Auswahl der wissenschaftlichen Literatur zum Thema „Digital collaborative tools“
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Zeitschriftenartikel zum Thema "Digital collaborative tools":
Wahl, Lori, und Allen Kitchel. „Internet Based Collaboration Tools“. International Journal of e-Collaboration 12, Nr. 1 (Januar 2016): 27–43. http://dx.doi.org/10.4018/ijec.2016010103.
Weaver, Joanna C., Gabriel Matney, Allison M. Goedde, Jeremy R. Nadler und Nancy Patterson. „Digital tools to promote remote lesson study“. International Journal for Lesson & Learning Studies 10, Nr. 2 (02.02.2021): 187–201. http://dx.doi.org/10.1108/ijlls-09-2020-0072.
Quan, Guolong, und Xiaoqing Gu. „Visualization Forms in the Cross-cultural Collaborative Activities of Design and Development of a Digital Resource for Education“. Journal of Educational Computing Research 56, Nr. 3 (25.05.2017): 439–63. http://dx.doi.org/10.1177/0735633117708336.
Pisanski Peterlin, Agnes, und Lisa Botshon. „What Does the Digital Student Want? Cross-Cultural Collaboration and Wikis in Academic Literacy“. ELOPE: English Language Overseas Perspectives and Enquiries 12, Nr. 2 (29.12.2015): 149–60. http://dx.doi.org/10.4312/elope.12.2.149-160.
Steinhardt, Isabel. „Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar“. Education for Information 36, Nr. 3 (25.09.2020): 263–79. http://dx.doi.org/10.3233/efi-190308.
Lima, Fábio, Caroline Nogueira De Carvalho, Mayara B. S. Acardi, Eldiane Gomes Dos Santos, Gabriel Bastos De Miranda, Rodrigo Filev Maia und Alexandre Augusto Massote. „Digital Manufacturing Tools in the Simulation of Collaborative Robots: Towards Industry 4.0“. Brazilian Journal of Operations & Production Management 16, Nr. 2 (26.05.2019): 261–80. http://dx.doi.org/10.14488/bjopm.2019.v16.n2.a8.
Isenberg, Petra, Niklas Elmqvist, Jean Scholtz, Daniel Cernea, Kwan-Liu Ma und Hans Hagen. „Collaborative visualization: Definition, challenges, and research agenda“. Information Visualization 10, Nr. 4 (29.07.2011): 310–26. http://dx.doi.org/10.1177/1473871611412817.
Yin, Hai Jun, und Ye Hu. „The Application of Lightweight Visualization Tool-Product View to Aircraft Development“. Applied Mechanics and Materials 376 (August 2013): 307–11. http://dx.doi.org/10.4028/www.scientific.net/amm.376.307.
Ludvigsen, Sten, und Rolf Steier. „Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning“. International Journal of Computer-Supported Collaborative Learning 14, Nr. 4 (29.11.2019): 415–23. http://dx.doi.org/10.1007/s11412-019-09312-3.
Roskos, Kathleen, Laura Northrop, Jeremy Brueck, Lisa Lenhart und Michelle Evans. „Descriptive Observations of Tool Functionality and Application for Assessing Digital Reading Program Quality“. Journal of Cognitive Education and Psychology 18, Nr. 2 (01.10.2019): 174–89. http://dx.doi.org/10.1891/1945-8959.18.2.174.
Dissertationen zum Thema "Digital collaborative tools":
Hinojosa, Cristelia. „Organizational Information Dissemination Within Collaborative Networks Using Digital Communication Tools“. NSUWorks, 2017. http://nsuworks.nova.edu/gscis_etd/996.
Schwartz, Lisa. „Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202715.
Jaakkonen, Mattias, und Basir Hosseini. „How Google Drive Affects Upper Secondary English as a Second Language Collaborative Writing - expressed by Teachers and Students“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34556.
Swedish schools are gradually becoming more digitalized, which cause more teachers to turn to Google Drive for improving students´ collaborative writing, especially ESL teachers, which this degree project focuses on. Hence, the aim of this study is to find out how using Google Drive can influence upper secondary collaborative ESL writing. This degree project is qualitative in nature and explores the personal opinions of three ESL teachers and three ESL students at an upper secondary school in Sweden. Moreover, the paper offers an insight to how well the teachers’ digital training in Google Drive corresponds with the mission of improving students´ English writing ability. Furthermore, this paper provides an overview of previous research on Google Drive as a platform for collaborative learning. Based on the findings, the participants argue that collaborative writing in Google Drive can increase students’ motivation and improve several aspects of their written English, if used ideally. However, some key factors that determine the success of the platform are awareness and prevention of plagiarism, unbalanced workload and fundamental digital training for teachers, which then could be passed on to their students.
