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1
Baker, Michael J. "Collaboration in collaborative learning." Coordination, Collaboration and Cooperation 16, no. 3 (2015): 451–73. http://dx.doi.org/10.1075/is.16.3.05bak.
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This paper presents a theorisation of collaborative activity that was developed in the research field known as “collaborative learning”, in order to understand the processes of co-elaboration of meaning and knowledge. Collaboration, as distinguished from cooperation, coordination and collective activity, is defined as a continued and conjoined effort towards elaborating a “joint problem space” of shared representations of the problem to be solved. An approach to analysing the processes of co-construction of a joint problem space is outlined, in terms of inter-discursive operations, together with approaches to defining different forms of cooperative activity. In conclusion, the specificity of this approach to defining collaboration is discussed in relation to other fields of research.
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Gade, Sharada. "Teacher Research as Self-Study and Collaborative Activity." LEARNing Landscapes 8, no. 2 (2015): 173–87. http://dx.doi.org/10.36510/learnland.v8i2.703.
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This article highlights two insightful methods for advancing teacher research: practitioner self-study in relation to a range of texts, with which to examine one’s educational landscape; and classroom interventions conceived as a Vygotskian activity, via teacher-researcher collaboration. Both approaches allow teachers and collaborating researchers to share individual expertise across institutional boundaries and engage in creative local action.
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Porath, Amiram, Hakikur Rahman, and Isabel Ramos. "Collaborative Research (CR)." International Journal of Information Communication Technologies and Human Development 5, no. 2 (2013): 47–58. http://dx.doi.org/10.4018/jicthd.2013040104.
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As a conceptual study this paper takes open innovation as a tool that has been considered from the point of view of collaboration between the Industry and the Academy. However, if considered under the framework of the Resource Based Theory, specifically regarding Transaction Cost, it can be revealed that the two parties (Industry and Academy) are in fact compatible. Main focus of the discussion is on the Transaction Cost in the aspect of the management resources that are available for managing core activities and the cost incurred compared to other alternative management activities. It has been observed that small and medium enterprises (SMEs) are faced with the ever increasing stress of intensive competition and limited by their resources (for example, managerial capabilities, financial, and others) in their abilities to deal with the transaction cost, and thus effectively turn to collaboration as a solution. The study synthesizes aspects of open innovation based on a theoretical model and a case study of the User Association of Advanced Technologies program in Israel, and emphasizes on collaboration as an open innovation activity within the Resource Based Theory. Thereafter, it concludes that collaborative research reduced the transaction cost in terms of utilizing open innovation in entrepreneurships, especially in case of SMEs, before providing a few research hints. The research piggybacks on the acquired knowledge on open innovation and thus strengthens further the concept of reduction of transaction cost through collaborative research based on the specific case study.
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Wang, Hong Bo. "Research on the Group Collaborative Mode of CSCW." Advanced Materials Research 472-475 (February 2012): 2617–20. http://dx.doi.org/10.4028/www.scientific.net/amr.472-475.2617.
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The aim of computer support cooperative work (CSCW) research is to improve the level of collaborative work among group components. Therefore we must understand the collaborative mode among the members of group to direct the collaborative work and research. The research on group collaborative work mode in CSCW is to summarize the collaborative mode of human group under information society environment and direct the collaborative work technology research. The research on the group collaborative model of CSCW should be intensified further to abstract the features of group collaboration and direct the research on collaborative work technology. In CSCW field, there are many group collaborative modes, such as conversation model, meeting model, process model, activity model and so on.
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Cooper, Katherine R., and Lynn O. Cooper. "Partners, Not Providers: A Collaboration Typology for Congregations and Community." Nonprofit and Voluntary Sector Quarterly 50, no. 5 (2021): 919–38. http://dx.doi.org/10.1177/0899764021991669.
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Scholars have long been interested in nonprofits, religious congregations, and their collaborative activity. This research builds upon past large-scale studies of congregations to suggest a nuanced understanding of how clergy approach congregational partnerships and make decisions about collaborating with community organizations. Using qualitative data from a geographically bounded sample of 30 Protestant congregations and grounded theory methodology, we suggest that clergy view their congregations as serving a different purpose from nonprofit partners and navigate numerous tensions inherent in congregational life in their pursuit of collaborative activity. We introduce a new typology of congregational collaboration that posits collaboration as a strategy for providing material and spiritual resources, in and outside of their congregations.
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Kumar, Gopal, Rabindra Nath Banerjee, Purushottam Lal Meena, and Kunal Ganguly. "Collaborative culture and relationship strength roles in collaborative relationships: a supply chain perspective." Journal of Business & Industrial Marketing 31, no. 5 (2016): 587–99. http://dx.doi.org/10.1108/jbim-12-2014-0254.
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Purpose The purpose of this paper is to model and investigate collaborative culture and relationship strength roles in supply chain collaboration. This research highlights critical role played by culture and relationship strength in collaboration. Design/methodology/approach Drawing from relational view, a conceptual model is developed with the help of literature, and the model is validated with data collected in India using partial least squares method. Findings Results and analyses revealed that culture and relationship strength significantly and strongly influence each collaborative activity. The relationship strength fully mediates between collaborative culture and supply chain performance. The research also finds that the relationship strength partially mediates between collaborative culture and market-based information sharing, operational resource planning and sharing. In the long-term, collaborative culture drives relationship strength and the element enhances collaborative activities. Originality/value This research attempted to explore collaborative culture and relationship strength which are crucial for collaborative relationship. Many mediation effects are studied which increase the understanding and give insights for its implementation. Its theoretical and practical implications are highlighted. This knowledge has enough potential to lead collaborative relationships towards success.
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Memon, Aamir R., Corneel Vandelanotte, Timothy Olds, Mitch J. Duncan, and Grace E. Vincent. "Research Combining Physical Activity and Sleep: A Bibliometric Analysis." Perceptual and Motor Skills 127, no. 1 (2019): 154–81. http://dx.doi.org/10.1177/0031512519889780.
