Relevant bibliographies by topics / Collaborative conversation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Collaborative conversation'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Collaborative conversation"

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Fang, Di. "Collaborative assessments in Mandarin conversation." Chinese Language and Discourse 12, no. 1 (July 8, 2021): 52–83. http://dx.doi.org/10.1075/cld.00037.fan.

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Abstract The co-production of a sentence is a phenomenon that is widely observed in talk-in-interaction across languages. However, with a few notable exceptions, there is still much room for the investigation of how the co-production of sentences is put to the service of specific actions and activities in different language communities. This paper, using 10 hours of video-recorded data, examines the co-production of assessments (“collaborative assessments”) in Mandarin conversation. It is found that speakers can use syntactic, prosodic, and bodily-visual devices to realize assessment collaboration, and that the functions of collaborative assessment include (1) helping provide a candidate assessment term and facilitating the assessment; (2) articulating/specifying ‘vague’ assessments; (3) helping complete the foreshadowing of a negative assessment term; and (4) co-participation in the assessment activity. This paper also discusses the design features of co-completion and subsequent responses on the basis of the continuum of speakers’ epistemic authority and agency in collaborative assessment sequences and concludes with some implications of this study for grammar as practice.
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Booth, Coe, Matt de la Pena, Walter Myers, Cynthia Leithich Smith, and Gene Luen Yang. "Race Matters: A Collaborative Conversation." ALAN Review 42, no. 2 (January 10, 2015): 8–14. http://dx.doi.org/10.21061/alan.v42i2.a.1.

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Egbert, Maria M. "Schisming: The Collaborative Transformation From a Single Conversation to Multiple Conversations." Research on Language & Social Interaction 30, no. 1 (January 1997): 1–51. http://dx.doi.org/10.1207/s15327973rlsi3001_1.

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Harris, Anne, Susan Davis, Kim Snepvangers, and Leon de Bruin. "Creative Formats, Creative Futures." Departures in Critical Qualitative Research 6, no. 2 (2017): 48–61. http://dx.doi.org/10.1525/dcqr.2017.6.2.48.

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As creative economies and industries continue to impact emerging markets and cultural conversations, creative education seems no more central to these conversations than it was a decade ago. Two recent Creativity Summits marked a collaborative milestone in the global conversation about creative teaching, learning, ecologies, and partnerships, signaling a turn from nation-based approaches to more globally-networked ones. This essay and the summits offer not only an international and interdisciplinary survey of the “state of play” in creativity education, but also collaboratively-generated strategies for strengthening creative research in tertiary education contexts, teacher education, cross-sectoral partnerships, and policy directions internationally.
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Sawyer, R. Keith. "La conversation comme phénomène d’émergence collaborative." Tracés, no. 18 (May 1, 2010): 45–67. http://dx.doi.org/10.4000/traces.4643.

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Gordon, Chris, and Helen Riess. "The Formulation as a Collaborative Conversation." Harvard Review of Psychiatry 13, no. 2 (March 2005): 112–23. http://dx.doi.org/10.1080/10673220590956519.

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Hulme, Peter. "Everybody means something: collaborative conversation explored." Changes 14, no. 1 (March 1996): 67–72. http://dx.doi.org/10.1002/(sici)1234-980x(199603)14:1<67::aid-cha121>3.3.co;2-7.

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Kaplan, Simon M., Alan M. Carroll, and Kenneth J. MacGregor. "Supporting collaborative process with conversation builder." ACM SIGOIS Bulletin 12, no. 2-3 (November 1991): 69–79. http://dx.doi.org/10.1145/127769.122838.

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Kaplan, Simon M., and Alan M. Carroll. "Supporting collaborative processes with Conversation Builder." Computer Communications 15, no. 8 (October 1992): 489–501. http://dx.doi.org/10.1016/0140-3664(92)90028-d.

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Bruce, Caitlin Frances. "Hemispheric Conversations: Exploring Links between Past and Present, Industrial and Post-Industrial through Site-Specific Graffitti Practice at the Carrie Furnaces." Contemporaneity: Historical Presence in Visual Culture 7 (October 30, 2018): 17–26. http://dx.doi.org/10.5195/contemp.2018.236.