Ozkan, Sevda. „The Way Architectural Model As A New Collaborative Design Environment Talks With Machines“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609381/index.pdf.
Johansson, Agnes, und Aleksandra Voronenko. „Creating a sense of normality : A quantitative study examining how a digital collaborative tool impacts students’ experiences in online synchronous group discussions“. Thesis, Jönköping University, Tekniska Högskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53312.
Guerra, Andrea Luigi. „Multi-users computer tools in early design phases : assessing their effect on design teams performances during co-located design-thinking activities“. Thesis, Compiègne, 2016. http://www.theses.fr/2016COMP2296/document.
The early preliminary phases of the design process are the most impactful on the final outcomes. However, they are ill defined, the path to follow is not clear. Design-thinking approaches are a good solution to tackle the incertitude of these phases. The introduction of computer tools during these phases has been identified as an interesting research path to explore. Through the analysis of these early preliminary design phases, a list of high-level assumptions has been made. These high-level assumptions delimited the perimeter of action for the design of a new kind of computer supported design platforms. These platforms are composed of two multi-touch, multi-users surfaces; one is horizontal to favor divergent thinking, while the other is vertical to favor convergent thinking. By this fact, I identified them with then name “HOVER” (HORizontal - VERtical) platforms. The preconized research methodology has two steps. The first step consists in the experimental comparison of the new tool with existing ones. The aim of this evaluation is to determine if HOVER platforms are applicable to the situation for which they have been designed. The second step consists in ethnographic observations of real case studies to establish if HOVER platforms have successfully improved the existing situation. This study has been conducted on a specific HOVER platform, the TATIN-PIC platform (French acronym for Table Tactile Interactive – Plateforme Intelligente de Conception) built at the Université de Technologie de Compiègne. The first step, composed of four quasi-experimental observations, showed a satisfying level of applicability. Besides, it provided multiple indications for the improvement of the HOVER platforms regarding Human Machine interactions. For example, it has confirmed the need for an interconnected vertical and horizontal surface, the need for a natural manipulation of intermediary objects, the need for a smooth circulation among design methods and, as well, the need for new design methods to be implemented. Thanks to these indications, a second version of a HOVER platform has been made. This improved platform, called Digital Project Space (DPS) platform, has been used for success evaluation in a real context. From these preliminary tests emerged that users are satisfied by the support of the DPS platform. Performances are in the worst-case scenario, as good as actual tools. Further and more accurate real case studies are needed to generalize these findings. This outlines the future perspectives, such as the definition of prescriptive models of the impact of such device on the early preliminary design phases
Le fasi preliminari del processo di progettazione sono caratterizzate dall’incertezza, sia in termini di conoscenza che di azioni da compiere. Al contempo, pero, sono le fasi cruciali per il risultato globale del processo di progettazione. L’approccio Design Thinking è particolarmente adatto per le caratteristiche di queste fasi. L’introduzione di strumenti digitali durante il processo di progettazione preliminare è stata identificata come una pista di ricerca interessante da esplorare. L’analisi di queste fasi ha permesso di emettere una lista di postulati su cui progettare nuovi strumenti digitali. Questa classe di strumenti ha le sembianze di una piattaforma composta da due superfici tattili multi-utilizzatore; una è orizzontale per favorire il pensiero divergente, mentre l’altra è verticale per favorire il processo convergente. A causa di ciò, abbiamo deciso di identificare queste piattaforme con l’acronimo HOVER (HORizontal and VERtical). Il forte divario in termini di curva d’apprendimento tra i dispositivi esistenti (principalmente basati su carta) e le piattaforme HOVER, ha richiesto la definizione di una metodologia di ricerca adeguata. Questa metodologia ha inoltre il compito di garantire un rigore metodologico nell’approccio di ricerca. Due fasi di questa metodologia sono state eseguite. Nella prima fase, il nuovo dispositivo è comparato sperimentalmente con i dispositivi esistenti al fine di determinare se è applicabile alla situazione per cui è stato concepito. Nella seconda fase, il dispositivo è valutato in una situazione reale al fine di determinare se ha apportato, con successo, un