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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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Mastache, Martinez Claudia I. "A discursive study of therapy talk : the collaborative approach to therapy." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/7707.
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The main goal of this thesis is to describe what happens in the collaborative approach to therapy from a conversation and discursive analytical perspective. The data we worked with are part of collaborative therapy sessions in Mexican Spanish Dialect. Chapter 1 is an introduction to two of the main social constructionist approaches to therapy, the `reflecting team approach' and the `collaborative approach' to therapy. This sets out the theoretical environment in which the therapy was done. Chapter 2 is a review of the state of the art in conversation and discourse studies on therapy talk and related fields, illustrating the type of analysis done up to now. Chapter 3 describes aspects of Mexican population that were part of the context in which the data originated; some notes on translation issues are included here. Chapter 4 is the first analytic chapter and it describes the dynamics in conversation of the English particle `okay' as found in Spanish therapeutic interaction. It shows both the work okay is doing when found in the therapists' discourse and what it is doing when found in the clients' discourse. Chapter 5 presents the analysis of instances of informality that were found in the data, arguing that aspects of an `egalitarian therapeutic stance' can be displayed in the participants' talk. Chapter 6 is a study on questions and therapy, more specifically it shows the questions that can be asked by the clients in therapy talk and the conversational job this is doing. Chapter 7 is an example of research done when taking as a starting point a category that is relevant for therapy and counselling: active listening. In reading through this thesis, the reader will find aspects of the therapeutic approach as displayed in talk. Examples of this are the displays in talk of the philosophical stance, such as being egalitarian in an institutional setting. Besides describing how theoretical assumptions can be displayed in talk, this work describes in detail several aspects of therapy talk.
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Lei, Shufei. "Mapping Webs of Information, Conversation, and Social Connections| Evaluating the Mechanics of Collaborative Adaptive Management in the Sierra Nevada Forests." Thesis, University of California, Berkeley, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686388.
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Managing within social-ecological systems at the landscape scale, such as in the national forests of the Sierra Nevada of California, is challenging to natural resource managers (e.g. the U.S. Forest Service) due to the uncertainties in natural processes and the complexities in social dynamics. Collaborative adaptive management (CAM) has been recently adopted as a viable strategy to diminish uncertainties in natural processes through iterative policy experimentations and adaptations, as well as to overcome conflicting values and goals among diverse environmental stakeholders through fostering and facilitating collaborations. While many CAM studies have focused on evaluating the management impact on natural systems and processes, few have examined the social engagements and dynamics of management itself. To address this knowledge gap, I examined the various social engagements in CAM, particularly the flow of information products, dialogues in public meetings, and social connections among participants, based on my research case study—the Sierra Nevada Adaptive Management Project (SNAMP).
SNAMP began in 2005 in response to the USDA National Forest Service's 2004 Sierra Nevada Forest Plan Amendment calls for managing the forest using the best information available to protect forests and homes. The participants in the project can be sorted into three primary categories of environmental stakeholders: federal and state environmental agencies, the public and environmental advocacy groups, and university scientists. The project studies the impact of forest fuel reduction treatment on forest health, fire mitigation and prevention, wildlife, and water quality and quantity at two study sites: Last Chance in the northern region of the Sierra forests at Sugar Pine in the southern region. The primary strategies and methods for fostering partnership and facilitating collaboration among the diverse participants are producing science information and making it transparent and publicly accessible, as well as facilitating discussions about such research and management results in public meetings.
To evaluate the effectiveness of CAM in the case of SNAMP, I used a mixed-methods research approach (i.e. citation analysis, web analytics, content analysis, self-organizing maps, social network analysis), by leveraging available information technologies and tools, to characterize and analyze the flow of digital information products, the outcomes of facilitated discussions in SNAMP public meetings, and the resilience of the social networks in SNAMP. Some of the interesting findings include: 1) Scientific knowledge products, in the form of peer-reviewed journal publications, contributed to knowledge transfer between scientists and environmental managers; 2) facilitated discussions helped environmental stakeholders to stay engaged on the important administrative and research topics through time; 3) the social networks experienced turbulence but remained resilient due to the existence of a committed and consistent core group of environmental stakeholders that represent diverse backgrounds and interests. As the picture of how information, conversation, and social connections contributed to the success of CAM emerged, my dissertation provides recommendations to natural resource managers on how to improve in these areas for future implementations of CAM.
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Skogmyr, Marian Klara. "Doing solving spelling problems in a Swedish EFL classroom : A conversation analytic study." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113171.
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This thesis investigates how high school students collaboratively solve naturally occurring spelling problems in an English as a foreign language (EFL) classroom in Stockholm, Sweden. The study is motivated by the scarcity of research on spelling solving, both in terms of the observable spelling practices adopted by the students and in terms of the collaborative management of spelling issues in the second/foreign language classroom. The theoretical and methodological framework is multimodal ethnomethodological conversation analysis (CA). The data consists of video recordings of ten EFL lessons that took place during five consecutive school days. The thesis focuses specifically on three spelling solving episodes and analyzes at the micro level the process by which the students go from initiating to closing the spelling solving sequence. In providing fine-grained accounts of the students’ verbal and embodied actions as they collaboratively attempt to solve the spelling problems, the thesis respecifies spelling solving strategies as observable spelling solving practices. The analysis demonstrates how the participants orient to spelling solving as an important form-focused activity. Moreover, the analysis shows how the students integrate different verbal and embodied resources as well as cultural artifacts to accomplish the spelling solving. Finally, the analysis demonstrates how the students’ relative orientations to individual versus collaborative achievements and their management of epistemic rights and responsibilities in completing the task influence the sequential organization and the outcome of the solving sequences. The thesis discusses the findings in relation to prior work on spelling solving and also points out potential implications for second/foreign language instruction that may be of use for current and future EFL instructors.
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Ronnås, Birgitta. "Samforskning : En möjlighet i pågående terapi." Thesis, Ersta Sköndal högskola, S:t Lukas utbildningsinstitut, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-2710.
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Tom Andersen (1995) utvecklade samtal där terapeut och klient tillsammans utvärderar samarbetet i terapin, samtal med reflekterande förhållningssätt som senare kom att kallas för samforskningssamtal. Samtal med ombytta roller, där terapeuten får lära av klienten. Studier har visat att samforskningssamtalen ger terapeutiska effekter med ökad känslan av samhörighet, fördjupad samskapande process och hjälper terapin framåt samt ger terapeuterna ökade kunskaper om sig själva som terapeut. Syftet med denna studie är att belysa om samforskningssamtal kan ge möjligheter och betydelse i pågående terapi och i så fall vilka. -Hur upplevdes samforskningssamtalet? -Vad fick terapeut respektive patient syn på i samforskningssamtalet? -Vilken betydelse kan samforskningssamtalet ha framöver i terapin? Två samforskningssamtal har hållits och därefter har en intervju hållits med var och en av deltagarna. Materialet har spelats in, analyserats och bearbetats samt sedan redovisats utifrån frågeställningarna. Undersökningsdeltagare har varit en terapeut, två patienter samt en gästande kollega. Jag själv har deltagit som observatör under samforskningssamtalen. Resultaten visar på att samforskningssamtalen gav möjligheter och betydelser i dessa pågående terapier, delande av tankar och känslor, benämning av relationer, klargöranden samt att synliggöra terapeutens sätt att vara. Både terapeut och patient upplevde samforskningssamtalet som positivt och givande. Det mest betydelsefulla som framkom var att terapeut och patient fick möjlighet att dela med sig av sina tankar och känslor. Detta ökade samhörigheten. Klargöranden gjordes om bland annat terapins innehåll och ramar. Särskilt betydelsefullt visade sig samforskningssamtalet vara för terapeuten, som en möjlighet till att få feedback. Terapeuten fick syn på sitt sätt att vara tillsammans med sin patient. Samforskningssamtal har också visat sig i tidigare studier ha en viktig betydelse att fylla för både terapeut och patient, bl a som en hjälpsam intervention i terapiarbetet samt att ge terapeuten feedback. Samtalsledarens, den gästande kollegans, känslighet i att ställa frågor har en viktig betydelse. En av frågorna som väcktes är hur terapeuten skulle kunna använda sig av samforskningssamtalets idé i det dagliga behandlingsarbetet, kanske i en modifierad form och som ett komplement till andra utvärderingsformer. Få kritiska åsikter har framkommit i denna uppsats liksom i tidigare studier, om samforskningssamtalet som form och metod. Dess positiva betydelse är klart överrepresenterat dokumenterat.Tom Andersen (1995) developed the conversations in which therapist and client together evaluate collaboration in therapy, conversation with reflective position that later became known as co-research conversation, in Swedish called “samforskningsamtal”. Conversation with the roles reversed, where the therapist may teach the client. Studies have shown that co-research conversation provide therapeutic effects with an increased feeling of connectedness, in-depth co-creative process, helps the therapy forward and give therapists a better understanding of themselves as a therapist . The purpose of this study is to shed light on if co-research conversation can provide opportunities and importance of ongoing therapy, and if so, which. - How experienced co-research conversation? - What of importance did the therapist and patient get from the samforskningssamtalet? - What significance can co-research conversation have into the therapy? Two co-research conversations have been held and then have an interview held with each of the participants. The material has been recorded, analyzed and processed, and then recognized based issues. The participants have been a therapist, two patients and a visiting colleague. I have participated as an observer during co-research conversations. The results show that co-research conversation gave possibilities and meanings in these ongoing therapies, namely the sharing of thoughts and feelings, designation of relationships, clarifications and visibility in the therapist's way of being. Both therapist and patient experiences co-research conversation as positive. The most significant to emerge was that the therapist and the patient had the opportunity to share their thoughts and feelings. This increased affinity. Clarifications were made about including therapy's content and context. Particularly significant was found to co-research conversation be for the therapist, as an opportunity to get feedback. The therapist saw her way to be with his patient. Co-research conversation has also been shown in previous studies to have an important role to play for both therapist and patient, as a helpful intervention in therapy work, and to give the therapist feedback. The interviewer's, the visiting colleague, sensitivity in asking questions has an important significance. One of the questions raised is how the therapist could use co-research conversations idea of daily treatment work, perhaps in a modified form and as a complement to other forms of evaluation. Nearly none critical views have emerged in this essay, as in previous studies, about co-research conversation as form and method. Its positive significance is clearly overrepresented documented.