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In this article, I briefly discuss a project I co-organized this year in collaboration with Oreen Cohen, Shane Pilster, Rivers of Steel, University of Pittsburgh, Pennsylvania Partners in the Arts, and the American Studies Association. Named “Hemispheric Conversations: Urban Art Project” we used international collaboration between artists in Chicago, Pittsburgh, and León Guanajuato Mexico as a platform for conversation about how to reimagine our shared urban spaces. In a political moment that might be a cause for despair, collaborative art practice in urban space can serve as one vehicle to reignite our shared sense of possibility and energy.
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Dissertations / Theses on the topic "Collaborative conversation"

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Iwasaki, Shimako. "Collaborative construction of talk in Japanese conversation." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580661571&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Day, Julian. "The design of collaborative projects : Language, metaphor, conversation and the systems approach." Doctoral thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/25974.

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This thesis uses a systems approach to develop a model for Collaborative Project Design (CPD). Failure of the software process is the area of concern. The focus of the argument is, however, on the organizational environment of the software process. A central argument is that the analytic tools of standard software development methodologies are inappropriate for systems synthesis. They provide little assistance in coping with the loose complexity that is inherent in the organizational environment in which the software process is embedded. These analytic tools and the engineering language and metaphor which dominate the software process undermine collaboration and disempower business users. CPD was developed to enable viable collaboration that is necessary for the software process to succeed. The purpose of CPD is to provide a systemic model of causal influences and social process in order to guide a project designer when intervening in projects which call for acts of shared creation and/or discovery. CPD was developed through a combination of action research (in projects involving software development and organisational transformation) and theoretical readings focused on the philosophy of meaning, systems thinking, social process and the software process. CPD emphasises that a collaborative project requires careful design of its underlying languages, metaphors and conversations. It identifies three distinct types of conversation, namely communication, dialogue and collaboration. The thesis describes how these conversation types are utilised in transforming a project's network of commitments from loose complexity via shared meaning to cohesive simplicity. Associated with each conversation type is a set of project influences which are developed into a causal influence model in order to depict a collaborative project as a dynamic system of mutually interdependent influences. This causal influence model was used to synthesise the learning from action research and the theoretical readings. An appreciative systems framework was then derived in order to justify a collaborative project as a self-regulating social system and was overlaid onto the causal influence model in order to derive CPD in its final form. CPD proved beneficial when tested in practical projects as a framework to organise a project designer's mind when designing project interventions.
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Kuo, Jun-min. "Collaborative action research on critical literacy investigating an English conversation class in Taiwan (China) /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215172.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Jerome C. Harste. "Title from dissertation home page (viewed May 14, 2007)."
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Ersoy, Selma. "Men compete, women collaborateA study on collaborative vs : competitive communication styles in mixed-sex conversation." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4844.

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This study is about to see if there are any similarities and differences between male speakers and female speakers in mixed-gender conversations with a special focus on the use of so-called collaborative communication styles and competitive communications styles.

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Soma, Samantha Isabella. "Community, Conversation, and Conflict: a Study of Deliberation and Moderation in a Collaborative Political Weblog." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/1447.

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Concerns about the feasibility of the Internet as an appropriate venue for deliberation have emerged based on the adverse effects of depersonalization, anonymity, and lack of accountability on the part of online discussants. As in face-to-face communication, participants in online conversations are best situated to determine for themselves what type of communication is appropriate. Earlier research on Usenet groups was not optimistic, but community-administered moderation may provide a valuable tool for online political discussion groups who wish to support and enforce deliberative communication among a diverse or disagreeing membership. This research examines individual comments and their rating and moderation within a week-long "Pie Fight" discussion about community ownership and values in the Daily Kos political blog. Specific components of deliberation were identified and a content analysis was conducted for each. Salient issues included community reputation, agreement and disagreement, meta-communication, and appropriate expression of emotion, humor, and profanity. Data subsets were analyzed in conjunction with the comment ratings given by community members to determine what types of interaction received the most attention, and how the community used the comment ratings system to promote or demote specific comment types. The use of middle versus high or low ratings, the value of varied ratings format, and the use of moderation as a low-impact means of expressing dissent were also explored. The Daily Kos community members effectively used both comments and ratings to mediate conflict, assert their desired kind of community, demonstrate a deliberative self-concept, and support specific conditions of deliberation. The moderation system was used to sanction uncivil or unproductive communication, as intended, and was also shown to facilitate deliberation of disagreement rather than creating an echo chamber of opinion.
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André, Virginie Riley Philip. "Construction collaborative du discours au sein de réunions de travail en entreprise." Nancy : Université Nancy 2, 2006. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc216/2006NAN21005_1.pdf.

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Maslan, Nicole. "The Effects of Co-Occurrence on the Collaborative Process of Establishing a Reference." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1417.