miglioramento alla situazione esistente. Questi studi sono stati condotti su una specifica HOVER platform chiamata TATIN-PIC (acronimo francese per Table Tactile Interactive – Plateforme Intelligente de Conception), progettata e construita all’Université de Technologie de Compiègne. La prima fase, che ha visto quattro esperimenti, ha mostrato un livello di applicabilità soddisfacente, ha inoltre fornito molteplici piste di miglioramento in termini d’interazione uomo macchina. Grazie a questi feedback una seconda versione del dispositivo è stata creata. Tale versione, chiamata piattaforma Digital Project Space (DPS) è stata utilizzata per testare il successo del dispositivo in situazioni di reale utilizzo. Da questi test preliminari è emerso che gli utilizzatori sono rimasti soddisfatti dell’apporto fornito dal dispositivo, e che le performance sono nel caso peggiore equivalenti alla situazione attuale. Ulteriori e approfondite osservazioni di uso in situazioni reale sono necessarie per avere dei riscontri generalizzabili. Questo traccia gli scenari per il futuro; continuando la disseminazione nell’ambito industriale del dispositivo, sarà possibile ottenere dei riscontri quantitativi in termini diefficienza ed efficacia, grazie ai quali, estrapolare dei modelli prescrittivi dell’impatto del dispositivo sul processo di progettazione preliminare
Pinho, Isis da Costa. „A tarefa colaborativa em inglês como língua estrangeira no ambiente virtual“. Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3326.
Made available in DSpace on 2015-04-18T13:34:29Z (GMT). No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) Previous issue date: 2013-03-27
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A pesquisa em educação mediada por computador sugere que a tecnologia tem um grande potencial para o ensino-aprendizagem de línguas dentro de uma perspectiva colaborativa, já que potencializa o uso da língua e da tecnologia como fatores de mediação de construção e compartilhamento do conhecimento. Nesse contexto, uma educação de línguas de qualidade deve explorar as potencialidades das ferramentas digitais na promoção da interação social, em que os aprendizes são desafiados a mobilizar e transformar seus recursos linguísticos para construir conhecimento sobre a língua enquanto se esforçam para fazer sentido na língua estrangeira (LE). Assim, esta pesquisa caracteriza-se por ser um estudo de caso que visa investigar a produção de estudantes de graduação em Letras em tarefas colaborativas em inglês como LE em ambiente virtual, focando a mediação no processo de aprendizagem. A fundamentação teórica utilizada consiste de princípios da teoria sociocultural vygotskiana, a teoria dos sistemas complexos, de estudos na área de informática na educação e a pesquisa na aquisição de segunda língua e língua estrangeira. Os participantes dessa pesquisa foram alunos de graduação de Letras/Inglês de uma universidade particular do sul do Brasil. A geração de dados ocorreu em três encontros no laboratório de informática realizados para complementar a disciplina de Inglês 3 com uma sequência de tarefas colaborativas de produção oral através de recursos multimídia e ferramentas digitais online. O espaço virtual utilizado foi o wiki online PBworks por permitir a interação colaborativa e o compartilhamento da produção entre todos seus usuários. As tarefas colaborativas envolveram discussões de vídeos curtos do Youtube em inglês como LE pelos aprendizes a partir de questões de interpretação através da ferramenta de conversa eletrônica Skype. Após cada tarefa, as duplas foram chamadas a ouvir a sua gravação e refletir sobre a sua produção no Skype, a tarefa e a sua aprendizagem, processo colaborativo que foi também gravado. Ainda, no final dos três encontros, os aprendizes responderam a um questionário que procurou investigar as suas percepções sobre as tarefas realizadas e a experiência de uso da tecnologia na aprendizagem da LE. A análise dos dados focou cinco fatores de mediação da aprendizagem de LE, quais sejam, a colaboração, o andaimento, a metafala, a tarefa e a tecnologia. Os resultados deste estudo apontam para os benefícios de tarefas colaborativas apoiadas pela tecnologia para a aprendizagem de inglês como LE ao promover um ambiente de intensa exploração, aplicação e modificação de língua apoiadas pela construção conjunta de conhecimento a partir do foco no erro como oportunidade de aprimoramento da produção. Além disso, observou-se que o uso da tecnologia para aprendizagem de línguas possibilitou que os estudantes visualizassem as possibilidades pedagógicas das ferramentas e recursos para a sua futura prática docente. Finalmente, esta pesquisa pretende prover dados e discussão para a melhoria da pesquisa em Linguística Aplicada, Aquisição de Segunda Língua e Língua Estrangeira e Aprendizagem de Línguas Mediada por Computador, somando-se a estudos sobre tarefas colaborativas sob a perspectiva da teoria sociocultural e da complexidade.