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André, Virginie. "Construction collaborative du discours au sein de réunions de travail en entreprise : de l'analyse micro-linguistique à l'analyse socio-interactionnelle : le cas d'un Parc départemental de l'Equipement." Nancy 2, 2006. http://docnum.univ-lorraine.fr/public/NANCY2/doc216/2006NAN21005_1.pdf.
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Cette thèse cherche à explorer le fonctionnement discursif et interactif de réunions de travail. Différents champs disciplinaires sont convoqués pour les analyser étant donné que les pratiques et les activités discursives actualisées dans ce genre de discours sont imbriquées dans des situations de travail et de communication particulières insérées dans des enjeux sociaux, culturels, identitaires et relationnels complexes. Cette étude s'intéresse plus particulièrement aux corrélations entre les pratiques langagières des interactants et les facteurs extralinguistiques des réunions de travail. L'analyse d'un corpus de quarante heurres d'enregistrements et de 331 000 mots transcrits permet d'identifier les pratiques langagières contribuant à la collaboration du discours entre les participants. Quatre phénomènes discursifs et interactionnels sont étudiés : l'énonciation conjointe, la reprise, les apparitions du marqueur hein et du couple oui nonThe aim of this thesis is to investigate the discursive and interactive functioning of business meetings. Recourse is had to a number of different disciplines, since the practices and discursive activities instantiated in this genre are interwoven into a variety of specific communicative situations and working contexts. This study focuses in particular on the correlations between the participants' communicative practices and the extralinguistic factors impinging on business meetings. In particular, calling on a corpus consisting of transcriptions of forty hours of sound recordings containing 331,000 words, it sets out to identify those communicative practices which contribute to the collaborative construction of discourse by participants. Detailed analyses of four discursive and interactional phenomena are presented, including the joint construction of discourse, repetition, and occurrences of the discourse markers hein and oui non
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Garcia, Samira Y. "Enhancing the Couple Alliance and Developing a Dyadic Orientation in Discursive Couples Therapy: A Conversation Analysis of Therapists'." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/21.
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The purpose of this study is to develop an interpretative understanding of how discursive therapists’ linguistic actions enhance the couple alliance. Additionally, this study includes an exploration of whether these models hold up to a common factors conversation in the practice of couples therapy. The couple alliance is the central relationship in couples therapy. Previous research suggests that therapists’ actions might have an effect on enhancing this alliance by creating a dyadic orientation. In postmodern/discursive models of practice, therapists’ actions have gone mostly unexplored, leaving therapists with little understanding of what is done in the process of couples therapy that enhances the couple alliance and creates a dyadic orientation. Results from a Conversation Analysis of couple’s cases in Narrative Therapy, Solution-Focused Brief Therapy, and Collaborative Language Therapy suggest the linguistic actions of discursive therapists appear mostly congruent with the claims they make regarding couples therapy. These actions may produce an enhanced couple alliance based on the empirically supported characteristics of a strong couple alliance. Findings also support model-dependent common factors of discursive couples therapy. In all three approaches the couple alliance appears to be enhanced by: (a) developing a symmetrical structure of the dialogue, (b) developing a contextual understanding of the self and the partner, (c) expanding the changes to the larger system, and (d) using thematic summaries. These findings have implications for practice and training in discursive couples therapy. Recommendations for future research include utilizing deductive reasoning in outcome studies to explore the effectiveness of a discursive couples therapy common factors approach to enhance the couple alliance.
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Råman, J. (Joonas). "The multimodal and collaborative aspects of demonstrations in the teaching of budo sports." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526223124.
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Abstract This dissertation, and the three original articles on which it is based, explore the nature of teaching physical skills in the particular context of three budo sports: judo, Brazilian jiu-jitsu, and aikido. In particular, this dissertation examines the way demonstrations of budo techniques are conducted in collaboration between the teachers, their partners and the students. Particular focus is on ‘whole class demonstrations’, situations where all the participants in the class are gathered in a shared participation framework, either to observe the demonstration or perform in it. This dissertation reveals how and by whom demonstrations are conducted by examining their depictive, supportive and annotative aspects. By using video recordings of naturally-occurring budo demonstrations and employing a multimodal conversation analytic method, the ‘demonstration’ is defined as a social event comprising of a physical depiction and context-establishing interactional aspects. The three original articles introduce and examine interactional phenomena directly related to the aforementioned three aspects. The first article explores the employment of communicative moves necessary to establish the physical, temporal and participatory space for the demonstration. The second article explores the way in which the teacher and the partner can facilitate easier observation of the technique through interactional parsing, the return-practice and phase-clarifying actions. The third article explores the interaction between the teacher and the partner, by illustrating the different modalities in which the partner can be guided through the demonstrationTiivistelmä Tämä väitöskirja, sekä kolme alkuperäistä tutkimusartikkelia joihin se perustuu, tutkivat fyysisten taitojen opetusta kolmen budolajin, judon, Brasilialaisen jujutsun ja aikidon kontekstissa. Väitöskirja perehtyy multimodaalisiin ja kollaboratiivisiin tapoihin, joilla budo-opettajat, heidän partnerinsa, ja oppilaansa esittelevät budotekniikoita koko luokan kattavissa demonstraatiossa, eli tilanteissa, joissa jokainen osallistuja on osa yhteistä osallistujuuskehikkoa, joko tekniikka suorittamassa tai seuraamassa. Väitöskirja paljastaa kuinka, ja kenen toimesta demonstraatiot toteutetaan tarkastelemalla niiden esittäviä, tukevia, ja selvittäviä piirteitä. Väitöskirja hyödyntää multimodaalisen keskustelunanalyysin tutkimusmetodia ja määrittää ’demonstraation’ sosiaalisena tapahtumana, joka muodostuu kehollisesta näytöstä ja kontekstia-rakentavista vuorovaikutuksellista piirteistä. Väitöskirjan kolme alkuperäistä tutkimusartikkelia tarkastelevat yllämainittuihin kolmeen demonstraation piirteeseen liittyviä vuorovaikutuksen ilmiötä. Ensimmäinen artikkeli tarkastelee kommunikatiivisia siirtoja, joita hyödynnetään, kun luodaan demonstraatioiden vaatima fyysinen ja ajallinen tila sekä osallistumiskonfiguraatio. Toinen artikkeli tutkii opettajien ja heidän partnereidensa hyödyntämiä budotekniikan tarkkailua helpottavia vuorovaikutuksellisia ilmiötä: vuorovaikutuksellista jäsentämistä, paluu-käytännettä, sekä budotekniikan vaiheita selventäviä toimintoja. Kolmas artikkeli perehtyy erityisesti opettajan ja tämän partnerin väliseen vuorovaikutukseen paljastamalla eri modaliteetit, joilla partneria voidaan ohjata demonstraation aikana
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Smith, Ann Kowal. "The Delicate Balance of Organizational Leadsership: Encouraging Learning and Driving Successful Innovation." Case Western Reserve University Doctor of Management / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568731826883226.