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The author presents an analysis of how speakers establish references in conversation. Further, this paper focuses on what words of a reference are conventionalized as speakers coordinate multiple times. The author explores how the co-occurrence of the reference terms with the referent can be a good predictor of what words are conventionalized over time. In order to study this, the author created an online version of the reference game from Clark and Wilkes-Gibbs (1986) experiment, where a matcher and director must describe a set of ambiguous shapes to each other many times. By creating an online version of this reference game the author was able to gather significantly more data and analyze the data with computational tools. Results prove that co-occurrence is a useful predictor of terms which are conventionalized, providing a first step for accounting for statistical inference in the process of conventionalization.
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Rizvanovic, Alena. "Spelling Correction in Collaborative Writing in English Project Work." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-97523.

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In this study it is argued that spelling correction as a collaborative process benefits students. It is also argued that the correction process is a structured process which means that pupils tend to follow a pattern when it comes to who initiates and who executes the correction. As a teacher student within the subject of English as a foreign language, I find it interesting and useful to know more about spelling correction in collaborative writing and what pedagogical implications it has. Correction and repair from a Conversation Analytical point of view is a phenomenon which has been the main object of investigation for many researchers. I noticed that correction is used a lot in written assignments among the students as well as in conversational contexts. In the literature it is also clear that research about written correction is limited and hard to find. Hence, there was a need to investigate this area in the field of correction and repair.The process of spelling correction was investigated using conversation analysis and from a sociocultural point of view the pedagogical implications of this process were considered. The study is based on video-recordings of four pairs in an upper secondary school in Sweden within the subject of English as a foreign language. I found that there is a preference for self correction and that the pupils only intervene in the correction process when necessary. I also found correction to be a collaborative process which benefits the construction of knowledge as students scaffold each other during a correction sequence.
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Lucchesi, Emilia. "A Linguistic Hybrid? : a study of male linguistic features in female conversation." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9707.

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This study investigates four women’s use of typically male linguistic features in casual same-sex conversation. The aim of the study is to see whether and how this group of women use the linguistic features; swearing, interrupting, disagreeing and ignoring, questions and monologues (‘playing the expert’) which are all more common in male conversation and often part of a competitive communication style. I will also attempt to answer if these women’s linguistic behavior is typically female or male. The four women were tape recorded during a planned conversation in a casual setting and the recording was transcribed. The transcription was analyzed by using definitions of the linguistic features above made by, for example, Jennifer Coates (2004). The results show that these four women were neither typically female nor male, but a mix of the two; a hybrid.
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Hall, Graeme William. "Beyond the Divide: Relations between Teachers and Academics in a Collaborative Research Partnership." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16084/.

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The notion of "partnership" dominates contemporary school improvement and educational reform agendas. Most discourse about partnerships between schools and universities historically relates to the apparent divide between practice and theory, between practitioner and academy. This study departs from these traditional perspectives to move beyond the divide between teachers and academics. Designing strategies for re-visioning this historical divide within the education community, between teachers and academics, engages the profession at all levels. Instead of simply re-visioning this divide, however, we can envision a professional place where the divide does not exist. Addressing this divide requires teachers and academics, when they do come together for the purpose of collaborative work of any kind, to actively seek to understand each other's work. This study examines one school and university partnership that was modelled on the principles of a Professional Development School. It investigates the meeting talk between groups of teachers and academics as they plan and report on a collaborative project aimed at improving Mathematics teaching practices in the school. Whereas most research investigating school and university partnerships addresses the outcomes of such partnerships, or attempts to describe and advocate for ideal partnerships, this study considers the actual interactional work of the participants as they engage in the everyday and ongoing activities of partnership. It shows how partnerships are constructed through talk and activity. Instead of considering the partnership as a predetermined and pre-existing phenomenon, this study adopts the view that the work of partnership is an ongoing accomplishment through the activity of the participants. In this way, this study shows the local social order of a partnership as it was built, maintained and transformed through the interactional work of the participants. Both the institutional setting and the participants' enactment of partnership work contribute to the establishment of the social and moral order of the partnership. The principal question addressed in the study asks how participants accomplish the partnership work through their social interactions with one another. It considers the interactional resources that the partners (teachers, interns and academics) use to construct their talk and interactions with one another in the project; and how the partners construct themselves and the other members as members of the partnership, as academics/researchers and as teachers. This study drew on ethnomethodological resources to develop understandings about how the participants accomplish the partnership work through their talk-in-interaction. The specific focus is the talk of partnership that occurred in meetings between members of the school and of the university. These meetings were audio-recorded, transcribed, and finely analysed using the techniques and procedures of conversation analysis and membership category analysis. These methodological resources revealed the social and moral orders at work. Analysis of the meeting talk shows the specific activities and relationships developed by the principal of the school in the accomplishment of the partnership; the ways in which the various participants develop and use their claims to expertise (or lack of it) in doing partnership work; and how participants use the institutional resource of meeting talk to accomplish the partnership work. The study is of significance to educators, teachers and academics. It provides new and rich understandings about how school and university partnerships are accomplished through the participants' meetings. It shows the resources that the participants use to construct and accomplish their different kinds of expertise, to enact the leadership activities required, and to co-construct the various features of partnership. The study offers analytic tools for uncovering the interactional resource of the participants. The ethnomethodological resources, particularly conversation analysis and membership category analysis, can be used to analyse in close detail the social interactions of participants in the institutional talk of meetings. In showing how the social and moral orders of partnerships are revealed and by offering understandings of the pragmatics of school and university partnership, the social structure of school and university partnerships is explicated. The study offers one example of what a school and university partnership can be like. Epistemologically, it explores and exposes the kinds of knowledge produced from this kind of accounting for school and university partnerships. It shows how the work of partnership can be accomplished by participants, rather than attempt to claim how it should be done.
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Books on the topic "Collaborative conversation"