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This study used a bibliometric analysis through the Scopus database to examine papers that combined physical activity and sleep, published between 1979 and 2018. Bibliometric indicators of productivity included publication volume and citation distribution, top 10 authors, average authors per paper, single- and multicountry collaboration, collaborative index, top 10 countries, leading journals, highly cited papers and network visualization for coauthorship, international collaboration, and co-occurrence of author keywords. The initial search identified 1,509 papers, of which 607 passed through comprehensive screening and were included in the final analysis. Most of the papers were research articles (90.8%) and published in English (90.8%). Most papers (81.4%) were published within the past decade, 2009–2018. The mean number of papers published per year was 15.2, the mean number of citations per paper was 257.3, and the mean number of authors per paper was 5.5. International collaboration was evident for 21.6% of the papers, and 95.6% of papers were multiauthored. The most prolific publishing institutions and authors were from the United States, Canada, Australia, Switzerland, and Brazil. Keyword analysis suggested that almost all age groups and study designs were covered, but most papers focus on noncommunicable diseases. Although there has been a rise in scientific production on combined physical activity and sleep research in recent years, future work in this area should include researchers from developing countries.
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Salmon, Victoria E., Lauren R. Rodgers, Peter Rouse, et al. "Moving through Motherhood: Involving the Public in Research to Inform Physical Activity Promotion throughout Pregnancy and Beyond." International Journal of Environmental Research and Public Health 18, no. 9 (2021): 4482. http://dx.doi.org/10.3390/ijerph18094482.
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Information received by women regarding physical activity during and after pregnancy often lacks clarity and may be conflicting and confusing. Without clear, engaging, accessible guidance centred on the experiences of pregnancy and parenting, the benefits of physical activity can be lost. We describe a collaborative process to inform the design of evidence-based, user-centred physical activity resources which reflect diverse experiences of pregnancy and early parenthood. Two iterative, collaborative phases involving patient and public involvement (PPI) workshops, a scoping survey (n = 553) and stakeholder events engaged women and maternity, policy and physical activity stakeholders to inform pilot resource development. These activities shaped understanding of challenges experienced by maternity and physical activity service providers, pregnant women and new mothers in relation to supporting physical activity. Working collaboratively with women and stakeholders, we co-designed pilot resources and identified important considerations for future resource development. Outcomes and lessons learned from this process will inform further work to support physical activity during pregnancy and beyond, but also wider health research where such collaborative approaches are important. We hope that drawing on our experiences and sharing outcomes from this work provide useful information for researchers, healthcare professionals, policy makers and those involved in supporting physical activity behaviour.
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Brock, Sheri J., Danielle Wadsworth, Shelby Foote, and Mary E. Rudisill. "Utilization of Collaborations to Engage Children in Physical Activity: A Community-Based Research Approach." Kinesiology Review 6, no. 4 (2017): 323–28. http://dx.doi.org/10.1123/kr.2017-0029.
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Institutions of higher education have a responsibility to prioritize the needs of society and local communities. One essential need prevalent in all communities is to address the rise of obesity and health risks due to lack of participation in physical activity. In the United States, children spend a small percentage of time engaged in physical activity, and engagement decreases further in adolescence and adulthood. Collaborative partnerships between kinesiology faculty at universities and community organizations are one avenue for engaging children in physical activity. Partnerships must be multilevel and community wide to evoke change and have long-term impact and sustainability. Within the context of community-based research, we propose a three-step framework for establishing collaborative partnerships: (1) determining the needs of partners; (2) discussing expertise, services, and philosophy; and (3) providing a quality product. In addition, we outline and illustrate our experiences when collaborating with community partners to promote physical activity.
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Strauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.
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Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.
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Gertler, M. S., and S. DiGiovanna. "In Search of the New Social Economy: Collaborative Relations between Users and Producers of Advanced Manufacturing Technologies." Environment and Planning A: Economy and Space 29, no. 9 (1997): 1585–602. http://dx.doi.org/10.1068/a291585.
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Geographers and other social scientists have paid considerable attention recently to what has been characterized as the increasingly social character of economic activity. Of particular interest has been the rise of more collaborative relations among firms and the formation of territorial production networks predicated upon joint product development and manufacturing, trust-based buyer—supplier interaction, and the freer exchange of proprietary information. Much of the empirical evidence for such claims comes from a relatively small number of regional case studies of particular industries which have enjoyed a high degree of economic success in recent years. At issue, however, is the extent to which such collaborative activity has diffused to other industries and other regions, especially the more mature industrial regions. Furthermore, even in cases where collaborative relationships have been documented, much debate remains over their effectiveness and the kinds of benefits arising from such activity, especially in North America. Previous research on the adoption and implementation of advanced manufacturing technology (AMT) in Ontario indicates that strong collaboration between AMT producers (largely outside the region) and AMT users is relatively rare. In this paper this work is deepened and extended by an examination of the frequency of collaboration, the forms such collaboration takes, and the factors which seem to be critical in determining whether or not firms will collaborate with one another. Evaluating the results of a survey analysis of AMT users, follow-up interviews both with users and with producers, and a comparison with the AMT sector in Germany, the authors conclude that the apparent scarcity of collaborative activity in the Ontario AMT industry is closely related to the physical and organizational distance between suppliers and customers, and also arises from the high degree of foreign ownership of AMT users in Ontario. They conclude that, despite the well-recognized rise of global economic players, nationality of ownership and geography still matter.
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Bietti, Lucas M., and Michael J. Baker. "Collaborating to remember collaborative design: An exploratory study." Memory Studies 11, no. 2 (2016): 225–44. http://dx.doi.org/10.1177/1750698016683438.
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We examine the ways in which members of a small group coordinate their memories, bodies and language in a functional and goal-oriented manner when they are co-designing their dream house and then collaborative remembering that previous interactive encounter. Our analyses show the following: (1) participants structured collaborative design and collaborative remembering sessions in different ways (e.g. linear and sequential vs iterative and hierarchically structured, respectively); (2) higher degrees of knowledge building were temporally synchronized with higher degrees of interactivity during both tasks; (3) collaborative remembering did not only follow the spatial structure of successive elements of the dream-house design session, but it was also proceeded by associations between semantic elements of the discourse; and (4) participants collaboratively remember better what initially generated most joint activity during collaborative design. This research thus contributes to understanding of collaborative remembering processes with respect to a knowledge-rich collaborative task.
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Giles, Amanda. "Navigating the Contradictions: An ESL Teacher's Professional Self-Development in Collaborative Activity." TESL Canada Journal 35, no. 2 (2018): 104–27. http://dx.doi.org/10.18806/tesl.v35i2.1292.