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Dunn, Cynthia. "Listener comments: a form of collaboration in conversational narrative." Oberlin College Honors Theses / OhioLINK, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1317045103.
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Wang, Austin J. (Austin Jesse) 1980. "Collaborative storytelling with an embodied conversational agent." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/16976.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.Leaves not numbered.
Includes bibliographical references (leaves [60]-[64]).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
When children tell stories to their peers, they naturally collaborate with each other: coauthoring stories, corroborating when in doubt, and acting as active listeners. Their reliance on each other during, as well as the creative process itself, benefits their literacy development. If an interactive system were to engage a child in collaborative narrative, it would be able to exert greater influence over the child's language processes, without becoming overly intrusive as to obstruct his/her natural behaviors. However, due to the spontaneous nature of improvisational play, the problem becomes a challenging one from both a technical, and a behavioral standpoint. This thesis studies children's collaborative behaviors during storytelling and presents a model of the participants' roles, and how to initiate and participate in collaboration with appropriate speech acts and turn-taking cues. Furthermore, it demonstrates how technologies such as speech recognition, natural language processing with commonsense reasoning, multimodal interfaces, and floor management are critical to realizing a real-time collaborative interaction between children and an embodied conversational agent.
bu Austin J. Wang.
M.Eng.
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Reyes, Cabrera Pablo Tchounikine Pierre. "Structural awareness in mediated conversations for collaborative learning environments." [S.l.] : [s.n.], 2005. http://cyberdoc.univ-lemans.fr/theses/2005/2005LEMA1026.pdf.
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Reyes, Cabrera Pablo. "Structural awareness in mediated conversations for collaborative learning environments." Le Mans, 2005. http://cyberdoc.univ-lemans.fr/theses/2005/2005LEMA1026.pdf.
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Cette thèse prend place dans le cadre des recherches sur l’apprentissage collaboratif assisté par ordinateur et plus particulièrement les nouvelles technologies de communication pour les communautés virtuelles d’apprentissage (CVAs). Les travaux ont porté sur l’analyse des conversations d'apprentissage ayant lieu dans les CVAs et la conception de mécanismes d’assistance visant à faciliter l'émergence de ces conversations à travers des outils de type forum (OTFs). Nous avons identifié dans les OTFs plusieurs anomalies qui peuvent freiner l'apparition des conversations d'apprentissage : "incongruence interactionnelle", " incongruence de convergence", "incongruence de tour de parole" et "incongruence de perception de groupe ". Afin de dépasser ces anomalies nous proposons une approche d’assistance entre pairs ("peer-to-peer") fondée sur la perception de structures ("structural awareness"). Cette approche est fondée sur la mise en évidence des propriétés structurelles des conversations afin de favoriser les interactions. Un OTF nommé MailGroup et un système d’assistance basé sur cette approche ont été conçus, développés et expérimentés. Ces expérimentations ont mis en évidence la pertinence de l'approche et permis d'identifier des pistes pour des recherches complémentairesThis thesis takes place on the Computer Supported Collaborative Learning domain. This field is centered on the design of learning environments that makes possible the support of collaboration in a group. In this context, this study principally aimed to create new technologies of communication for Virtual learning communities (VLCs). Particularly, our research issue is to analyze learning conversations taking place in VLCs in order to provide mechanisms to support and facilitate the emergence of these interactions among the users of Forum-type tools (FTTs). We have identified in FTTs several anomalies that can discourage the emergence of learning conversations taking place in FTTs: “interactional incongruence”, “convergence incongruence”, “turn-taking incongruence” and group perception incongruence”. We try to improve the FTTs to obtain better and perfectible environments for group communications. Thus, we propose a peer-to-peer support approach that tries to overcome these incongruencies that we will call the structural awareness approach. It puts emphasis on revealing the structural properties of a group to its members in order to promote better collaborative interactions. This support has been implemented on a FTT called Mailgroup. Mailgroup has been tested twice in different contexts, obtaining initial feedback of its pertinence according to our objectives. The results indicate that the work is properly oriented, but also that it is necessary to do further research
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Rapp, Peter Edward. "Taking Turns: A Conversational Approach to Ecological Desgin." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32414.
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Better integration of human cultures and ecological communities is needed to sustain the health of people and the land. The inherent difference between concepts and things themselves, and the cultural disconnection between intellectual-conceptual and physical-material work, are implicated in environmental problems. Landscape designbuild is an opportunity to reconnect words, actions, and the land, to set convincing, practical examples for clients to follow, and to foster a mutually beneficial 'culture of habitat' (Nabhan).A collaborative home and landscape design project was undertaken with a family of three. Fieldwork involved a variety of interactive design techniques combining dialogue AND direct experience. The project ended with the completion of a conceptual design but did not reach construction stage before the close of fieldwork.'Embodied conversation' describes the design process, characterized by alternating modes of interaction, turn-taking, negotiation of differences, and emergence of meaning and purpose. This approach heightened participants' awareness of their environment and generated a variety of useful design ideas, but better procedures were needed for moderating the pace of interaction and for making durable decisions. By balancing dialogue and direct experience, a 'conversational' approach to ecological designbuild work can help participants make sense of and use of their habitat in a way that reconciles human needs with ecological functions.Master of Landscape Architecture
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Lee, Woo Je. "A critical evaluation of the audience-oriented preaching theories of Fred Craddock and Eugene Lowry." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49742.
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Thesis (DTh)--Stellenbosch University, 2003ENGLISH ABSTRACT: This dissertation aims to evaluate the Audience Oriented Preaching (AOP) methods of Fred Craddock and Eugene Lowry. Though no one can deny that AOP provides a new and creative method for participation of the audience in the whole sermon process, in my view, it has many theological and homiletic problems. But before asking how we can use their method skillfully in our preaching ministry, it is necessary to scrutinize their theories with theological reflection. Chapter 2 explores the relation between the text and the listener (context) in the light of contextualization and rhetoric, in which we can find the present place of AOP, as developed by Craddock and Lowry. This chapter functions as a guide map for the direction and argument of subsequent chapters. In Chapter 3 we review the inductive preaching theories of Craddock, and the narrative preaching theories of Lowry. Here our concern is first to find the theological, historical and cultural background of AOP. Following this, we examine AOP theories themselves, which propose preaching methods that differ radically from the more traditional ones. In Chapters 4 and 5 this dissertation considers and evaluates both positive and negative aspects of AOP. AOP provides several benefits that have so far been ignored in traditional preaching methods. Primarily, it is closely related to active participation of the audience in the sermonic process. A less favourable view of AOP is that it fails to proclaim the identity of Jesus Christ and as a result of this, to build up the community of Jesus in the church. Campbell's Christological-ecclesiological approach, based on post-liberal theology, has been one of the most important theological critiques of AOP theories and their roots in western individualism. Although Campbell argues persuasively in his criticism of AOP, his arguments are not wholly adequate in addressing the issue of congregation-oriented preaching. Chapter 6 is mainly focused on an alternative congregation oriented preaching method. I argue that this can be accomplished in a vision of collaborative preaching, which incorporates the guidance of the Holy Spirit. This dissertation suggests Bohren's pneumatological-ecclesiological approach as the most effective method for congregation oriented preaching beyond the individualistic trend of AOP. Where Campbell's critique, though articulate, overlooks the pneumatological perspective, Bohren's is significantly more comprehensive than Campbell's. Therefore, the approach that I develop in this thesis acknowledges the contributions of both Campbell and Bohren in shaping a truly congregation-oriented preaching. If we are to overcome the limitation of AOP, my argumentation is that AOP must be interrogated and complemented by both the Christological-ecclesiological approach of Campbell and the pneumatological-ecclesiological approach of Bohren.