Research on computer-mediated education suggests that technology has a great potential for the teaching and learning of languages from a collaborative perspective, since it enhances the use of language and multimedia as mediational means of construction and sharing of knowledge. Within this context, a quality language education should exploit digital tools’ potentialities in fostering social interaction, in which the learners are challenged to mobilize and transform their linguistic resources to build knowledge about language while they struggle to make meaning in the foreign language. Thus, this research is a case study that aims to investigate the production of undergraduate students in collaborative tasks in English as a foreign language (EFL) in a virtual environment, focusing on the mediation in the learning process. The theoretical framework used in this study consists of vygotskian sociocultural theory principles of learning, complex systems theory, studies in the area of computers in education, and second language and foreign language acquisition reserch. Participants in this study were undergraduate students of Languages/English from a private university in southern Brazil. The data generation was carried out during three classes in the computer lab designed to complement the discipline of English 3 with a series of oral production collaborative tasks through online multimedia resources and digital tools. For the virtual space it was used PBworks wiki as it enables collaborative interaction and sharing of production among all its users. The collaborative tasks envolved EFL chat discussions of Youtube short videos by the learners in pairs based on comprehension questions over Skype. After each task, the dyads were asked to listen to their recordings and reflect on Skype upon their production, the task, and their learning, a collaborative process that was recorded too. Still, in the end of the three classes students answered a questionnaire designed to investigate their perception on the tasks done and the whole experience of using technology to learn a FL. Data analysis focused on five mediational factors of EFL learning, i. e. collaboration, scaffolding, metatalk, task and technology. The results of the present research point to the benefits of collaborative tasks for EFL learning as they fostered an environment of intense exploration, application and modification of language supported by the joint construction of knowledge from focus on error as an opportunity for production improvement. Moreover, it was observed that the use of technology for language learning allowed students to visualize the educational possibilities of tools and resources used for their future teaching practice. Finally, this research intends to provide data and discussion for the improvement of research in Applied Linguistics, Second and Foreign Language Acquisition and Computer-Mediated Language Learning, adding to studies on collaborative tasks from the perspectives of sociocultural and complex systems theory.
Nordström, Niklas. „Organizational culture in Slack : The relationship between organizational culture and digital collaboration tools“. Thesis, Karlstads universitet, Avdelningen för medie- och kommunikationsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72399.
Syftet med den här studien var att utforska organisationskultur i en digital miljö, så att en ökad förståelse för de två ämnena kunde utvecklas. Intresset för ämnet kom från observationer och reflektioner införskaffade under en tidigare praktik på en mindre organisation som använde den digitala plattformen Slack i sitt dagliga arbete. För att besvara syftet med studien formulerades en huvudsaklig forskningsfråga; ’Vad är relationen mellan organisationskultur och en digital plattform som Slack?’, och två sekundära frågor; ’Hur används Slack som lösning för problem med intern integration?’, och ’Hur används Slack för att lösa problem med extern anpassning?’. De sekundära frågorna kom från en operationalisering av Scheins (2010, p.18) väl använda definition av organisationskultur. Den kvalitativa metoden netnografi användes för att studera beteende och interaktioner mellan medlemmarna i en mindre organisation. Genom deltagande observationer i kombination med fältanteckningar och observationer från den tidigare praktiken kunde forskningsfrågorna framgångsrikt besvaras. Resultatet visade att Slack användes som ett verktyg för att behålla struktur och ordning under problem med extern anpassning, uppkomna till följd av en omorganisering av företaget. En minskning av aktiviteten i Slack visade att själva användandet av Slack är kopplat till en viss tidsperiod och enkelt kan bytas ut vid förändrat behov, men också att uppskattade beteenden och riter skapade genom användandet av Slack kan leva vidare utanför mediet. Resultatet visade också att Slack framgångsrikt fungerade som ett verktyg för att lösa problem med intern integration. Genom att låta nya medlemmar effektivt komma i kontakt med både formella och informella kulturella element kunde själva essensen av kultur, underliggande förgivettaganden, snabbt läras ut. Effektiviteten av att använda Slack för intern integrering visades också föra med sig ett eget potentiellt problem, en upplösning av gränsen mellan privat och arbete. Svaret på den huvudsakliga forskningsfrågan var att Slack är en artefakt, innehållandes andra artefakter, som lever i symbios med organisationen. Även om Slack kan hjälpa en organisation att hantera problem med extern anpassning och intern integrering, fungerar Slack inte som en ensam källa för att förstå och bli en del av en organisation och dess kultur, eftersom organisationen och dess kultur alltid kommer att leva vidare och utvecklas utanför det digitala mediet.