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The study contributes to language teacher education research by emphasizing an English as a second language (ESL) teacher’s learning through critical activity, which includes my attempts to change my pedagogical practices to provide more equitable educational opportunities for ESL students in the mainstream contentclassroom. Framed by Engeström’s (2001) Cultural Historical Activity Theory (CHAT), the study’s purpose was to examine my own professional self-development as an ESL teacher in learning how to initiate and sustain collaboration with a seventh-grade social studies teacher at a suburban middle school in the southeastern United States. Data collection included self-study methods, specifically interviews, collaborative planning sessions, reflective journals, field notes, and e-mail exchanges with a critical friend. The findings showed how I learned to navigate the misuse of planning time and the misrepresentation of collaborative teaching notions as the two major contradictions in collaboration to plan for and teach ESL students. By resolving the contradictions, I negotiated a division of labour and enacted my agency to assume the position of a content social studies teacher, which ultimately sustained the collaborative activity. These findings attend to thecomplex factors that influence an ESL teacher’s professional self-development and agency in collaboration with a social studies teacher.
 L’étude contribue aux recherches sur la formation des enseignantes et enseignants de langues en rehaussant l’apprentissage d’une enseignante d’anglais langue seconde (ESL) grâce à l’ajout d’une activité critique tenant compte des tentatives que j’ai faites pour modifier mes pratiques pédagogiques afin de fournir des opportunités éducatives plus équitables aux élèves d’anglais langue seconde au niveau de l’enseignement général. Encadrée par la théorie historico-culturelle de l’activité (CHAT) (2001) d’Engeström, l’étude avait pour objet l’examen de mon propre développement professionnel comme enseignante d’anglais langue seconde alors que j’entreprenais et maintenais une collaboration avec un professeur d’études sociales qui enseignait à des élèves de septième année dans une école moyenne de banlieue du sud-est des États-Unis. Les données de l’étude consistaient en des méthodes d’auto-évaluation, plus précisément des entrevues, des séances de planification concertée, des journaux de bord, des notes de terrain, et des échanges de courriels avec un ami critique. Les conclusions montrent comment j’ai appris à contourner le mauvais usage du temps de préparation et la représentation erronée des notions d’enseignement collaboratif, c’est-à-dire les deux principales contradictions présentes dans une collaboration visant à planifier et dispenser l’enseignement aux élèves d’anglais langue seconde. En résolvant les contradictions, j’ai négocié une répartition des tâches et adapté mon agentivité de manière à assumer le poste d’enseignante d’études sociales, ce qui a ultimement soutenu l’activité de collaboration. Ces conclusions traitent des facteurs complexes qui influent sur l’auto-développement professionnel et l’agentivité d’une enseignante d’anglais langue seconde en collaboration avec un professeur d’études sociales.
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Flocks, Joan, and Paul Monaghan. "Collaborative Research with Farmworkers in Environmental Justice." Practicing Anthropology 25, no. 1 (2003): 6–9. http://dx.doi.org/10.17730/praa.25.1.u055m504677t440w.
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Environmental injustice occurs when a particular population, most often low-income people of color, is exposed disproportionately to an environmental health hazard. On the continuum of an environmentally unjust situation, there are several stages and levels at which inequities occur. A corporation makes a decision to locate a waste incinerator in a neighborhood that, because of historical socioeconomic discrimination, has become a low-income African American community in an industrial zone. Community members are stonewalled and intimidated at a public hearing about a local environmental health problem by industry and government officials who sit far away from the audience and use technical jargon to describe the issue. Native-Americans lose an important diet staple and economic activity when an industry's runoff contaminates the fish in a body of water. These examples illustrate geographical, procedural, and sociocultural inequities contributing to environmental injustices.
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PIIRAINEN, KALLE A., GWENDOLYN L. KOLFSCHOTEN, and STEPHAN LUKOSCH. "THE JOINT STRUGGLE OF COMPLEX ENGINEERING: A STUDY OF THE CHALLENGES OF COLLABORATIVE DESIGN." International Journal of Information Technology & Decision Making 11, no. 06 (2012): 1087–125. http://dx.doi.org/10.1142/s0219622012400160.
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Problem solving through design of systems and physical artifacts is a professional activity with major financial significance. Problems in modern society tend to grow more complex and intricate, and as a response, systems grow larger. Therefore, design increasingly has also become a collaborative task. Design in itself already is challenging but collaboration adds its own challenges into the mix. In this paper, we explore the challenges of collaborative design. We approach the research problem through design science research framework; we synthesize the knowledge base and expert experiences from the environment to propositions about the challenges of collaborative design. By forging theme propositions we lay a ground for design and development of better support for collaborative design.
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Sijono, Sijono. "A STUDY OF MIND MAPPING COLLABORATIVE WRITING TECHNIQUES FOR TEACHING WRITING DESCRIPTIVE TEXTS." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 9, no. 1 (2018): 41–55. http://dx.doi.org/10.31932/ve.v9i1.34.
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This research aimed to improve students’ ability in writing descriptive text through mind mapping collaborative writing technique. The data were taken from students of A1 in English Study Program of STKIP Persada Khatulistiwa Sintang in the Academic Year 2017-2018. The finding showed that this technique could make the students enjoyed the writing activity and generated the students’ motivation to get involved in the writing process. The students were happy worked collaboratively with other student; moreover, the students could share their difficulties among the activity. Mind mapping collaborative writing could help the students to improve their writing descriptive texts and motivate the students to be active in the writing activity. Mind mapping collaborative writing is suggested to use in teaching writing at any level of the studentsand for any kind of texts. Keywords: Teaching Writing, Mind Mapping Collaborative Writing, Writing Descriptive Texts.
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Hall, Barbara M. "Designing Collaborative Activities to Promote Understanding and Problem-Solving." International Journal of e-Collaboration 10, no. 2 (2014): 55–71. http://dx.doi.org/10.4018/ijec.2014040104.
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There are a vast number of studies that examine narrowly focused aspects of collaborative activities. However, rare is the research that synthesizes the findings of these studies and suggests an overall picture of well-designed collaborative activities. Toward this end, this manuscript discusses the characteristics of collaboration related to communication, structure, group composition, and grounding. The design of a collaborative activity should allow for certain types of conversations, feedback, and questions. The structure of a collaborative activity should consider tasks, scripts, and roles. Group size and ability grouping are flexible based on the analyses conducted at the beginning of the design process. The social space should afford grounding by not only allowing for social interaction, but also by stimulating such interaction.
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Jumiatmoko, Jumiatmoko. "Collaborative research between education and medical on study of early childhood neuroscience." Journal of Early Childhood Care and Education 3, no. 1 (2020): 62. http://dx.doi.org/10.26555/jecce.v3i1.1671.