AFRIKAANSE OPSOMMING: Hierdie proefskrif het ten doel die evaluering van die gehoor georienteerde prediking (GGP) metodes van Fred Craddock en Eugene Lowry. Hoewel dit nie betwyfel kan word dat GGP 'n nuwe en kreatiewe metode vir die deelname van die gehoor in die hele preekproses bied nie, het dit myns insiens heelwat teologiese en homiletiese probleme. In hierdie opsig is dit noodsaaklik dat hulle metodes d.m.v. teologiese refleksie ondersoek word, voordat daar gevra word na hoe hulle metodes op 'n gepaste wyse binne die bediening van prediking aangewend kan word. Hoofstuk 2 ondersoek die verhouding tussen die teks en die hoorder (konteks) in die lig van kontekstualisering en retoriek, waarbinne ons die huidige plek kan vind van GGP - soos ontwikkel deur Craddock en Lowry - binne die hele teologiese en homiletiese vloei. Hierdie hoofstuk dien as 'n gids vir die rigting en argument van hieropvolgende hoofstukke. In hoofstuk 3 word die induktiewe preekteoriee van Craddock, sowel as die narratiewe preekteoriee van Lowry van nader beskou. In hierdie hoofstuk is die primere fokus om die teologiese, historiese en kulturele agtergrond van GGP te vind. Daarna word die GGP teoriee self - wat metodes van prediking voorstel wat radikaal verskil van meer tradisionele metodes - ondersoek. In hoofstukke 4 en 5 word beide die positiewe en negatiewe aspekte van GGP oorweeg en geevalueer, GGP bied veskeie voordele wat tot dusver geignoreer is deur tradisionele metodes van prediking. Van primere belang is dat GGP nou verbind is tot die aktiewe deelname van die gehoor in die preekproses. 'n Minder gunstige beskouing van GGP is dat dit nie daarin slaag om die identiteit van Jesus Christus genoegsaam te verkondig nie en as 'n resultaat, ook nie om die gemeenskap van Christus binne die kerk op te bou nie. Campbell se christologies-ekklesiologiese benadering, gebasseer op post-liberale teologie, bied een van die belangrikste vorme van teologiese kritiek op GGP teoriee, sowel as die gewortelheid daarvan in westerse individualisme. Hoewel Campbell oortuigend argumenteer in sy kritiek op GGP, is sy argumente nie in aIle opsigte voldoende in die aanspreek van gemeente georienteerde prediking nie. Hoofstuk 6 se primere fokus is op 'n altematiewe gemeente georienteerde metode van prediking. Ek argumenteer dat dit bereik kan word binne die visie van samewerkende prediking, onder leiding van die Heilige Gees. Hierdie proefskrif stel voor Bohren se pneumatologies-ekklesiologiese benadering as die mees effektiewe metode vir gemeente georienteerde prediking, wat strek verby die individualistiese neiging van die GGP. Waar Campbell se kritiek, hoewel geartikuleerd, die pneumatologiese perspektief ignoreer, is Bohren se benadering aansienlik meer omvattend as die van Campbell. Die benadering wat ek in hierdie proefskrif ontwikkel gee erkenning aan beide Campbell en Bohren in die vorrning van 'n ware gemeente-georienteerde prediking. My argument is dus dat, indien die beperkinge van die GGP oorkom wil word, GGP ondersoek moet word deur beide die christologies-ekklesiologiese benadering van Campbell, sowel as die pneumatologies-ekklesiologiese benadering van Bohren.
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Bryant, Christopher L. "PROFESSIONAL COLLABORATION: THE VALUE OF MEANINGFUL CONVERSATION FOR THE STUDIO ART EDUCATOR." UKnowledge, 2017. http://uknowledge.uky.edu/art_etds/14.
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This thesis explores the strong support for collaboration in schools’ while synthesizing literature already conducted on the subject. The primary objectives of this thesis is to discuss possible scenarios as to why educators are not collaborating, explore characteristics and implementations of collaboration with three specific groups including colleagues, stakeholders, and practicing professionals, and identify four key benefits of collaboration which include improved health, pedagogy, autonomy, and time. Evidence supports the idea that teachers who work in isolation can hinder growth within their profession. Additional evidence provides conclusive evidence that supports the benefits of collaboration by adding responsibilities to key contributors by holding them accountable for student learning.
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Chan, Sui-heung, and 陳穗香. "Collaboration in conversational narrative: tellership as a joint achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26771937.
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Smith, Natalie L., and A. Rundio. "Are Non-profit Sport Organisations Collaborating or Competing? Introducing ‘Coopetition’ to the Theoretical Conversation." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2403.
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Abraham, Anjali Anna. "Conversations, connections and critical thinking : collaborative action research with women science teachers in Hyderabad, India." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82678.
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The National Policies of Education in India have recognized the need for teacher professional development. However, science teachers continue to look for innovative methods to improve teaching. Through collaborative action research with four science teachers at a girls' school in Hyderabad, India, the study explored conditions that enhance or inhibit the implementation of constructivist instructional methods. Data were collected through interviews, reflective memos, research journal, collages and found poetry. The study found that teacher background and experience, teachers' views on science education and the school environment played a role in teacher development. The use of constructivist instructional strategies affected teachers' views on science education. The teachers felt that acknowledging students' preconceptions helped them grasp scientific concepts easily. Also, constructivist methods made teaching more enjoyable and less burdensome. Teacher education institutes should consider creating collaborative networks between teachers and researchers and apply constructivist approaches to teacher education and development.
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Hewerdine, Jennifer M. "CONVERSATIONS ON COLLABORATION: GRADUATE STUDENTS AS WRITING PROGRAM ADMINISTRATORS IN THE WRITING CENTER." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1452.
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This research sought to ascertain through a phenomenological approach whether and how collaboration occurs in writing center administration. The reflections and perceptions of former writing center gWPAs provided insight into a variety of institutional contexts and experiences present in writing center collaboration. The participants perceived themselves as learning skills that have helped them succeed in faculty, administrative, and personal situations. But there is more than these interpersonal developments in their stories; they see their writing center collaboration as necessary for the daily work of the writing center and for their success in carrying out daily tasks as gWPAs and administrators. Despite some of the participants believing they could have been more immersed in the politics of the institution or even more immersed in the collaborative work of the writing center, they nevertheless credit their experiences with a deeper understanding of the institutional structure and writing center work. Additionally, they report transferring their learning from administrative collaboration to aspects of their life and career outside of the writing center.
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Bilton, Richard. "Communication, collaboration and control : investigating conversations between parents and teachers in an English secondary school." Thesis, University of Cumbria, 2017. http://insight.cumbria.ac.uk/id/eprint/3650/.
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Parent-teacher meetings are well-established and attended by a high proportion of parents. This places significant demands on both schools and families. However, little research involving direct observation within secondary schools has been reported. I have investigated parent-teacher meetings at one English secondary school, my aims being to explore the aims of parents and teachers and the nature of their relationships. My findings will be of interest to parents and teachers, as well as researchers and school leaders. I collected audio recordings of parent-teacher conversations over two years and conducted one-to-one interviews with parents, students and teachers. I analysed my data using conversation analysis and interpreted my findings using politeness theory. I found that the aims of parents and teachers can be divided into two categories. Instrumental aims are directly concerned with educational outcomes, whereas interpersonal aims relate to the individual needs of the participants and do not necessarily affect students’ learning. I also found that the behaviour of the participants in my study was not consistent with models based on partnership, opposition, or market forces. My findings do, however, support a model in which teachers assume the role of ‘expert’ and control conversations. For researchers, my findings question the way in which Epstein’s typology is used to classify parent-teacher meetings and suggest that the presence of students during meetings may be significant. My study has also highlighted politeness theory as a useful tool for interpreting parent-teacher behaviour. For families and schools, my research raises questions regarding the use of parent-teacher meetings to influence students. My study also suggests that parents and teachers do not make productive use of their limited contact time. My study provides up-to-date and reliable data regarding a widespread educational practice. My methodology may also provide a useful template for researchers wishing to investigate parent-teacher conversations. Future research involving contrasting schools would indicate whether my findings were context-related or more general. The occupational backgrounds of parents and the roles played by students may also be worthy of further investigation.
