Exploring the foundations of practicing online collaboration

In collaborative learning, instruction is learner-centered rather than teacher-centered and knowledge is viewed as a social construct, facilitated by peer interaction, evaluation and mutual support [1]. Such computer supported collaborative learning (CSCL) enables and encourages learners to confer, reflect and help to develop meaningful learning in an environment where significant learning can be achieved through interactions supported by electronic communication and discourse [2]. This paper proposes a theory that supports educational collaboration in a peer-to-peer computing environment, thus blending the two disciplines.

Constructing wikis as a platform for online collaboration in an e-learning environment

Previous studies conclude that finding a collaborative tool to suit the e-Iearning environment adequately is quite a task. Consequently, research has been conducted for this very purpose, to trial the use of wikis as a platform to support collaboration in a way that students will embrace and adopt for regular use. The wiki is easily accessible, requires no software and allows its contributors to feel a sense of responsibility and ownership. However there are wiki related challenges that have yet to be researched in the online e-Iearning environment. Possible intrusions, no opinion control, user hostility, and unintentional deletions or editing all require further investigation. This paper will further research the wiki environment in the tertiary e-Iearning setting, as well as consider wiki moderation, member authentication, and interest sustainability to support this community focused collaborative tool. Relevant results from the current case study are explored whilst delivering meaningful data, thus providing an insight into how wikis are an appropriate platform to incorporate in the online collaborative environment.

Employing wikis for online collaboration in the e-learning environment: case study

This paper examines the various ways in which students reflect on their very recent experiences in collaborating in an online e-learning environment. Wikis, fully editable Websites, are easily accessible, require no software and allow its contributors, in these case students, to feel a sense of responsibility and ownership. Wikis are everywhere, but, unfortunately, the online literature has not yet begun to focus enough on wikis (Mattison 2003). Whereas students are used to the WebCT based university Elearning environment, Deakin Studies Online (DSO), this case study, completed in Nov 2004, was conducted to test the wiki platform as a means of online collaboration in the tertiary education environment. A full analysis of the results is presented, as are recommendations for improving the platform in an effort to employ wikis and utilize them to their full and absolute potential.

Collaboration in the online e-learning environment

Based on the fundamental elements of computer Supported Collaborative Learning, the Online Collaboration Model was developed to improve teaching and learning outcomes for students and staff. This model now stands as a framework that can support further exploration and inquiry into issues related to collaboration in the online e-learning environment.

ARCS collaboration tools

The Australian Research Collaboration Service (ARCS) has been supporting a wide range of Collaboration Services and Tools which have been allowing researchers, groups and research communities to share ideas and collaborate across organisational boundaries.----- This talk will give an introduction to a number of exciting technologies which are now available. Focus will be on two main areas of Video Collaboration Tools, allowing researchers to talk face-to-face and share data in real-time, and Web Collaboration Tools, allowing researchers to share information and ideas with other like-minded researchers irrespective of distance or organisational structure. A number of examples will also be shown of how these technologies have been used with in various research communities.----- A brief introduction will be given to a number of services which ARCS is now operating and/or supporting such as:--- * EVO – A video conferencing application, which is particularly suited to desktop or low bandwidth applications.--- * AccessGrid – An open source video conferencing and collaboration tool kit, which is great for room to room meetings.--- * Sakai – An online collaboration and learning environment, support teaching and learning, ad hoc group collaboration, support for portfolios and research collaboration.--- * Plone – A ready-to-run content management system, that provides you with a system for managing web content that is ideal for project groups, communities, web sites, extranets and intranets.--- * Wikis – A way to easily create, edit, and link pages together, to create collaborative websites.

ARCS collaboration tools and support workshop

Registration fees for this workshop are being met by ARCS. There is no cost to attend; however space is limited.----- The Australian Research Collaboration Service (ARCS) has been supporting a wide range of Collaboration Services and Tools which have been allowing researchers, groups and research communities to share ideas and collaborate across organisational boundaries.----- This workshop will give an introduction into a number of web based and real-time collaboration tools and services which researchers may find useful for day-to-day collaboration with members of a research team located within an institution or across institutions. Attendees will be shown how a number of these tools work with strong emphasis placed on how these tools can help facilitate communication and collaboration. Attendees will have the opportunity to try out a number of examples themselves, and interact with the workshop staff to discuss how their own use cases could benefit from the tools and services which can be provided.----- Outline: A hands on introduction will be given to a number of services which ARCS is now operating and/or supporting such as:--- * EVO – A video conferencing environment, which is particularly suited to desktop or low bandwidth applications.--- * AccessGrid – An open source video conferencing and collaboration tool kit, which is great for room to room meetings.--- * Sakai – An online collaboration and learning environment, support teaching and learning, ad hoc group collaboration, support for portfolios and research collaboration.--- * Plone and Drupal – A ready-to-run content management system, that provides you with a system for managing web content that is ideal for project groups, communities, web sites, extranets and intranets.--- * Wikis – A way to easily create, edit, and link pages together, to create collaborative websites.

Analysing environmental acoustic data through collaboration and automation

Monitoring environmental health is becoming increasingly important as human activity and climate change place greater pressure on global biodiversity. Acoustic sensors provide the ability to collect data passively, objectively and continuously across large areas for extended periods. While these factors make acoustic sensors attractive as autonomous data collectors, there are significant issues associated with large-scale data manipulation and analysis. We present our current research into techniques for analysing large volumes of acoustic data efficiently. We provide an overview of a novel online acoustic environmental workbench and discuss a number of approaches to scaling analysis of acoustic data; online collaboration, manual, automatic and human-in-the loop analysis.