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Student experiences information process causing particular behaviors while studying. Neuroscience is a study to understand behavior and mental process based on brain activity. In Indonesian, collaborative study between education and medicine on preschool-aged children’s neuroscience is still scarce. In fact that using this collaboration, some elements related to student’s behavior and information process can be seen. This paper spells out potential collaborative studies on neuroscience of preschool-aged children. This study is categorized into qualitative descriptive research. The data were collected through an in-depth interview with the head of education and research section of UNS Hospital and document study. The result of the study found a number of potential collaborative studies between UNS Hospital and ECE department of UNS, namely: 1) Assessing level of stress using Bio-neurofeedback; 2) Assessing Learning comfort using Electroencephalograph; 3) Assessing Interest and Aptitude using Electroencephalograph; and 4) Therapy on Gadget Addiction using Bio-neurofeedback. Those findings can be used as a basic for further research about neuroscience in early childhood.
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Lavay, Barry, and Peggy Lasko-McCarthey. "Adapted Physical Activity Research: Issues and Recommendations." Adapted Physical Activity Quarterly 9, no. 3 (1992): 189–96. http://dx.doi.org/10.1123/apaq.9.3.189.
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To successfully conduct quality research, professionals in adapted physical activity (APA) must address a number of unique and challenging issues. These issues include difficulty in acquiring large and homogenous samples; developing valid, reliable, and commercially available test instruments and protocols specific to persons with disabilities; properly training doctoral students to conduct quality research; and maintaining a specific research focus. With regard to these issues, this paper provides the following recommendations: utilize alternative research designs; acquire adequate graduate research training; develop a research focus as an adapted physical activity researcher; and promote an interdisciplinary, collaborative research effort among professionals. Most important, through continued scholarly research adapted physical activity professionals will be able to expand the scientific body of knowledge.
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Cabral, Sandro, and Dale Krane. "Civic festivals and collaborative governance." International Review of Administrative Sciences 84, no. 1 (2016): 185–205. http://dx.doi.org/10.1177/0020852315615196.
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Civic festivals offer an exceptional laboratory for the study of collaborative governance because these events are ubiquitous and are characterized by public and private partners engaged in joint activity. Using the Carnival festival of Salvador, Brazil, as an example, we analyze the current models of collaborative governance to determine whether they apply to the context of large civic festivals. Drawing primarily on Ansell and Gash’s (2008) model, our qualitative analysis shows that some constructs of collaborative governance models are present. However, our results uncover other factors affecting the collaboration process such as informal relationships and the basis of decision-making. Our results also suggest that trust, a factor commonly argued as necessary to collaborative action, may be less critical than received theories suggest. Points for practitioners Large civic festivals are a unique laboratory for studying inter-organizational collaboration because these events normally involve a myriad of public and private actors working in an interdependent fashion. Our study reveals some factors not covered by previous research that influence the dynamics of collaboration. We observe that repeated interactions between technical experts can foster informal (and effective) networks of collaboration and circumvent the problems generated by political disputes. The bases on which decisions are taken are also important factors to enhance collaboration. We found that trust, a factor commonly argued as necessary to collaborative action, may be less critical than received theories suggest.
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Hertzum, Morten. "Collaborative information seeking: The combined activity of information seeking and collaborative grounding." Information Processing & Management 44, no. 2 (2008): 957–62. http://dx.doi.org/10.1016/j.ipm.2007.03.007.
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Swartz, Ann L., and Jacqlyn S. Triscari. "A Model of Transformative Collaboration." Adult Education Quarterly 61, no. 4 (2010): 324–40. http://dx.doi.org/10.1177/0741713610392761.
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Two collaborative writing partners sought to deepen their understanding of transformative learning by conducting several spirals of grounded theory research on their own collaborative relationship. Drawing from adult education, business, and social science literature and including descriptive analysis of their records of activity and interaction throughout a writing project, this article exhibits a comprehensive model of collaboration that integrates both transformative learning and dynamic/complex adaptive systems perspectives.
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Storch, Neomy. "Collaborative writing." Language Teaching 52, no. 1 (2018): 40–59. http://dx.doi.org/10.1017/s0261444818000320.
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Writing has generally been perceived as a solitary activity, completed by the writer working alone. Yet, over the years we have witnessed a growing interest among researchers and educators inCollaborative Writing, an activity that can be simply defined as the involvement of two or more writers in the production of a single text. This interest has been driven by two main factors. The first factor is the nature of workplace writing. Studies (e.g. Ede & Lunsford 1990; Mirel & Spilka 2002) have shown that in a number of workplaces, writing is often completed in teams rather than individually. The second factor is the advent of Web 2.0 applications such as blogs, wikis, and Google Docs, which have transformed literacy practices, making the creation and sharing of texts easier and more readily acceptable (Hyland 2016; Vandergriff 2016). In the field of second language (L2) learning, interest in collaborative writing was also spurred by early research conducted by Swain and her colleagues (e.g. Swain & Lapkin 1995; Swain 1998; see also timeline for additional references) showing the language learning opportunities of communicative tasks which involve joint written output (e.g. Dictogloss).
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Zaitseva, Natalia, and Olena Suprun. "Teaching students of economic specialties to collaborate in ESP classes." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 1 (130) (2020): 129–36. http://dx.doi.org/10.24195/2617-6688-2020-1-17.
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The article deals with the methodology of teaching students majoring in economic specialties to collaborate as one of the four key skills of the 21st century (4C) while teaching “English for Specific Purposes”. The urge to develop the ability to work effectively in a team arises from the lack of correlation between the needs of the labour market and proficiency level of graduates. Educators and business communities emphasise the importance of mastering collaborative strategies during university studies since this raises graduates’ competitiveness; though teachers use collaboration techniques when teaching a foreign language. Collaborative learning is often used only as a means of teaching other content, not as a method of improving collaboration skills. The article analyses the Ukrainian university graduates’ proficiency level, identifies the basic prerequisites for teaching collaboration and considers the methods of developing collaboration skills in teaching a foreign language. The development of these skills is determined by the collaboration of teachers while planning curricula and in the teaching process. The results of the research conducted at Tavria State Agrotechnological University are presented. The recommendations on how to create the conditions for productive collaboration of students when solving problems are given; the basic requirements for these tasks are specified. Some examples of group work that contribute to enhancing collaborative skills to achieve a common goal are given; the role of the teacher as a facilitator and an observer who promotes students’ effective collaboration is determined. According to the results of the study, a significant increase in students’ knowledge and skills and their psychological readiness to collaborate in their future professional activity, which seems to be more important, was noted. It is proved that teaching collaboration is a desirable result and an achievable goal of learning a foreign language at university.
