using a collaborative drawing tool tends to be less than among groups using conventional technology. Groups using collaborative drawing tools tended to take significantly longer than whiteboard groups. Possible reasons for these results are further explored in this paper.     

A distributed and interactive system to integrated design and simulation for collaborative product development

The goal of applying collaborative product development in industry has raised the need to develop software tools supporting system integration and group collaboration. Current methods and tools mainly focus on the collaborative creation of design components and assemblies. However, few of them support the collaborative work in developing simulation models so that proposed design concepts and solutions can be evaluated by integrating expertise from several disciplines. The purpose of this research is to develop a distributed and interactive system on which designers and experts can work together to create, integrate and run simulations for engineering design. To develop such a system, a number of issues, e.g. effectiveness and efficiency of modeling work, the re-use of models, interaction and cooperation, accuracy of simulation, collaborative operation on models, etc., need to be addressed. This paper describes an open architecture to developing simulations for engineering design in a distributed and collaborative environment, identifies a set of key issues raised in this architecture, and presents the techniques employed in our solution.     

The foundations of a theory-aware authoring tool for CSCL design

One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners’ interactions affects learning processes and, hence, the learning outcome. Although many advances have been made to support the designing of collaborative learning scenarios through technology, a more systematic approach is lacking. With the limitations of the current designing methods and tools, it is difficult to develop intelligent authoring systems that can guide users in order to produce more effective collaboration. One of the main difficulties with creating a more consistent (computer-understandable) approach to designing collaboration is the necessity of proposing better ways to formalize the group learning processes. In this paper, we present an innovative approach that uses ontologies and concepts from learning theories to create a framework that represents collaborative learning and its processes. Ontologies provide the necessary formalization to represent collaboration, while learning theories provide the concepts to justify and support the development of effective learning scenarios. Such an approach contributes to establish the foundations for the development of the next generation of intelligent authoring systems referred to as theory-aware systems. To verify the viability and usefulness of our proposed ontological framework in the context of systematic design, the development and use of an intelligent authoring tool for CSCL design is presented. This system is able to reason on ontologies to give suggestions that help users to create theory-compliant collaborative learning scenarios. We carried out several experiments with teachers in a geometry drawing course and the results indicate that the system helps teachers to create and interchange their scenarios more easily and facilitates the selection of important pedagogical strategies that influence positively the designing and effectiveness of group activities.     

Human and technical factors of distributed group drawing tools

Groupware designers are now developing multi-user equivalents of popular paint and draw applications. Their job is not an easy one. First, human factors issues peculiar to group interaction appear that, if ignored, seriously limit the usability of the group tool. Second, implementation is fraught with considerable technical hurdles. This paper describes the human and technical factors that have been met and handled by researchers and implementors of group drawing tools. We emphasize our own experiences building four systems supporting remote real time group interaction: GroupSketch and XGroupSketch, both multi-user sketchpads; GroupDraw, a prototype object-based multi-user drawing package, and GroupKit, a groupware toolkit. On the human factors side, we summarize empirically-derived design principles that we believe are critical to building useful and usable collaborative drawing tools. On the implementation side, we describe our experiences with replicated versus centralized architectures, schemes for participant registration, multiple cursors, network requirements, and the structure of the drawing primitives. A brief survey of other approaches to group drawing is also included.     

Findings from observational studies of collaborative work

The work activity of small groups of three to four people was videotaped and analysed in order to understand collaborative work and to guide the development of tools to support it. The analysis focused on the group's shared drawing activity—their listing, drawing, gesturing and talking around a shared drawing surface. This analysis identified specific features of collaborative work activity that raise design implications for collaborative technology: (1) collaborators use hand gestures to uniquely communicate significant information; (2) the process of creating and using drawings conveys much information not contained in the resulting drawings; (3) the drawing space is an important resource for the group in mediating their collaboration; (4) there is a fluent mix of activity in the drawing space; and (5) the spatial orientation among the collaborators and the drawing space has a role in structuring their activity. These observations are illustrated with examples from the video data, and the design implications they raise are discussed.     