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Bleeke, Nancy. Conversations that sell: Collaborate with buyers and make every conversation count. New York: American Management Association, 2013.

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Making conversation: Collaborating with colleagues for change. Portsmouth, NH: Boynton/Cook Publishers, 1997.

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Shepherd, Jennifer Dorothy. Storytelling in conversational discourse: A collaborative model. Birmingham: University of Birmingham, 1998.

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Glass, Philip. Pink noise: Three conversations concerning a collaborative acoustic installation. (Columbus, Ohio): Ohio State University, 1987.

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The Shelley-Byron conversation. Gainesville: University Press of Florida, 1994.

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Perkins, David N. King Arthur's round table: How collaborative conversations create smart organizations. New York: Wiley, 2003.

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Artistic bedfellows: Histories, theories and conversations in collaborative art practices. Lanham: University Pr Of America, 2008.

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Conversations and controversies in the scientific study of religion: Collaborative and co-authored essays. Boston: Brill, 2016.

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Elisabeth, Hodermarsky, ed. Conversations from the print studio: A master printer in collaboration with ten artists. New Haven, Connecticut: Yale University Art Gallery, 2012.

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Horwitz, Delia. Collaboration soup: A six-step recipe for co-creative meetings and other conversations. North Charleston, SC: CreateSpace, 2010.

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Book chapters on the topic "Collaborative conversation"

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Lerner, Gene H. "Collaborative turn sequences." In Conversation Analysis, 225–56. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/pbns.125.12ler.

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Reed, Beatrice Szczepek. "Collaborative productions: Orientation in prosody and syntax." In Prosodic orientation in English conversation, 150–208. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230625273_4.

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Dragon, Toby, Mark Floryan, Beverly Woolf, and Tom Murray. "Recognizing Dialogue Content in Student Collaborative Conversation." In Intelligent Tutoring Systems, 113–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13437-1_12.

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Alamäki, Ari, Lili Aunimo, Harri Ketamo, and Lasse Parvinen. "Interactive Machine Learning: Managing Information Richness in Highly Anonymized Conversation Data." In Collaborative Networks and Digital Transformation, 173–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28464-0_16.

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Nishimoto, Kazushi, Yasuyuki Sumi, and Kenji Mase. "Enhancement of creative aspects of a daily conversation with a topic development agent." In Coordination Technology for Collaborative Applications, 63–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0027100.

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Lee, Josephine. "8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching." In Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, edited by Hanh thi Nguyen and Taiane Malabarba, 193–219. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922890-010.

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Murray, Emma, Katie Davies, and Emily Gee. "The Separate System? A Conversation on Collaborative Artistic Practice with Veterans-in-Prison." In Representing the Experience of War and Atrocity, 179–201. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13925-4_8.

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Zancanaro, Massimo, Leonardo Giusti, Nirit Bauminger-Zviely, Sigal Eden, Eynat Gal, and Patrice L. Weiss. "NoProblem! A Collaborative Interface for Teaching Conversation Skills to Children with High Functioning Autism Spectrum Disorder." In Gaming Media and Social Effects, 209–24. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-96-2_10.

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Zemel, Alan, Fatos Xhafa, and Gerry Stahl. "Analyzing the Organization of Collaborative Math Problem-Solving in Online Chats Using Statistics and Conversation Analysis." In Groupware: Design, Implementation, and Use, 271–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11560296_22.