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GÁNEM GUTIÉRREZ, GABRIELA ADELA. "Beyond interaction: the study of collaborative activity in computer-mediated tasks." ReCALL 15, no. 1 (2003): 94–112. http://dx.doi.org/10.1017/s0958344003000818.
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Research, design, implementation, and evaluation of CALL materials needs to be based on sound SLA theories and research. A research agenda of CALL issues needs to be identified and investigated by means of suitable methodology. I propose that a Sociocultural approach to language learning provides a useful theoretical framework to investigate the process of collaborative activity in computer-mediated tasks. Following a brief overview of Sociocultural theory in relation to its claims about the usefulness of collaborative activity in the language classroom, I provide an account of issues to be addressed in task design. Finally, I exemplify from a study currently taking place how collaborative activity in computer-mediated tasks can be empirically studied, and I outline some of the methodological considerations underpinning such research work.
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Quan, Guolong, and 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, no. 3 (2017): 439–63. http://dx.doi.org/10.1177/0735633117708336.
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Recent studies have demonstrated the integration of visualization technology to support collaboration and stimulate learning performance. The use of visualization tools during the collaborative activities of international students is a worthy topic for further exploration. Based on grounded and activity theories, this research uses observation and qualitative behavior analysis to determine how participants use visualization tools to distinguish the behavior features of learners and to explain the role of these tools in a telecollaborative project. The analysis distinguishes three major types of visualization forms: shaped, diagramed, and tabled presentations, which serve particular epistemic and social demands of collaborative tasks. Findings indicated that visualization forms and tools can enhance collaborative activities by helping international members visualize their thoughts, comprehension, and discussion, although they use different languages and are from diverse cultures. Further research can develop new and effective methods for collaboration and learning using visual support tools.
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Dindar, Muhterem, Jonna Malmberg, Sanna Järvelä, Eetu Haataja, and Paul A. Kirschner. "Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning." Education and Information Technologies 25, no. 3 (2019): 1785–802. http://dx.doi.org/10.1007/s10639-019-10059-5.
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AbstractThis study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research.
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Zheng, Yafeng, Haogang Bao, Jun Shen, and Xuesong Zhai. "Investigating Sequence Patterns of Collaborative Problem-Solving Behavior in Online Collaborative Discussion Activity." Sustainability 12, no. 20 (2020): 8522. http://dx.doi.org/10.3390/su12208522.
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Collaborative problem solving (CPS) is an influential human behavior affecting working performance and well-being. Previous studies examined CPS behavior from the perspective of either social or cognitive dimensions, which leave a research gap from the interactive perspective. In addition, the traditional sequence analysis method failed to combine time sequences and sub-problem sequences together while analyzing behavioral patterns in CPS. This study proposes a developed schema for the multidimensional analysis of CPS. A combination sequential analysis approach that comprises time sequences and sub-problem sequences is also employed to explore CPS patterns. A total of 191 students were recruited and randomly grouped into 38 teams (four to six students per team) in the online collaborative discussion activity. Their discussion transcripts were coded while they conducted CPS, followed by the assessment of high- and low- performance groups according to the developed schema and sequential analysis. With the help of the new analysis method, the findings indicate that a deep exploratory discussion is generated from conflicting viewpoints, which promotes improved problem-solving outcomes and perceptions. In addition, evidence-based rationalization can motivate collaborative behavior effectively. The results demonstrated the potential power of automatic sequential analysis with multidimensional behavior and its ability to provide quantitative descriptions of group interactions in the investigated threaded discussions.
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Fari, Sani A., and Dennis Ocholla. "NATURE, PATTERNS AND TRENDS OF RESEARCH COLLABORATION AMONG ACADEMICS IN SELECTED UNIVERSITIES IN NIGERIA AND SOUTH AFRICA." Mousaion: South African Journal of Information Studies 34, no. 1 (2016): 1–22. http://dx.doi.org/10.25159/0027-2639/885.
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In this article, we argue that research collaboration, as an activity embarked upon by two or more individual researchers to attain common goals, is crucial in determining the breadth and depth of knowledge sharing among academics. The aim of the study was to investigate the nature, patterns and trends of research collaboration among academics in six universities in Nigeria and South Africa between 2003 and 2013. The study determined the level and extent of knowledge sharing among the actors by exploring several aspects of research collaboration. We targeted all the academic staff at the six universities whose publications appeared in the SCOPUS database for the research period. The data was first extracted from SCOPUS by using affiliation search by university for the study period. Through descriptive and evaluative bibliometrics or publication count, domestically and internationally co-authored papers and major collaborating institutions between 2003 and 2013 were determined with the hope of finding co-authorship links for the six universities. The study revealed that research collaboration does occur among academics/researchers in the universities. The South African universities, namely, the University of KwaZulu-Natal (UKZN), Durban University of Technology (DUT) and University of Zululand (UZ) collaborated with each other. However, in Nigeria, there was only one collaborative tie between Ahmadu Bello University (ABU) and the Federal University of Technology (FUT), and no collaboration with Umaru Musa Yar’adua University (UMYU). South Africa also had a higher number of universities among the top 20 universities collaborating between the two countries within the study period.
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Aryana, Bijan. "Emerging design: Integrating learning, practice and research." Journal of Design, Business & Society 6, no. 1 (2020): 71–107. http://dx.doi.org/10.1386/dbs_00005_1.
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Emerging design is an approach to solving multidimensional and multidisciplinary problems. It describes design as an evolutionary activity with no projected steps, in which plans for taking steps and using tools gradually emerge from participants’ reflections. This study explores emerging design through a three-year activity that initially had a pedagogical nature but gradually turned into a practical and research-based activity in which design students along with small businesses and start-ups came up with a problem-based approach for defining and solving real-world problems. The three cycles of activity were studied with a reflective lens and various sources of data were used. The Engeström framework for activity theory was used to reduce and display data in qualitative data analysis. Through the three cycles of activity, few design proposals were implemented by the involved small businesses and start-ups. In addition, most businesses benefited from the research findings produced during the students’ projects. Some unexpected outcomes were also observed, including emergence of a collaborative network of experts and clients. The results suggest that first, the quality of collaboration among the participants was more important than instruments and rules for achieving the main objectives of the activity. Second, a reflective approach to design practice can continuously improve the design processes and tools used in each cycle of the activity, and third, design practice does not only produce design solutions, it also creates collaborations, reflections and networks.