Telerobot-enabled HUB-CI model for collaborative lifecycle management of design and prototyping

The HUB-CI model is investigated in a telerobotic system in a client/server network to manage the lifecycle of engineering design and prototyping. The purpose of this platform is to support collaborative engineering design and proof of concept to enhance distributed team collaboration and resource utilization. The suggested platform is exemplified in two collaboration support tools and a physical prototyping platform. Structured Co-Insight Management is developed to support innovative idea exchanges and the consensus decision-making during the design process. Conflict/error detection management helps preventing conflicts and errors during the lifecycle of design and development. Physical collaboration over the network occurs when a team controls the telerobot operation during prototyping and testing in design cycles. A pilot system is implemented with a group project for the design of an electronic circuit (including both hardware and software designs). The functional assessment method is used to compare this platform to other collaborative design tools. The system presented offers unique qualitative advantages as an integrated collaboration support system.     

The design and realization of CoViD: a system for collaborative virtual 3D design

Many important decisions in the design process are made during fairly early on, after designers have presented initial concepts. In many domains, these concepts are already realized as 3D digital models. Then, in a meeting, the stakeholders for the project get together and evaluate these potential solutions. Frequently, the participants in this meeting want to interactively modify the proposed 3D designs to explore the design space better. Today’s systems and tools do not support this, as computer systems typically support only a single user and computer-aided design tools require significant training. This paper presents the design of a new system to facilitate a collaborative 3D design process. First, we discuss a set of guidelines which have been introduced by others and that are relevant to collaborative 3D design systems. Then, we introduce the new system, which consists of two main parts. The first part is an easy-to-use conceptual 3D design tool that can be used productively even by naive users. The tool provides novel interaction techniques that support important properties of conceptual design. The user interface is non-obtrusive, easy-to-learn, and supports rapid creation and modification of 3D models. The second part is a novel infrastructure for collaborative work, which offers an interactive table and several large interactive displays in a semi-immersive setup. It is designed to support multiple users working together. This infrastructure also includes novel pointing devices that work both as a stylus and a remote pointing device. The combination of the (modified) design tool with the collaborative infrastructure forms a new platform for collaborative virtual 3D design. Then, we present an evaluation of the system against the guidelines for collaborative 3D design. Finally, we present results of a preliminary user study, which asked naive users to collaborate in a 3D design task on the new system.     

How collaborative technology supports cognitive processes in collaborative process modeling: A capabilities-gains-outcome model

We examine which capabilities technologies provide to support collaborative process modeling. We develop a model that explains how technology capabilities impact cognitive group processes, and how they lead to improved modeling outcomes and positive technology beliefs. We test this model through a free simulation experiment of collaborative process modelers structured around a set of modeling tasks. With our study, we provide an understanding of the process of collaborative process modeling, and detail implications for research and guidelines for the practical design of collaborative process modeling.     

Drawing with constraints

The success of constraint-based approaches to drawing has been limited by difficulty in creating constraints, solving them, and presenting them to users. In this paper, we discuss techniques used in theBriar drawing program to address all of these issues. Briar's approach separates the problem of initially establishing constraints from the problem of maintaining them during subsequent editing. We describe how non-constraint-based drawing tools can be augmented to specify constraints in addition to positions. These constraints are then maintained as the user drags the model, which allows the user to explore configurations consistent with the constraints. Visual methods are provided for displaying and editing the constraints.     

Developing a groupware-based prototype to support geomatics production management

Digital map and chart providers are under increasing pressure to bring their original and updated products to market in shorter time frames than ever before. As the contract production model has come to play an increasingly significant role in digital mapping and charting programs, workflow processes and production tasks have at least been extended, if not redefined. At the same time, through the refinement and integration of groupware tools and Intranet/Extranet software, applications of computer-supported cooperative work have emerged in support of both project-driven research and corporate information management. The Geographical Engineering Group at University of New Brunswick has undertaken a program of research to: (1) investigate the applicability of groupware and database technologies to support collaborative geomatics production in networked environments; (2) develop Extranet-based prototypes; and (3) evaluate the effects of these prototypes on project management and organizational culture. A summary of the results from the preliminary works is presented in this paper. Focus has been placed on the collaboration prototype developed in terms of quality control inspection project in mapping and charting productions. The paper concludes with a discussion of key design and implementation issues.     