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Hauser, Eric. "6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment." In Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, edited by Hanh thi Nguyen and Taiane Malabarba, 132–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922890-008.

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Conference papers on the topic "Collaborative conversation"

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Kaplan, Simon M., Alan M. Carroll, and Kenneth J. MacGregor. "Supporting collaborative process with conversation builder." In Conference proceedings. New York, New York, USA: ACM Press, 1991. http://dx.doi.org/10.1145/122831.122838.

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Calvao, Leandro Dantas, Mariano Pimentel, Hugo Fuks, and Marco Aurelio Gerosa. "A Taxonomy of Computer Mediated Conversation." In 2012 Brazilian Symposium on Collaborative Systems (SBSC). IEEE, 2012. http://dx.doi.org/10.1109/sbsc.2012.21.

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Dulllemond, Kevin, Ben van Gameren, and Rini van Solingen. "An Exploratory Study on Open Conversation Spaces in Software Engineering." In 7th International Conference on Collaborative Computing: Networking, Applications and Worksharing. IEEE, 2011. http://dx.doi.org/10.4108/icst.collaboratecom.2011.247098.

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Gallegos, Luciano. "Using Collaborative Technologies for Chatbots’ Creation, Development and Delivery." In Anais Estendidos do Simpósio Brasileiro de Sistemas Colaborativos. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbsc_estendido.2021.16047.

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The COVID-19 pandemic suddenly moved thousands for working remotely and since then had speeded up the use of collaborative technologies. In this industry report paper, we describe our 1-year experience using these collaborative technologies for the creation, development and delivery of chatbots, which are system used to conduct online conversation via text or speech, replacing a live human agent. This industry report experience gathered government professional, academic professors, researchers, graduate and undergraduate students, where 2 chatbots were successfully delivered.
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Dou, Wanfeng, Kui Hong, and Wei He. "A conversation model of collaborative pair programming based on language/action theory." In 2010 14th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2010. http://dx.doi.org/10.1109/cscwd.2010.5472012.

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Crook, Charles. "ICT can recover collaborative tutorial conversation and position it within undergraduate curricula." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149306.

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de Miranda Marques, Aline, Mariano Pimentel, and Sean Siqueira. "Functionalities for Blog Conversation: An Investigation about the Use of Quote and Reply." In 2010 Brazilian Symposium of Collaborative Systems - Simposio Brasileiro de Sistemas Colaborativos (SBSC). IEEE, 2010. http://dx.doi.org/10.1109/sbsc.2010.29.

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Low, Pey-Yng. "Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0110.

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Digital games have been used for teaching science subjects; however, merely playing games does not guarantee that learning will take place. Educators need to scaffold the gameplay experience and integrate other instructional methods into the process to enhance and ensure learning. Social constructivism is one such approach. Although there are a number of studies on game-based learning, they focus more on the effectiveness of learning or the classification of learning outcomes rather than the mode of social interactions in game-based learning. A systematic review was carried out to identify the different modes of social interactions and their impact on digital game-based learning in science education. Five modes of social interactions were identified; face-to-face conversation between students, group discussion, online/virtual collaboration, teacher-facilitated classroom discussion and answering of questions by teachers. Social interactions enhanced learning through collaborative sense making, promoting learner motivation, enabling scientific reasoning and providing instructional support. These form a basis for educators to design productive social interactions for digital game-based learning in science education.
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Papaioannou, Ioannis, Christian Dondrup, and Oliver Lemon. "Human-Robot Interaction Requires More Than Slot Filling - Multi-Threaded Dialogue for Collaborative Tasks and Social Conversation." In FAIM/ISCA Workshop on Artificial Intelligence for Multimodal Human Robot Interaction. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/ai-mhri.2018-15.

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Arend, Béatrice. "MAYA: A MULTIMODAL CONVERSATION ANALYTIC APPROACH TO INVESTIGATE COLLABORATIVE COMPUTER-MEDIATED STORY-WRITING ACCOMPLISHED BY FOUR TEACHERS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1737.

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Reports on the topic "Collaborative conversation"

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Soma, Samantha. Community, Conversation, and Conflict: a Study of Deliberation and Moderation in a Collaborative Political Weblog. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1446.

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Lapolla, Kendra, Jaclyn Gordyan, and Brian Lapolla. Critiquing Design Aesthetics in Collaborative Fashion Creation: Design Conversations with a Fashion Designer, an Architect, and Art Director. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-901.

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