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Chaabi, Youness. "Apport des Systèmes Multi-Agent et de la logique floue pour l'assistance au tuteur dans une communauté d'apprentissage en ligne." Thesis, Belfort-Montbéliard, 2016. http://www.theses.fr/2016BELF0293/document.
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La place importante du tutorat dans la réussite d'un dispositif de formation en ligne a ouvert un nouvel axe de recherche dans le domaine des EIAH (Environnements Informatiques pour l'Apprentissage Humain). Nos travaux se situent plus particulièrement dans le champ de recherches des ACAO. Dans un contexte collaboratif, le tutorat et les outils « d'awareness » constituent des solutions admises pour faire face à l'isolement qui très souvent, mène à l'abandon de l'apprenant. Ainsi, du fait des difficultés rencontrées par le tuteur pour assurer un encadrement et un suivi appropriés à partir des traces de communication (en quantités conséquentes) laissées par les apprenants, nous proposons une approche multi-agents pour analyser les conversations textuelles asynchrones entre apprenants. Ces interactions sont révélatrices de comportements sociaux-animateur, indépendant, etc... qu'il nous paraît important de pouvoir repérer lors d'une pédagogie de projet pour permettre aux apprenants de situer leurs travaux par rapport aux autres apprenants et situer leur groupe par rapport aux autres groupes d'une part, et d'autre part permettre au tuteur d'accompagner les apprenants dans leur processus d'apprentissage, repérer et soutenir les individus en difficulté pour leur éviter l'abandon. Ces indicateurs seront déduits à partir des grands volumes d'échanges textuels entre apprenants.L'approche a été ensuite testée sur une situation réelle, qui a montré une parfaite concordance entre les résultatsobservés par des tuteurs humains et ceux déterminés automatiquement par notre systèmeThe growing importance of online training has put emphasis on the role of remote tutoring. A whole new area of research, dedicated to environment for human learning (EHL), is emerging. We are concerned with this field. More specifically, we will focus on the monitoring of learners.The instrumentation and observation of learners activities by exploiting interaction traces in the EHL and the development of indicators can help tutors to monitor activities of learners and support them in their collaborative learning process. Indeed, in a learning situation, the teacher needs to observe the behavior of learners in order to build an idea about their involvement, preferences and learning styles so that he can adapt the proposed activities. As part of the automatic analysis of collaborative learner¿s activities, we describe a multi agent approach for supporting learning activities in a Virtual Learning Environment context. In order to assist teachers who monitor learning processes, viewed as a specific type of collaboration, the proposed system estimates a behavioral (sociological) profile for each student. This estimation is based on automatic analysis of students textual asynchronous conversations. The determined profiles are proposed to the teacher and may provide assistance toteacher during tutoring tasks. The system was experimented with students of the master "software quality" of the Ibn Tofail University. The results obtained show that the proposed approach is effective and gives satisfactory results
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Rydström, Johanna. "Lärnade samtal i vården : En studie om lärande i interaktion på intensivvårdsronder." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-135351.
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Syftet med denna magisteruppsats varatt empiriskt studera och ökakunskapenom hur professioner lär inom vården. Den fokuserar pålärande som förändrat deltagande och förståelse i situerade aktiviteter. Mot bakgrunden av att samtal spelar en avgörande rollför lärande ocheffektivt interprofessionellt samarbete, har fyra ronder på en intensivvårdsavdelning studerats. Kommunikation anses ofta, inom hälso-och sjukvården,vara viktigförgod informationsöverföring. Den här studien fokuserar, förutom på detta, på kommunikation som en konstituerande, social aktivitet som bidrar till lärande genominteraktionellaprocesser. Den teoretiska och metodologiska hemvisten för denna studie ärden etnometodologiska traditionen där samtalsanalys (Conversation Analysis) har en framträdande roll för att analysera lärande i interaktion i vardagliga samtal.För att besvara studiens syfte och frågeställningar har empiriskt material från observationer, ljudinspelningar och dokument samlats in frånfyraintensivvårdsronder på ett sjukhus i Sverige. Analysernasfokus har varit mikroanalytisktdär uppmärksamheten riktats motatt fånga det lärande som uppstår i interaktion mellan ronddeltagarna.Resultatet visadehur professioner inom intensivvården lär i det vardagliga arbetet och hur de i interaktion skapaderelevant kunskap. Analysen visadehur deltagarna i teamet tillsammans skapadekategorier(topiker) och ett meningsfullt innehåll i dessa. Deltagarnasinbördes relationer framträdde genom attde uttrycktesina förväntningar på sin egen och andras kunskaper samtidigt sommotstånd och ifrågasättande kunde bidra till reflektion i teamen.The aim of this master thesis is to empirically study and contribute to increased knowledge about how professionals learn in hospital settings. It focuses on learning as changing understanding in situated social activities. Four intensive care rounds are studied on the backdrop that conversations play a key role for effective interprofessional collaboration and learning. Communication is often listed as a key ingredient for effective interprofessional practice in health care but is often associated only with information transmission. This study discusses communication not only as information transmission but also as a constitutive, social action that allows us to understand learning as a process of collective sensemaking. The learning that takes place is studied through the theoretical and methodological framework of ethnometodology and Conversation Analysis (CA). Conversational Analysis enables to study learning in interaction. In order to answer the questions posed in the study, the study draws on observations, audio recordings and artefacts from four daily rounds on an intensive care ward in a university hospital in Sweden. The empirical analyse used CA methods, including detailed micro-analytic attention to the spoken interaction. The results show how intensive care professionals learn in their daily work and how they build relevant knowledge during interaction. The analysis is based on how topicalizations and collective meaningmaking produce contents of learning within the team. It also shows how the participants make relevant knowledge relations through their expectations of themselves and others. It also reveals how opposition and questioning can increase learning through reflection.
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Kumar, Rohit. "Socially Capable Conversational Agents for Multi-Party Interactive Situations." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/162.
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Since the inception of AI research, great strides have been made towards achieving the goal of extending natural language conversation as a medium of interaction with machines. Today, we find many Conversational Agents (CAs) situated in various aspects of our everyday life such as information access, education and entertainment. However, most of the existing work on CAs has focused on agents that support only one user in each interactive session.
On the other hand, people organize themselves in groups such as teams of co-workers, family and networks of friends. With the mass-adoption of Internet based communication technologies for group interaction, there is an unprecedented opportunity for CAs to support interactive situations involving multiple human participants. Support provided by these CAs can make the functioning of some of these groups more efficient, enjoyable and rewarding to the participants.
Through our work on supporting various Multi-Party Interactive Situations (MPIS), we have identified two problems that must be addressed in order to embed effective CAs in such situations. The first problem highlights the technical challenges involving the development of CAs in MPIS. Existing approaches for modeling agent behavior make assumptions that break down in multi-party interaction. As a step towards addressing this problem, this thesis contributes the Basilica software architecture that uses an event-driven approach to model conversation as an orchestration of triggering of conversational behaviors. This architecture alleviates the technical problems by providing a rich representational capability and the flexibility to address complex interaction dynamics.
The second problem involves the choice of appropriate agent behaviors. In MPIS, agents must compete with human participants for attention in order to effectively deliver support and interventions. In this work, we follow a model of human group interaction developed by empirical research in small group communication. This model identifies two fundamental processes in human group interaction, i.e., Instrumental (Task-related) and Expressive (Social-Emotional). Behaviors that constitute this expressive process hold the key to managing and regulating user attention and serve other social functions in group interaction.
This thesis describes two socially capable conversational agents that support users in collaborative learning and group decision making activities. Their social capabilities are composed of a set of behaviors based on the Social-Emotional interaction categories identified by work in small group communication. These agents demonstrate the generalizability of our methodology for designing and implementing social capabilities across two very different interactive situations.