Salaam, Abdul, und Sultan Mehmood. „Integration of Digital tools in Product Realization Process“. Thesis, Jönköping University, JTH, Produktionsutveckling, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54027.
Gholipour, Vida. „Éco-conception collaborative de bâtiments durables“. Thesis, Vandoeuvre-les-Nancy, INPL, 2011. http://www.theses.fr/2011INPL043N/document.
Assisting designers in improvement of environmental quality of their project, early in the sketch phase, could result in a better environmental profile of the final product. Designers are facing new necessities related to sustainable development, such as considering sources of energy and usage of local materials, among others. To find a compromise between the project’s context and architectural solutions, one has to carry out complex adjustment tasks to address this issue.To help designers with these tasks, we proposed a method founded on the usage of environment-oriented “design patterns”, which we have named “eco-models”. By being used in their projects, these eco-models are approved by many designers as plausible solutions. The eco-models and the actual projects in which they have been used are gathered and implemented in a (web-based) digital tool, named “eco.mod.”The interface of eco.mod enable designers to navigate in the database, and select appropriate eco-models to create an environmental scenario for their own architectural project. The eco.mod tool allows users to visualize the environmental consequences of theirs choices. Two experiments assisted by this tool have been conducted, and have mainly confirmed our hypothesis about efficacy of this proposed method and its associated tool
Bücher zum Thema "Digital collaborative tools":
Johnson, Steve. Digital tools for teaching: 30 e-tools for collaborating, creating, and publishing across the curriculum. Gainesville, FL: Maupin House Pub., 2011.
Watrall, Ethan, Eric Christopher Kansa und Sarah Whitcher Kansa. Archaeology 2.0: New tools for communication and collaboration. Los Angeles: Cotsen Institute of Archaeology Press, 2011.
Watrall, Ethan, Eric Christopher Kansa und Sarah Whitcher Kansa. Archaeology 2.0: New tools for communication and collaboration. Los Angeles: Cotsen Institute of Archaeology Press, 2011.
Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.
Meyer, Susan. Performing and Creating Speeches, Demonstrations, and Collaborative Learning Experiences With Cool New Digital Tools. Rosen Pub Group, 2014.
Magdalinski, Tara. Into the Digital Era. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038938.003.0006.
Travis, Jennifer, und Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.
Plutino, Alessia, Kate Borthwick und Erika Corradini, Hrsg. Innovative language teaching and learning at university: treasuring languages. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.40.9782490057603.
Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas und Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
Buchteile zum Thema "Digital collaborative tools":
Majchrzak, Ann, Elizabeth Fife, Qingfei Min und Francis Pereira. „Tools for Use of Social Media for Collaborative Innovation“. In SpringerBriefs in Digital Spaces, 23–24. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03230-6_4.
Orava, Jukka, und Pasi Silander. „Collaborative Cognitive Tools for Shared Representations“. In Multiple Perspectives on Problem Solving and Learning in the Digital Age, 127–39. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7612-3_9.
Müller, Patrick, Florian Pasch, Roland Drewinski, Heinz Bedenbender, Haygazun Hayka und Rainer Stark. „Study on Collaborative Product Development and Digital Engineering Tools“. In Product Lifecycle Management. Towards Knowledge-Rich Enterprises, 389–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35758-9_35.