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Soetanto, Robby, Mark Childs, Paul S. H. Poh, et al. "Key Success Factors and Guidance for International Collaborative Design Projects." International Journal of Architectural Research: ArchNet-IJAR 9, no. 3 (2015): 6. http://dx.doi.org/10.26687/archnet-ijar.v9i3.703.
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In the built environment (BE) sector, the co-creation process of design demands understanding of requirements (as viewed by parties involved), mobilisation of tacit knowledge, negotiation, and complex exchange of information. The need to collaborate over distance has further exacerbated the complexity of the process, and, in itself, represents a significant challenge for BE professionals who are increasingly expected to undertake this process within globally distributed virtual teams. The research aims to identify key success factors and develop guidance for international collaborative design projects, via the implementation of collaborative design courses in UK and Canadian universities over three academic years. Questionnaire surveys, focus groups, observation of online meetings, personal reflections provided data for the analysis. The findings reveal the significance of the perceived risk of collaboration and a difference in preferred communication mode between architects and civil/structural engineers. These findings suggest the impact of training in the subject discipline, and that the opportunity for co-located working has helped the development of trust. The guidance is aimed at BE educators who wish to implement this activity in their courses.
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Heinimäki, Olli-Pekka, Simone Volet, and Marja Vauras. "Core and activity-specific functional participatory roles in collaborative science learning." Frontline Learning Research 8, no. 2 (2020): 65–89. http://dx.doi.org/10.14786/flr.v8i2.469.
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Prior research on the significance of roles in collaborative learning has explored their impact when they are pre-assigned to group members. In this article, it is argued that focusing on assigned roles downplays the spontaneous, emergent, and interactional nature of roles in small task groups and that this focus has limited the development of generalizable frameworks aimed at understanding the impact of roles in and across collaborative learning settings. A case is built for the importance of focusing on the functional participatory roles enacted during collaborative learning and for conceptualising these roles as emergent, dynamic, and evolving in situ (first claim). Further, a flexible conceptual framework for the analysis and understanding of such roles across diverse collaborative science-learning activities is proposed, based on the assumption that during collaborative learning, both core and activity-specific roles are enacted (second claim). The core roles resemble each other across activities as they associate closely with the nature of the science discipline itself, whereas the activity-specific roles vary across activities as their emergence is dependent on the affordances, demands, and characteristics of the particular activity and environment. Data from three diverse science-learning environments, including four totally or partly student-led collaborative science activities, were scrutinized to establish the degree of empirical support for this assumption and, thereby, the conceptual usefulness of the proposed framework. The contributions of the framework for future research of collaborative science learning are discussed.
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Suh, young-Meen, and Ji-Hye Jeong. "A study of a collaborative researcher and teacher action research on music activity." Korean Joural of Children's Media 17, no. 4 (2018): 177–206. http://dx.doi.org/10.21183/kjcm.2018.12.17.4.177.
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Shinoda, Sumio, Daisuke Imamura, Tamaki Mizuno, and Shin-ichi Miyoshi. "Activity of Collaborative Research Center of Okayama University for Infectious Disease in India." Journal of Disaster Research 9, no. 5 (2014): 774–83. http://dx.doi.org/10.20965/jdr.2014.p0774.
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The Collaborative Research Center for Infectious Disease of Okayama University in India (CRCOUI) is located at the NICED (National Institute of Cholera and Enteric Diseases) in Kolkata, India. The main CRCOUI research project involves measure against diarrheal diseases based on JICA project conducted at the NICED. Specifically, this involved four study themes: (1) Active surveillance of diarrheal patients, (2) Development of dysentery vaccine, (3) Viable but nonculturable (VBNC)Vibrio cholerae, (4) Pathogenic mechanism of various diarrhogenic microorganisms. Diarrheal diseases are a major health problem in developing countries, so our project confirmed the detection system of diarrhogenic microorganisms including bacteria, viruses and protozoa. Project have been applied the system at 2 hospitals in Kolkata. To spread system use to other countries, training courses were conducted for researchers and technicians from the Vietnam and Indonesia Research Center, then similar active surveillance was started in both countries.
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Singh, Harjit, Rajiv Kumar Garg, and Anish Sachdeva. "Framework to precede collaboration in supply chain." Benchmarking: An International Journal 25, no. 8 (2018): 2635–59. http://dx.doi.org/10.1108/bij-04-2017-0061.
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PurposeThe purpose of this paper is to help supply chain (SC) decision makers successfully penetrate through SC collaboration and strengthen their SC in the global market by understanding collaborative activities, and understand how these activities are related to each other in the SC.Design/methodology/approachThis paper develops a set of collaborative activities from literature, and the developed model is helpful for SC decision makers to monitor their SC activities and take corrective actions to improve collaboration in their SC by using interpretive structural modeling (ISM) and MICMAC analysis.FindingsThis study reveals that collaborative activities increase the value of whole SC. The various activities are modeled on the basis of “an activity influencing other activities” and “an activity influenced by other activities,” which is useful for SC managers to take a decision.Research limitations/implicationsThe current study is literature based; therefore, there would be need of more explanation of the activities which lead to understand and implement SC collaboration in case of service and manufacturing industry.Practical implicationsThe model of this study is helpful for decision makers to implement supply chain collaboration (SCC) and to understand various SCC activities on the basis of their driving and dependence power.Originality/valueThis research provided insight into skills needed for SC decision makers to implement collaboration in the SC using ISM. The results of the study could be adopted to monitor the existing SCC program or design new collaboration program to meet the global market requirements. To the best of knowledge, there is no reference that discusses SC collaborative activities on the basis of their driving and dependence powers.
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Huang, Chin-Yin, Tung-Ting Yang, Wu-Lin Chen, and Shimon Y. Nof. "Reference Architecture for Collaborative Design." International Journal of Computers Communications & Control 5, no. 1 (2010): 71. http://dx.doi.org/10.15837/ijccc.2010.1.2465.