面向机床产品的协同设计支持环境的研究

对机床产品协同设计过程及其特点进行研究，采用UML统一建模语言中的泳道图表示机床协同设计过程，提出了面向机床产品的协同设计支持环境的层次结构，该协同设计支持环境主要由3个方面的内容组成：对机床产品设计开发活动的支持、对设计活动单元组织和管理的支持、对设计活动单元间协同的支持。采用分布式为主、集中式为辅的方式，建立了面向机床产品的协同设计支持环境的体系结构，并对实现该体系结构的任务规划、协同约束模型、冲突消解等关键技术进行了研究。在此基础上，开发了面向机床产品的协同设计支持环境的原型系统。     

基于Web服务的协同CASE工具设计

为CASE工具提供协同功能的重要性显而易见.但现有系统功能的实现不是使用ad-hoc的方法就是使用一个特定的群件工具箱,这使得应用程序缺少可扩展性和灵活性.使用Web Service技术及其协议提出一种开发CASE工具的新途径,以解决以上问题.为满足协同工作的完整需求,系统还包括一个版本控制机制和群体意识功能组件.简要介绍这种基于Web Service的体系结构并对核心的设计和实现议题进行描述.     

Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Research shows the benefits of collaborative design activity by teachers are that in their conversations (design talk) they develop technological pedagogical content knowledge (TPACK). While more and more teachers engage in collaborative design, little is known about how they use TPACK during design. The main question of this study was: “What is the nature of design talk of a group of teachers during the design of technology-rich early literacy activities?” Using a holistic case study on design talk, the analysis focused on the topics that were under discussion and how these topics were discussed. Three phases of coding were applied: (a) how design represents any of the seven domains of TPACK knowledge (Pedagogical, Content, Technological, Technological Pedagogical, Technological Content, Pedagogical Content or Technological Pedagogical Content Knowledge); (b), how design talk represented three aspects of reasoning (external priorities, practical concerns and existing orientations); and (c), and what levels of inquiry are reached (no-depth; sharing ideas; analyze; and plan). Findings indicate that design talk reflects moments in which teachers reach deeper levels of inquiry. Findings also indicate that TPACK was mostly linked to expressing practical concerns. However when engaging in deeper inquiry, teachers existing orientations featured more prominently in the conversations. External priorities hardly seemed to play any role in design talk. Also, when addressing TPACK or PCK, design talk mostly reflects practical concerns. Pedagogy was addressed not as a single knowledge domain, rather in conjunction with the other two domains. Practical implications are discussed regarding how to support teachers during collaborative design.     

The learning kit project: Software tools for supporting and researching regulation of collaborative learning

Computer-supported collaborative learning (CSCL) is a dynamic and varied area of research. Ideally, tools for CSCL support and encourage solo and group learning processes and products. However, most CSCL research does not focus on supporting and sustaining the co-construction of knowledge. We identify four reasons for this situation and identify three critical resources every collaborator brings to collaborations that are underutilized in CSCL research: (a) prior knowledge, (b) information not yet transformed into knowledge that is judged relevant to the task(s) addressed in collaboration, and (c) cognitive processes used to construct these informational resources. Finally, we introduce gStudy, a software tool designed to advance research in the learning sciences. gStudy helps learners manage cognitive load so they can re-assign cognitive resources to self-, co-, and shared regulation; and it automatically and unobtrusively traces each user′s engagement with content and the means chosen for cognitively processing content, thus generating real-time performance data about processes of collaborative learning.     

A web based collaborative testing environment

This paper presents a computer supported collaborative testing system built upon the Siette web-based assessment environment. The application poses the same set of questions to a group of students. Each student in the group should answer the same question twice. An initial response is given individually, without knowing the answers of others. Then the system provides some tools to show the other partners' responses, to support distance collaboration. Finally a second individual answer is requested. In this way assessment and collaboration activities are interlaced. At the end of a collaborative testing session, each student will have two scores: the initial score and the final score. Three sets of experiments have been carried out: (1) a set of experiments designed to evaluate and fine tune the application, improve usability, and to collect users' feelings and opinions about the system; (2) a second set of experiments to analyze the impact of collaboration in test results, comparing individual and group performance, and analyzing the factors that correlate to those results; and (3) a set of experiments designed to measure individual short-term learning directly related to the collaborative testing activity. We study whether the use of the system is associated with actual learning, and whether this learning is directly related to collaboration between students. Our studies confirm previous results and provide the following evidence (1) the performance increase is directly related to the access to other partners' answers; (2) a student tends to reach a common answer in most cases; and (3) the consensus is highly correlated with the correct response. Moreover, we have found evidence indicating that most of the students really do learn from collaborative testing. High-performing students improve by self-reflection, regardless the composition of the group, but low-performing students need to be in a group with higher-performing students in order to improve.     