Designing and evaluating an online role play in conflict management

Purpose This paper aims to identify, through a literature review, key issues regarding how online role plays can be designed and to apply them when designing a role play on conflict management. Design/methodology/approach By drawing on the key issues identified in the literature review, a role play on conflict management was designed and evaluated. Data were collected by developing a survey that focused on perceived learning, participation and satisfaction. Findings Overall, a majority of the students felt that they learned and participated in the role play. The most positive finding was that the students were satisfied with their role play experience. Research limitations/implications Researchers are urged to further develop the dimensions and measures of online role play success. The measures that were developed for evaluating perceived learning, participation and satisfaction with role plays can be further developed and tested. It is suggested that the effects on learning need to be further explored. Practical implications It is suggested that teachers take the identified key issues of online role play design into account. An important challenge seems to be to encourage students to reflect and do additional reading and research in relation with online role plays. Originality/value Online collaboration is commonly argued as beneficial from an e-learning perspective. However, a challenge for research and practice is to learn how collaborative e-learning activities may be developed. This paper contributes by focusing on how online role plays can be designed and evaluated.

Migrant worker empowerment in online communities

Our literature review shows that several scholars have conceptualized empowerment in online communities according to context and setting. In general, empowerment by the Internet can be described as the capacity of the Internet to provide information, interactions and collaborations (Amichai-Hamburger, McKenna, & Tal, 2008). Interactions within a social networking site enable people to construct their online identity which potentially empowers them (Zhao, Grasmuck, & Martin, 2008). From a consumer orientation, consumers feel empowered through accessing information which potentially improves their understanding and knowledge in decision making processes (Tina, Kathryn, & Gary, 2006). In health contexts, participation in online communities is seen to empower individuals in coping with health issues (Høybye, Johansen, & Tjørnhøj-Thomsen, 2005; Pitts, 2004; Sharf, 1997; Cornelia F. van Uden-Kraan et al., 2008). In educational contexts, online collaboration processes can empower lecturers and students (Ravid, Kalman, & Rafaeli, 2008). The literature shows that studies of empowerment in online communities are an emerging concept

Information sharing in distance collaboration: A software engineering perspective

Information sharing in distance collaboration: A software engineering perspective, QueenslandFactors in software engineering workgroups such as geographical dispersion and background discipline can be conceptually characterized as "distances", and they are obstructive to team collaboration and information sharing. This thesis focuses on information sharing across multidimensional distances and develops an information sharing distance model, with six core dimensions: geography, time zone, organization, multi-discipline, heterogeneous roles, and varying project tenure. The research suggests that the effectiveness of workgroups may be improved through mindful conducts of information sharing, especially proactive consideration of, and explicit adjustment for, the distances of the recipient when sharing information.

Collaboration on social network sites: Amateurs, professionals and celebrities

Amateurs are found in arts, sports, or entertainment, where they are linked with professional counterparts and inspired by celebrities. Despite the growing number of CSCW studies in amateur and professional domains, little is known about how technologies facilitate collaboration between these groups. Drawing from a 1.5-year field study in the domain of bodybuilding, this paper describes the collaboration between and within amateurs, professionals, and celebrities on social network sites. Social network sites help individuals to improve their performance in competitions, extend their support network, and gain recognition for their achievements. The findings show that amateurs benefit the most from online collaboration, whereas collaboration shifts from social network sites to offline settings as individuals develop further in their professional careers. This shift from online to offline settings constitutes a novel finding, which extends previous work on social network sites that has looked at groups of amateurs and professionals in isolation. As a contribution to practice, we highlight design factors that address this shift to offline settings and foster collaboration between and within groups.

Limitations of an established community of practice in developing online innovation

This research was undertaken to explore the effectiveness of an already established community of practice among staff at a small rurally-based training organisation as a vehicle through which to develop innovative practice in online collaboration and learning. The research was situated within that ongoing innovation, and used interview and observational techniques to generate the research data from staff and management personnel. Substantial limitations to using an already existing community of practice to develop innovative practice were shown in the research. Development of new behaviours was substantially inhibited by the power of already established behaviours and practices. Additionally, lack of sufficient experience among community members in online technologies was a further barrier to effective and orderly development. The research indicates that the achievement of innovative practice through communities of practice within existing workplaces may best be served by the strategic development of members of those communities, focusing on change from already established behaviours, and by ensuring a mix of skill and experience to support and lead less experienced participants.

Security in the online e-learning environment

This paper addresses the role of security in the collaborative e-learning environment, and in particular, the social aspects of security and the importance of identity. It represents a case study, completed in Nov 2004, which was conducted to test the sense of security that students experienced whilst using the wiki platform as a means of online collaboration in the tertiary education environment. Wikis, fully editable Web sites, are easily accessible, require no software and allow its contributors (in this case students) to feel a sense of responsibility and ownership. A comparison between two wiki studies will be made whereby one group employed user login and the other maintained anonymity throughout the course of the study. The results consider the democratic participation and evolution of the work requirements over time, which in fact ascertains the nonvalidity of administrative identification.

Using an online simulation to address equity issues for off-campus students

The Middle East Politics Simulation (MEPS) is an online role-play exercise aimed at providing students with an improved level of understanding of the political dimensions of the Middle East, including the complexities of negotiation and decision making that face actors in this turbulent region. An online version of MEPS has been running since 1993, initially from Macquarie University, and since 2008 from Deakin University. This longevity provides a useful longitudinal perspective on utilising a collaborative online workplace to offer enhanced learning outcomes in the study of a political topic. The wholly online nature of the simulation means that students of all study modes and even different institutions can participate and benefit equally, thus negating some of the disadvantages faced by off-campus students in learning and assessment. Additionally, the student experience and depth of learning provided by the simulation constitute an excellent example of using the strengths of an e-learning environment to offer an alternative method of engaging and assessing students, which may be beneficial for accommodating the needs of those with differing learning styles.