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Issues and themes of Collaborative Design (CD) addressed by research done so far are so extensive that when running a project of collaborative design, people may lack directions or guidelines to support the whole picture. Hence, developing reference architecture for CD is important and necessary in the academic and the empirical fields. Reference architecture provides the systematic, elementary skeleton and can be extended and adapted to diverse, changing environments. It also provides a comprehensive framework and enables practices implemented more thoroughly and easily. The reference architecture developed in this re-search is formed along three dimensions: decision aspect, design stage, and collaboration scope. There are five elements in the dimension of decision aspect: (1) participant, (2) product, (3) process, (4) organization, and (5) information. The dimension of design stage includes three stages: (1) planning and concepting, (2) system-level design and detail design, and (3) testing and prototyping. The dimension of collaboration scope includes three types of collaboration: (1) cross-functional, (2) cross-company, and (3) cross-industry. Because of the three reference dimensions, a cubic architecture is developed. The cubic reference architecture helps decision-makers in dealing with implementing a CD project or activity. It also serves as a guideline for CD system developers or people involved in the design collaboration to figure out their own responsibility functions and their relations with other members. Demonstration of how to use the reference architecture in developing design collaboration activities and specifying the details for cross-company CD is also provided in this research.
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Wiebe, Samuel, and Nathalie Jette. "Randomized Trials and Collaborative Research in Epilepsy Surgery: Future Directions." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 33, no. 4 (2006): 365–71. http://dx.doi.org/10.1017/s031716710000531x.
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Background:Although randomized controlled trials (RCTs) are the gold standard for evaluating therapeutic interventions, surgical RCTs are particularly challenging and few have been done in the field of epilepsy surgery. We assess the level of RCT activity in epilepsy surgery and propose feasible alternatives to develop sustainable research initiatives in this area.Methods:We undertook a systematic review of the world literature to assess the level of RCT activity in epilepsy surgery. Previous personal experience with RCTs in epilepsy surgery and examples of successful Canadian multicentre research networks were reviewed to propose initiatives for sustainable, valid research in epilepsy surgery.Results:We identified 12 RCTs in epilepsy surgery, including 692 patients, of whom 416 were involved in vagus nerve stimulation, 16 in various brain electrostimulation procedures, 180 in comparisons of different surgical techniques, and 80 in a comparison of medical versus surgical therapy. Most studies were of short duration (median = 3 months, range 3-12 months). In the area of resective surgery, only temporal lobe epilepsy has been subjected to any type of RCT comparison. All RCTs have been done within the last 13 years. There were no multicentre Canadian surgical studies.Conclusion:The adoption of RCTs in epilepsy surgery has been slow and difficult worldwide. Because of its universal health care system and its well established epilepsy surgery centres, Canada is in a strong position to create a national epilepsy surgery research initiative capable of undertaking high quality, sustainable research in epilepsy surgery.
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Pike, Andy, and David Charles. "The Impact of International Collaboration on UK University—Industry Links." Industry and Higher Education 9, no. 5 (1995): 264–76. http://dx.doi.org/10.1177/095042229500900502.
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The authors examine the impact of international collaborative research programmes on university—industry links in the UK, with particular reference to the relations involved in the European Union's Framework Programme research. The evidence presented in the paper suggests that international collaboration has generated benefits as well as significant costs for UK university—industry linkages. More importantly, it is argued that the alleged general convergence in university and industry research needs has been somewhat illusory in the UK due to the rationalization of its R&D activity. In addition, these tendencies have been supported to a degree by EU funding rules, the internationalization of UK universities and the ‘repeat’ nature of international collaboration networks. In conclusion, the authors suggest that many of the problems may be specific to the UK and that policies are needed to strengthen links between UK universities and industry within such collaborative projects.
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Wake, Geoff, and Sarah Seleznyov. "Curriculum design through lesson study." London Review of Education 18, no. 3 (2020): 467–79. http://dx.doi.org/10.14324/lre.18.3.10.
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Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundamental to lesson study is a focus on collaboration in researching teachers’ professional practice. In this article, we draw on experiences of our collaborative research with colleagues in Japan to provide theoretical insights into how we might conceptualize and inform future developments of lesson study as action research that informs curriculum design and implementation. The approach taken develops ideas of the theory of didactical situations, and draws on the construct of boundary objects to understand Japanese lesson study. We identify a class of artefacts, didactical devices , that may provide a useful form of boundary object that supports the collaborative action research of lesson study. Although the particular focus of the work presented here is mathematics, the lessons that we draw should have applicability across the curriculum more widely.
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Zaytseva, O. Yu, N. Yu Yablontseva, and O. N. Babitinskaya. "COLLABORATIVE EDUCATIONAL ACTIVITIES IN PRE-SCHOOL EDUCATION: VALUE-ORIENTED ASPECTS." Pedagogical IMAGE 14, no. 4 (2020): 545–55. http://dx.doi.org/10.32343/2409-5052-2020-14-4-545-555.
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Abstract. Introduction. Cooperative activity of an educator and preschool children is a priority form of education in the modern preschool organization. The purpose of the article is to conceptualize the definition of “Collaborative Educational Activity” and a humanitarian diagnostics of the preschool teachers’ readiness for designing this activity and its realization. Study materials and methods. The components of preschool teachers’ readiness to design and to realize variable forms of collaborative activities with children were subjected to diagnostic study. Purpose of the research is to determine the problems of FSES practical realization in the point of the requirements to the organization of collaborative educational activities in the context of a holistic preschool educational process. As well as to define the role of methodological support in preschool educational institution from the senior educator’s position in the development of educator’s readiness for open cooperation in educational activities. Results. In the process of analyzing theoretical and methodological positions in the field of collaborative activity of educators and children, the authors conclude that the importance of humanitarian methodological support in understanding this phenomenon. The results of educators’ self-analysis of organizing collaborative activities with children are presented for discussion. It turned out that most of educators have difficulties in selecting the content of collaborative activities; difficulties in designing the technological component, difficulties in implementing reflection of collaborative activities. Conclusion. The significance of the presented research materials is determined by the importance of increasing the readiness of educators for productive collaborative activities with children. In the future, these studies can serve as a basis for further research on the problems of educator and child’s collaborative activities. Keywords: holistic educational process, a collaborative educational activity of an educator and preschool children, an open cooperative action, social constructive didactic model, the educational situation, preschool education.
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Brown, Chris. "Exploring the current context for Professional Learning Networks, the conditions for their success, and research needs moving forwards." Emerald Open Research 1 (April 5, 2019): 1. http://dx.doi.org/10.12688/emeraldopenres.12904.2.
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The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are ‘self-improving and school-led’. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others. Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.
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Dobson, Elizabeth. "Talk for collaborative learning in computer-based music production." Journal of Music, Technology & Education 12, no. 2 (2019): 141–64. http://dx.doi.org/10.1386/jmte_00003_1.