In addition to the implementation of these agents, the thesis presents a series of experiments and analysis conducted to investigate the effectiveness of these social capabilities. First and foremost, these experiments show significant benefits of the use of socially capable agents on task success and agent perception across the two different interactive situations listed above. Second, they investigate issues related to the appropriate use of these social capabilities specifically in terms of the amount and timing of the constituent social behaviors. Finally, these experiments provide an understanding of the underlying mechanism that explains the effects that social capabilities can achieve.
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Chao, Crystal. "Timing multimodal turn-taking in human-robot cooperative activity." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/54904.
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Turn-taking is a fundamental process that governs social interaction. When humans interact, they naturally take initiative and relinquish control to each other using verbal and nonverbal behavior in a coordinated manner. In contrast, existing approaches for controlling a robot's social behavior do not explicitly model turn-taking, resulting in interaction breakdowns that confuse or frustrate the human and detract from the dyad's cooperative goals. They also lack generality, relying on scripted behavior control that must be designed for each new domain. This thesis seeks to enable robots to cooperate fluently with humans by automatically controlling the timing of multimodal turn-taking. Based on our empirical studies of interaction phenomena, we develop a computational turn-taking model that accounts for multimodal information flow and resource usage in interaction. This model is implemented within a novel behavior generation architecture called CADENCE, the Control Architecture for the Dynamics of Embodied Natural Coordination and Engagement, that controls a robot's speech, gesture, gaze, and manipulation. CADENCE controls turn-taking using a timed Petri net (TPN) representation that integrates resource exchange, interruptible modality execution, and modeling of the human user. We demonstrate progressive developments of CADENCE through multiple domains of autonomous interaction encompassing situated dialogue and collaborative manipulation. We also iteratively evaluate improvements in the system using quantitative metrics of task success, fluency, and balance of control.
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Cantore, Stefan Paul. "A practitioner inquiry project to develop an emerging framework for conversational consulting through personal and collaborative inquiry and practice." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/13702/.
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This project is a practitioner inquiry into the practice of a form of organisational consulting that uses conversation as its primary contracting and change process. To provide a backdrop I begin by locating the practice in the management consulting domain, and specifically in an emerging field becoming popularly known as Dialogic Organisation Development. Conversation with the literature opens up the historical and theoretical assumptions that have shaped the field to date. Using this broad context I outline my consulting practice as an employee of the Office for Public Management Ltd (OPM). My interest in using conversation as a process in consulting relationships is described and my inquiry aims are outlined: 1. To develop my understanding of conversational consulting and the skills I need to practice it effectively. 2. To explore the potential of conversational inquiry approaches to support the development of conversational consulting skills amongst a group of management consultants (including myself). 3. To combine the learning from both individual and collective strands of research to offer management consultants an emerging framework that defines ‘Conversational Consulting’ more accurately, describes the practice in greater depth and helps them understand some of the ways in which they can develop the necessary skills to practice confidently and effectively. To support the achievement of these aims I begin by engaging in a conversation with the literature and focus particularly on social constructionist texts. This work reshapes my understanding of the potential of conversational consulting. I explain my rationale for selecting a participatory action research method called Co-operative inquiry. This is a framework involving consulting colleagues at OPM in a shared inquiry into the role of conversation in our practice. This report describes the inquiry process and how thematic analysis processes are applied to group meeting transcripts. My approach uses the first two inquiry aims as the lens through which I interpret the material. In parallel, I continue my own individual inquiry by maintaining a learning log and engaging in conversation with a client. This material is subject to a similar thematic analysis. The learning themes identified across all three elements contribute to an emerging framework with recommended activities to support the development of practice. The framework consists of three main elements, individual consulting practice development, collaborative development and learning with clients. I discuss how my original definition and understanding of conversational consulting has changed as a result of the project. My on-going commitment to inquiry and sharing my learning with others in the field is outlined alongside closing reflections on the experience and personal practice impact of the project.
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Rylander, Jonathan James. "COMPLICATED CONVERSATIONS AND CURRICULAR TRANSGRESSIONS:ENGAGING WRITING CENTERS, STUDIOS, AND CURRICULUM THEORY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1491659752447516.
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Laurence, Sean Xavier. "Analyzing non-collocated synchronous shared visual workspace-mediated interaction and effects on conversational grounding : a study on collaborative intelligence analysis." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21257/.
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A shared visual workspace and video in addition to voice are two functionalities or technologies which this thesis focuses on. What is clarified in this work is how these influence remote collaboration and conversational grounding in particular — where grounding refers to the pro-active process of seeking, creating and maintaining the shared meanings needed for conversational partners to communicate effectively. Additionally, this thesis clarifies how to support non-collocated synchronous mediated-collaboration around intelligence analytic tasks — away from traditional tasks that involve the identification or manipulation of physical objects which previous studies appear to favour. This research is guided by these three primary research questions: —RQ1) How can we expose aspects of conversational grounding in mediated communication involving different combinations of a video (showing a remote participant’s head and shoulder, and hands and work-area) and a fully shared visual workspace in addition to voice? —RQ2) In relation to the negotiated process of grounding, how can we explain what is happening when parties are collaborating on an intelligence task using a fully shared visual workspace? —RQ3) How can we design better fully shared visual workspace systems to support remote collaborative intelligence analysis tasks? Study1 — reported in Chapter 5, is an exploratory research which also serves as a groundwork for Study2. The findings there led to the formulation of more focused hypotheses later investigated in Study2. Further, the most significant contribution of the Study1 was the coding schema constructed for analysing the negotiation of common ground. Chapter 6, 7, 8 make up Study2. A human-participant experiment was conducted using a 2 x 2 factorial between-subjects design with 2-person teams and four media manipulations namely: video, no video, shared visual workspace and no shared visual workspace. Conversational grounding effort is operationalized as the number of repair-episodes per min (that is repair rate). Results here indicate that teams using shared visual workspace have a lower repair rate than those teams with no access to shared visual workspace. This result is statistically significant. Although teams using video equally had a lower repair rate than those teams not using video, this result was not statistically significant. This is consistent with prior research which found that a video showing a person’s face and shoulders is not terribly important in collaborative context. Results of another investigation demonstrate that regardless of the media condition, teams generally have a lower repair rate over time as the task progressed — this result was statistically significantly positive. Additionally, assessments of a questionnaire item measuring improvements of mutual agreements and shared understanding over time, showed a statistically significantly difference between the shared visual workspace group and the no shared visual workspace group, as was the participant’s rating of the effectiveness of the medium for information sharing. Results of a qualitative thematic analysis in Chapter 7 helps explain these statistical results and more. A conceptual process model of conversational grounding in shared visual workspace-mediated interaction is presented in Chapter 8. The model also summarises the research findings. The discourse there offer useful implications and guidelines for moving beyond current theories and models of the negotiation of common ground. Equally, practical design recommendations for the design of shared visual workspaces are also discussed there. Chapter 9, 10 reviews the research questions and considers how the research that has been presented addresses them, followed by a discussion of the contributions of the thesis, future work and conclusion. Overall, this thesis delivers the following contributions: —1) It advances existing knowledge silos and studies on media effects on conversational grounding — one of the ways it achieves that is by delivering a conceptual model framework for understanding conversational grounding processes in real-time remote collaborative intelligence analysis. —2) It delivers a new coding schema for the analysis of the negotiation of conversational grounding in remote work. —3) It offers four data-driven design recommendations for good practical design of shared visual workspace groupware that better support more natural communicative nuances.
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Höglin, Karin, and Ann Gullin. "En positiv framtid : Olika verksamheters arbete med att stödja individer." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-90526.