Verma, Himanshu, Jakub Mlynář, Camille Pellaton, Matteo Theler, Antoine Widmer und Florian Evéquoz. „“WhatsApp in Politics?!”: Collaborative Tools Shifting Boundaries“. In Human-Computer Interaction – INTERACT 2021, 655–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85623-6_37.
Lo, Tian Tian, Basem Mohamed und Marc Aurel Schnabel. „Redefining Supports: Extending Mass Customization with Digital Tools for Collaborative Residential Design“. In Design Computing and Cognition '18, 213–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05363-5_12.
Tsai, Tien-I., und Wan-Lin Yang. „How Do Pre-service Teachers Work “Together” on Curriculum Development Projects: A Study on Tools and Tasks in Collaborative Information Behavior“. In Transforming Digital Worlds, 537–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78105-1_59.
Broy, Manfred, Wolfgang Böhm und Bernhard Rumpe. „Advanced Systems Engineering“. In Model-Based Engineering of Collaborative Embedded Systems, 353–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62136-0_19.
Loepp, Eric, und Nicole Weber. „Digital Collaboration Tools“. In Designing Courses with Digital Technologies, 36–41. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-8.
Dawson, Catherine. „Online collaboration tools“. In A–Z of Digital Research Methods, 241–47. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351044677-37.
Na, Risu, und Haocheng Dai. „A Framework for Cypher-Physical Human-robot Collaborative Immersive MR Interaction – Beaux Arts Ball 4.0“. In Proceedings of the 2021 DigitalFUTURES, 263–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5983-6_25.
Konferenzberichte zum Thema "Digital collaborative tools":
Dalsgaard, Peter, Christian Remy, Jonas Frich Pedersen, Lindsay MacDonald Vermeulen und Michael Mose Biskjaer. „Digital tools in collaborative creative work“. In NordiCHI'18: Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240167.3240262.
Cattafi, Ricardo, und Christiane Metzner. „A Didactic Experience in Collaborative Learning Supported by Digital Media“. In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3052.
Kaweesa, Dorcas V., Christopher McComb, Jessica Menold, Sarah Ritter und Nicholas A. Meisel. „Evaluating Idea Quantity and Variety When Using Digital Collaboration Tools to Support Brainstorming in Non-Collocated Teams“. In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98203.
Hinojosa, Cristelia, und Simon Cleveland. „Organizational Information Dissemination Within Collaborative Networks Using Digital Communication Tools“. In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.564.
Pinheiro, Rafael Lemieszek. „Collaborative Design Squared. Creating together the tools for working together“. In XXI Congreso Internacional de la Sociedad Iberoamericana de Gráfica Digital. São Paulo: Editora Blucher, 2017. http://dx.doi.org/10.5151/sigradi2017-099.
Lu, Yan, Paul Witherell, Felipe Lopez und Ibrahim Assouroko. „Digital Solutions for Integrated and Collaborative Additive Manufacturing“. In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60392.
Leyva Picazzo, Fabiola, Rafael Cordoba Del Valle, Martha Rodríguez León und Ándres Figueroa Leal. „INCLUSION OF COLLABORATIVE TOOLS SUCH AS DIGITAL COMPETENCE IN UNIVERSITY STUDENTS“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2089.
Xiao, Angran, Hae-Jin Choi, Janet K. Allen, David W. Rosen und Farrokh Mistree. „Collaborative Decision Making Across Digital Interfaces“. In ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dac-34073.
Pawlak, Adam, Piotr Penkala, Pawel Fras, Wojciech Sakowski, Günter Grau, Szymon Grzybek und Alexander Stanitzki. „Distributed Collaborative Design of a Mixed-Signal IP Component“. In 2009 12th Euromicro Conference on Digital System Design, Architectures, Methods and Tools (DSD). IEEE, 2009. http://dx.doi.org/10.1109/dsd.2009.226.
Pheeney, Christine Edith. „Harnessing Digital Tools in Collaborative Inquiry for Contemporary Interpretation of the Pancasila“. In the 5th International ACM In-Cooperation HCI and UX Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3328243.3328259.
Berichte der Organisationen zum Thema "Digital collaborative tools":
Colomb, Claire, und Tatiana Moreira de Souza. Regulating Short-Term Rentals: Platform-based property rentals in European cities: the policy debates. Property Research Trust, Mai 2021. http://dx.doi.org/10.52915/kkkd3578.
African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.