Understanding collaborative learning activities in an information ecology: A distributed cognition account

Collaborative learning encloses a diversity of activities, interactions, and practices. Thus, designing a learning environment, potentially enhanced with technology, to support collaborative learning, is not an easy task. Using an in-class exploration involving four multidisciplinary teams, this research seeks to understand collaborative design activities within “InfoSpace” – an information ecology. That is, a collocated space enriched with a multiple interlinked heterogeneous technologies. The aim of the study is to explore how an information ecology works as an integrated cognitive system, through the lenses of distributed cognition. Through the analysis we constructed a detailed account of the information flow, physical layout and artefact models. We claim that distributed cognition framework can provide a lens for understanding interactions among learners, tasks, and tools in collocated technology enhanced learning environments. Furthermore, the analysis provides valuable insights on how the design of the information ecology supports collaboration and coordination.     

Analyzing collaborative interactions: divergence,shared understanding and construction of knowledge

One of the most important facets of collaborative learning is the interaction between individual and collaborative learning activities – between divergent perspectives and shared knowledge building. Individuals bring divergent ideas into a collaborative environment. While individuals bring their own unique knowledge and perspectives, the second important aspect of collaborative learning is how they move from seemingly divergent perspectives to collaborative knowledge building. This is clearly a social process among group members who could adopt various strategies for resolving differences including asserting dominance, acquiescing, or some form of reciprocal sense making. An important aspect of collaborative learning is the move from assimilation to construction, i.e., creating new understandings based on the discussions that they have had. Documenting this change from divergence to collaborative knowledge building to possible construction is therefore important in understanding the nature the collaborative interactions. In this paper we discuss our analysis of the process of collaborative interactions based on three dimensions – divergence of ideas, collaborative knowledge building and construction. Our aim was to document as well as to understand how collaborative interactions develop over time: whether students raise new issues (ideas) more frequently as they become more familiar with the discussion and discussants, and whether shared knowledge building becomes richer over time, and subsequent evidence that students were able to construct their own understanding based on their interactions with others. Our analyses were conducted in the context of an online graduate course conducted using the learning environment that we designed, CoDE, (Constructivist, Distributed learning Environment). In this paper, we will first describe the design of CoDE. We will then describe a study in which CoDE was used to offer an online graduate course in learning theories. We then discuss our analyses of both individual and collaborative learning as it progressed through the duration of the course.     

Collaborative design in the era of cloud computing

The paper describes the application of the latest Information Technologies in business processes such as design and manufacturing. More specifically it examines the use of cloud computing in the mechanical drawing and design process of an enterprise. It proposes a specific architecture with different servers, for the implementation of a collaborative cloud based Design system. Finally as an application example, it compares the operating cost of an industry’s design department before and after the use of the proposed system. This example uses a private cloud deployment model so that the comparison of the operating cost would be feasible. While public cloud may offer more functionality and economy, private cloud is best suitable to make conclusions and comparison between on-premise and cloud operation, because all of the cost is handled by the organization that uses it.     

Student perceptions of collaborative learning,social presence and satisfaction in a blended learning environment: Relationships and critical factors

The purpose of this study was to examine the relationships of the students’ perceived levels of collaborative learning, social presence and overall satisfaction in a blended learning environment. This research studied the relationship of these three variables and identified critical factors related to them. The participants were 48 graduate students who took a blended-format course in health education and worked on a collaborative group project related to the development of a comprehensive HIV-AIDS prevention plan. Data was collected from the Student Perception Questionnaire and face-to-face interviews. The analysis of quantitative data indicated that student perceptions of collaborative learning have statistically positive relationships with perceptions of social presence and satisfaction. This means that students who perceived high levels of collaborative learning tended to be more satisfied with their distance course than those who perceived low levels of collaborative learning. Similarly, students with high perceptions of collaborative learning perceived high levels of social presence as well. Surprisingly, the relationship between social presence and overall satisfaction was positive but not statistically significant. Interview data revealed that (a) course structure, (b) emotional support, and (c) communication medium were critical factors associated with student perceptions of collaborative learning, social presence, and satisfaction. Explanations about findings and implications for instructional design are discussed in the conclusion.