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Syftet med denna kvalitativa studie i form av sju semistrukturerade intervjuer var att undersökahur olika aktörer arbetar för att stödja sina klienter mot en positiv framtid. Avsikten var att belysa klienternas behov, hur väl dessa stämmer överens med det stöd aktörerna erbjuder samt att undersöka om detta stöd har likheter med det sätt på vilket studie- och yrkesvägledare arbetar. Resultatet visar att klienternas behov är komplexa men till stor del handlar om stöd i att skapa en bättre självbild och stöd i samverkan mellan olika instanser. Detta stämmer väl överrens med det stöd verksamheterna erbjuder. Inom samtliga verksamheter används också för studie- och yrkesvägledare `typiska´ aktiviteter. Slutsatsen blev därför att denna yrkesgrupp i hög grad har de kompetenser som krävs för att stödja aktörernas klienter mot en positiv framtid.The purpose of this qualitative study in the form of seven semi-structured interviews was to investigate how different actors in the Swedish society work to support their clients towards a positive future. The intention was to highlight the needs of clients, how well those needs match the support the actors offer and to investigate whether this support has similarities with the way in which career counselors are working. The results show that clients' needs are complex but largely involves support in creating a better self-image and support regarding collaboration between different actors. The support offered by the actors matches those needs well. The support offered also has great similarities with the way in which career counselors are working. It was therefore concluded that these professionals have the skills necessary to bolster the actors' clients towards a positive future.
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Helin, Jenny. "Living moments in family meetings : A process study in the family business context." Doctoral thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Center for Family Enterprise and Ownership, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-14852.
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This dissertation studies meetings from a process perspective. Such an approach, which can be labelled ‘process organisation studies’ is promising in that it directs attention to social processes continuously in the making. The thesis builds on the current development in process organisation studies in two ways. The first centres on an elaboration on key assumptions of approaching organisational life from a process perspective. I here bridge process organisation studies with Bakhtin’s work on dialogue into a dialogical becoming perspective. This perspective calls for a distinct way of understanding processes of becoming which makes it possible to explore meeting practices as situated, emerging and relational world-making activities. The second is a comprehensive processual account based on a collaborative field study with two owner families. Organised meetings held in a family that owns a business (or several) has proved to be of importance for family business longevity in that the family members can help to develop strong family relations and a healthy business. In this setting, where people are dealing with that which is often most important to them in life, such as their identity, work, family relationships and future wealth, a process approach is useful since it helps to understand the emotionally loaded, complex and intertwined issues at stake.What emerges as central in understanding movement and flow is the need to understand the here and now moments in meetings. I refer to these moments as ‘living moments’ as a reminder of the once-occurring, unique and momentary transformation that can take place between people in such encounters. Thus, the living moment is the moment of movement.
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Silva, Vanessa de Freitas. "Estudo dos efeitos interacionais das repetições: colaboração e conflito." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-28092009-172339/.
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A repetição representa, certamente, uma das marcas da língua falada, cuja relevância para a produção e a compreensão do texto falado é atestada por diversos estudos, concernentes à Análise da Conversação, que se voltam à observação de tal fenômeno, principalmente no que se refere a seus aspectos formais e funcionais. O presente trabalho pauta-se na tipologia funcional das repetições proposta por Luiz Antônio Marcuschi, um dos mais renomados estudiosos da conversação, para analisar os seus efeitos interacionais. Assim, a partir do arcabouço teórico fornecido pela Análise da Conversação e pela Sociolingüística Interacional, procuramos compreender a relação existente entre diferentes tipos de repetição e dois traços qualitativos que podem permear as interações verbais: a colaboração e o conflito.Repetition is a trait of spoken language whose relevance, both for production and comprehension of the spoken text, is highlighted in a number of studies on Conversation Analysis concerned with observing this phenomenon, especially with reference to its formal and functional aspects. This current study focuses on the functional typology of repetition proposed by Luiz Antônio Marcuschi, one of the most renowned academics of conversation, to analyze its interactional effects. Through the theoretical framework provided by Conversation Analysis and Interactional Sociolinguistics, we seek to comprehend the relationship between different types of repetition and two qualitative traits which can permeate verbal interactions: collaboration and conflict.
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Barange, Mukesh. "Task-oriented communicative capabilities of agents in collaborative virtual environments for training." Thesis, Brest, 2015. http://www.theses.fr/2015BRES0013/document.
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Les besoins croissants en formation et en entrainement au travail d’équipe ont motivé l’utilisationd’Environnements de réalité Virtuelle Collaboratifs de Formation (EVCF) qui permettent aux utilisateurs de travailler avec des agents autonomes pour réaliser une activité collective. L’idée directrice est que la coordination efficace entre les membres d’une équipe améliore la productivité et réduit les erreurs individuelles et collectives. Cette thèse traite de la mise en place et du maintien de la coordination au sein d’une équipe de travail composée d’agents et d’humains interagissant dans un EVCF.L’objectif de ces recherches est de doter les agents virtuels de comportements conversationnels permettant la coopération entre agents et avec l’utilisateur dans le but de réaliser un but commun.Nous proposons une architecture d’agents Collaboratifs et Conversationnels, dérivée de l’architecture Belief-Desire-Intention (C2-BDI), qui gère uniformément les comportements délibératifs et conversationnels comme deux comportements dirigés vers les buts de l’activité collective. Nous proposons un modèle intégré de la coordination fondé sur l’approche des modèles mentaux partagés, afin d’établir la coordination au sein de l’équipe de travail composée d’humains et d’agents. Nous soutenons que les interactions en langage naturel entre les membres d’une équipe modifient les modèles mentaux individuels et partagés des participants. Enfin, nous décrivons comment les agents mettent en place et maintiennent la coordination au sein de l’équipe par le biais de conversations en langage naturel. Afin d’établir un couplage fort entre la prise de décision et le comportement conversationnel collaboratif d’un agent, nous proposons tout d’abord une approche fondée sur la modélisation sémantique des activités humaines et de l’environnement virtuel via le modèle mascaret puis, dans un second temps, une modélisation du contexte basée sur l’approche Information State. Ces représentations permettent de traiter de manière unifiée les connaissances sémantiques des agents sur l’activité collective et sur l’environnement virtuel ainsi que des informations qu’ils échangent lors de dialogues.Ces informations sont utilisées par les agents pour la génération et la compréhension du langage naturel multipartite. L’approche Information State nous permet de doter les agents C2BDI de capacités communicatives leur permettant de s’engager pro-activement dans des interactions en langue naturelle en vue de coordonner efficacement leur activité avec les autres membres de l’équipe. De plus, nous définissons les protocoles conversationnels collaboratifs favorisant la coordination entre les membres de l’équipe. Enfin, nous proposons dans cette thèse un mécanisme de prise de décision s’inspirant de l’approche BDI qui lie les comportements de délibération et de conversation des agents. Nous avons mis en oeuvre notre architecture dans trois différents scénarios se déroulant dans des EVCF. Nous montrons que les comportements conversationnels collaboratifs multipartites des agents C2BDI facilitent la coordination effective de l’utilisateur avec les autres membres de l’équipe lors de la réalisation d’une tâche partagéeGrowing needs of educational and training requirements motivate the use of collaborative virtual environments for training (CVET) that allows human users to work together with autonomous agents to perform a collective activity. The vision is inspired by the fact that the effective coordination improves productivity, and reduces the individual and team errors. This work addresses the issue of establishing and maintaining the coordination in a mixed human-agent teamwork in the context of CVET. The objective of this research is to provide human-like conversational behavior of the virtual agents in order to cooperate with a user and other agents to achieve shared goals.We propose a belief-desire-intention (BDI) like Collaborative Conversational agent architecture(C2BDI) that treats both deliberative and conversational behaviors uniformly as guided by the goal-directed shared activity. We put forward an integrated model of coordination which is founded on the shared mental model based approaches to establish coordination in a human-agent teamwork. We argue that natural language interaction between team members can affect and modify the individual and shared mental models of the participants. Finally, we describe the cultivation of coordination in a mixed human-agent teamwork through natural language conversation. In order to establish the strong coupling between decision making and the collaborative conversational behavior of the agent, we propose first, the Mascaret based semantic modeling of human activities and the VE, and second, the information state based context model. This representation allows the treatment of semantic knowledge of the collaborative activity and virtual environment, and information exchanged during the dialogue conversation in a unified manner. This knowledge can be used by the agent for multiparty natural language processing (understanding and generation) in the context of the CEVT. To endow the communicative capabilities to C2BDI agent, we put forward the information state based approach for the natural language processing of the utterances. We define collaborative conversation protocols that ensure the coordination between team members. Finally, in this thesis, we propose a decision making mechanism, which is inspired by the BDI based approach and provides the interleaving between deliberation and conversational behavior of the agent. We have applied the proposed architecture to three different scenarios in the CVET. We found that the multiparty collaborative conversational behavior of C2BDI agent is more constructive and facilitates the user to effectively coordinate with other team members to perform a shared task
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Olsson, Sandra, and Jonna Larsson. "Förskollärares erfarenheter av samverkan i vardagskontakten på förskolan : - med vårdnadshavare med annat modersmål än svenska." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68154.