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This article presents a case study exploring the interrelationship between talk and learning in collaborative computer-based music production. Framed by Neil Mercer and Karen Littleton’s Sociocultural perspective on collaborative learning, research on talk and ‘thinking together’ for learning, this study observed two undergraduate composers as they co-produced a contemporary dance film soundtrack across one academic term. The composers recorded their collaboration, providing data for a systematic moment-by-moment micro-analysis focusing on the audio-visual aspects of this project over twelve weeks. Sociocultural discourse analysis methods were used to explore how social, cultural and concrete situations shaped the students’ developing common knowledge. Interaction analysis has been used to code turn functions and display talk characteristics and patterns. This research found that collaborative computer music production is a ‘cumulative conversation’, comprised of many ‘thinking spaces’ that foster ‘post-dialogic’ activity’ and ‘connection building’. In this case the students developed new ‘tools for progressive discourse’ providing them access to the remote and private ‘thinking spaces’ that are characteristic of longer-term co-creating. This research argues for the development of new pedagogies that focus on understanding how talk shapes collaborative learning within music technology.
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Rebmann, Kristen Radsliff, and Camden Bernard Clark. "Open Access Research Via Collaborative Educational Blogging: A Case Study from Library & Information Science." Open Praxis 9, no. 3 (2017): 345. http://dx.doi.org/10.5944/openpraxis.9.3.665.
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This article charts the development of activities for online graduate students in library and information science. Project goals include helping students develop competencies in understanding open access publishing, synthesizing research in the field, and engaging in scholarly communication via collaborative educational blogging. Using a design experiment approach as a research strategy, focus is placed on the design of the collaborative blogging activity, open access research as a knowledge domain, and analyses of four iterations of the project. Findings from this iterative learning design suggest several benefits of implementing collaborative educational blogging activities in distance contexts.
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Kowalski, Jennifer R., Geoffrey C. Hoops, and R. Jeremy Johnson. "Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology." CBE—Life Sciences Education 15, no. 4 (2016): ar55. http://dx.doi.org/10.1187/cbe.16-02-0089.
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Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members’ research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students’ experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students.
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Yang, Bo, X. B. Ze, and W. H. Cui. "Web Information Based Collaborative Product Growth Design." Materials Science Forum 628-629 (August 2009): 25–30. http://dx.doi.org/10.4028/www.scientific.net/msf.628-629.25.
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Based on the survey of existing research work on collaborative design and on our experiences and work in product growth design theory, a feasible approach—collaborative product growth design method to integrate the genetic engineering methodology, collaborating tools and web based information into the automatic design activity has been proposed in this paper. Firstly, the product growth design strategy and its characteristics are studied based on automation technology in the product structure design. Then, to guarantee a successful transformation and good use of existing product data and related product series on internet, the information exchange model and web based virtual design gene pool model in the process of product growth design are put forward. Finally, the mechanism of the combination of product growth design and collaborative design process are described, and the framework of collaborative design based product growth design system is introduced. Through theoretical study and hard development work interesting and useful results have been obtained.
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Bonnell, Brian. "Trends in research and collaboration in the Canadian Model Forest Network, 1993–2010." Forestry Chronicle 88, no. 03 (2012): 274–82. http://dx.doi.org/10.5558/tfc2012-054.
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A fundamental principle of the Model Forest concept focuses on the generation and sharing of knowledge through research, innovation and collaboration. Over 380 papers, published in journals, have been identified that are based on research and other activities supported by a Model Forest in Canada. Bibliometrics is a research method used to measure scientific output, level of influence of a researcher or organization, changes in research focus and levels of collaboration between researchers and organizations. This study presents an analysis of research trends and collaborative research activity within the Canadian Model Forest Network from 1993 to 2010 based on journal articles produced during that time period. The analysis shows publication of research varies among Model Forests and individual projects. The most significant result is a clear trend towards increased national-level collaboration in research activities with the Canadian Forest Service and various universities acting as key hubs in the publication of the results of Model Forest-supported research.
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Smith, Julia I., and Lena Chang. "Teaching Community Ecology as a Jigsaw: A Collaborative Learning Activity Fostering Library Research Skills." American Biology Teacher 67, no. 1 (2005): 31–36. http://dx.doi.org/10.2307/4451777.
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Friedmacher, Florian, Mikko P. Pakarinen, and Risto J. Rintala. "Congenital diaphragmatic hernia: a scientometric analysis of the global research activity and collaborative networks." Pediatric Surgery International 34, no. 9 (2018): 907–17. http://dx.doi.org/10.1007/s00383-018-4304-7.
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Liao, Thomas T. "Special Report: Advanced Educational Technology—A 5-Year Program of the NATO Science Committee." Journal of Educational Technology Systems 18, no. 1 (1989): 69–77. http://dx.doi.org/10.2190/7x6b-pvk0-wu86-lkt4.
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The aim of the program is to stimulate and facilitate international collaboration among scientists of the member countries in areas related to advanced educational technology. Sponsored activities are advanced research workshops, advanced study institutes, collaborative research, and research, study, and lecture visits. NATO grants are intended to cover only part of the expenses involved in the international aspects of the sponsored activities. Citizens or permanent residents of one of the member countries of NATO possessing qualifications appropriate to the proposed activity are eligible.
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Graham, Helen, Katie Hill, Tessa Holland, and Steve Pool. "When the workshop is working." Qualitative Research Journal 15, no. 4 (2015): 404–15. http://dx.doi.org/10.1108/qrj-06-2015-0043.
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Purpose – This paper comes from workshop activities and structured reflection by a group of artists and researchers who have been using artistic practice within research projects aimed at enabling researchers to collaborate with communities. The paper aims to discuss these issues. Design/methodology/approach – Three out of four in the group have a practicing creative background and their own studio/workshop space. Findings – Artists are often employed – whether in schools or research projects – to run workshops; to bring a distinctive set of skills that enable learning or collaboration to take place. In this paper the authors reflect on the different meanings and connotations of “workshop” – as noun (as a place where certain types of activity happen, a bounded space) and a verb (to work something through; to make something together). From there the authors will then draw out the different principles of what artistic practice can offer towards creating a collaborative space for new knowledge to emerge. Research limitations/implications – Key ideas include different repertories of structuring to enable different forms of social interaction; the role of materal/ality and body in shifting what can be recognised as knowing; and the skills of “thinking on your feet”, being responsive and improvising. Originality/value – The authors will conclude by reflecting on aspects to consider when developing workshops as part of collaborative research projects.