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Vårt syfte var att undersöka förskollärares erfarenheter av samverkan i vardagskontakten på förskolan med vårdnadshavare med annat modersmål än svenska. Samverkansuppdraget fyller en stor funktion i förskollärarens yrkesroll och det är därför av stor vikt att kommunikationen mellan förskollärare och vårdnadshavare fungerar för att kunna uppnå en god samverkan mellan förskola och hem. För att nå vårt syfte använde vi oss av semistrukturerade intervjuer som metod. Vi har intervjuat sju förskollärare som arbetar på tre olika förskolor i södra Sverige. För att ta reda på deras erfarenheter kring samverkan i vardagskontakten med vårdnadshavare med annat modersmål än svenska. Resultatet analyserades utifrån teorier om samtal och kommunikation samt dragit slutsatser som vi diskuterat i relation till tidigare forskning på området. Slutsatsen av vårt resultat var att samverkan i den dagliga kontakten oftast sker vid hämtning och lämning. Samt att kommunikation är grunden till en fungerande samverkan där vårdnadshavarna ges delaktighet och inflytande. En god samverkan med vårdnadshavarna uppnås genom förskollärare som har ett professionellt förhållningssätt och bemötande där begrepp som förståelse, lyhördhet och tydlighet är högst betydelsefulla i yrkesrollen. I samverkan med vårdnadshavarna med annat modersmål än svenska anser förskollärarna att trygghet är en viktig grund för att samverkan ska fungera och flera olika hjälpmedel anses som nödvändiga för att kommunikationen mellan förskola och hem ska kunna fungera på bästa sätt.
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Doolan, Martina A. "Using technology to support collaborative learning through assessment design." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/6055.
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This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.
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Vicente, Eurídice Bergamaschi. "Perguntas em terapia comunitária integrativa: um estudo em uma organização." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/15236.
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Previous issue date: 2012-12-12The objective of the study was to hold an intervention-study in order to understand the role of the questions posed by the therapist in the Contextualization and Sharing of Local Knowledge stages of a Conversational Round held in an Organization. The conversational dialogic process occurring during a Round is kept moving by questions, which the therapist uses with intention in order to obtain more information, establish relations between facts, link events and guide the conversational flow. To understand the role of questions in Conversational Rounds within the setting of an Organization may help in reflection upon the application of ICT Integrative Community Therapy in this context. This intervention-study was carried out with 49 employees from the industrial area of a Sugar and Ethanol Organization in the State of São Paulo, and involved a Round of Conversation. The protagonist was also interviewed. The conversational round model proposed by Adalberto Barreto was followed, with its six stages: Welcoming, Select a Theme, Contextualization, Sharing of local knowledge, Aggregation rituals and Evaluation. The material collected from the narratives during Contextualization, Sharing of local knowledge and interview was analyzed in order to classify the questions according to Karl Tomm's model: Lineal, Strategic, Circular and Reflexive questions. The new-paradigmatic theoretical assumptions of Systemic Thinking, Narrative Practice and Collaborative Posture were followed as well as Foucault's vision of power and knowledge. As results we observed that Lineal Questions were asked in order to obtain factual information or with a confirmatory goal after the Editorial. Strategic Questions enabled a broader scenario to be set; the participant's perception to be reinforced, reorientation of thinking to be proposed. Circular Questions enabled more information to be obtained and the subjects presented to be explored, and extended participants' perceptions to new spaces of feeling, acting and perceiving; and to an understanding of how events connect. Reflexive Questions allowed disruption of the existing circular process; the expression of personal and group values and beliefs; the protagonist to feel encouraged to confront an issue and seek his own resources as well as experience a given situation in the field of feeling. Although the importance of the role of questions in Conversational Rounds is obvious, with the type of question defined after the answer, one may state that in the Organizational context the Panopticon is clearly present. Its linking strength between the power and the quotidian in a group may prevent a process of normalized subjectivization from failing to occur, through coercion. It is through power and practices of freedom that the production of subjectivities takes place, and this was observed in the present study
O objetivo do estudo foi compreender, a partir da realização de uma pesquisa-intervenção, o papel das perguntas feitas pelo terapeuta nas etapas de Contextualização e Problematização de uma Roda de Conversação em uma Organização. O processo dialógico conversacional que ocorre durante a Roda é mantido por perguntas, e com uma intenção o terapeuta as utiliza para obter mais informações, estabelecer relações entre fatos, conectar eventos e orientar trajetórias. Conhecer o papel das perguntas em Rodas de Conversação em ambiente Organizacional pode auxiliar na reflexão sobre a aplicação da Terapia Comunitária Integrativa (TCI) neste contexto. Constituem aspectos teóricos-metodológicos a adoção de pesquisa-intervenção, na qual realizou-se uma Roda de Conversação utilizando a TCI com 49 funcionários da área industrial de uma Organização do ramo sucroalcooleiro, localizada no interior do Estado de São Paulo. Também foi realizada uma entrevista com o protagonista. Seguiu-se o modelo de Roda proposto por Adalberto Barreto com seis etapas: acolhimento, escolha do tema, contextualização, problematização, rituais de agregação e avaliação. O material coletado com base nas narrativas dos participantes durante a contextualização, problematização e entrevista foi analisado buscando-se classificar as perguntas segundo modelo de Karl Tomm: perguntas Lineares, Estratégicas, Circulares e Reflexivas. Foram adotados os pressupostos teóricos novo-paradigmáticos do Pensamento Sistêmico, da Prática Narrativa e Postura Colaborativa, bem como da visão de Foucault a respeito do poder e conhecimento. Como resultados observou-se que perguntas Lineares foram feitas para se obter informações factuais ou com objetivo confirmatório após a realização de Editorial. Perguntas Estratégicas permitiram: apresentar um cenário mais amplo; reforçar a percepção do participante, propor reorientação de pensamento. As perguntas Circulares possibilitaram obter mais informações e explorar os assuntos apresentados, bem como ampliar a percepção do participante para novos espaços do sentir, agir e perceber; e, ainda, para entendimento de como eventos se conectam. Perguntas Reflexivas permitiram que ocorresse uma perturbação em processo circular preexistente; fosse apresentada a expressão de crenças e valores pessoais e do grupo; o protagonista se sentisse encorajado a se confrontar com uma questão e buscar recursos próprios, bem como vivenciar uma determinada situação no campo do sentir. Apesar de ficar evidente a importância do papel das perguntas em Rodas de Conversação, sendo o tipo de pergunta definido após a resposta, pode-se afirmar que, em contexto Organizacional, o Panóptico está claramente presente. Sua força articuladora entre o poder e o cotidiano de um grupo poderia impedir, pela coação, que não ocorresse um processo de subjetivação normalizado. É por meio do poder e de práticas de liberdade, que ocorre a produção de subjetividades e neste estudo, isto foi observado
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Lundgren, Charlotte. "Samarbete genom samtal : En samtalsanalytisk studie av multiprofessionella teamkonferenser inom smärtrehabilitering." Doctoral thesis, Linköpings universitet, Avdelningen för språk och kultur, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19287.
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The thesis investigates team talk and team collaboration from a dialogical perspective, and is based on video recordings of 15 multiprofessional team conferences involving a pain rehabilitation team. The analyses also draw upon a vast material of interviews, field notes and documents collected during almost a year of fieldwork at the clinic. The main purpose of the thesis is to shed light on some of the distinguishing linguistic features of such team conferences and on the pragmatic strategies deployed by the team members in order to bring into play the variety of professional perspectives represented in the team. Analyses of their lexical choices and interaction show three areas of responsibility: professional, overlapping and shared. Analyses of phases, activities and participant structures show how the team conferences can be understood as a specific type of institutional interaction, a communicative activity type that makes it possible both to share information and to reach a shared understanding of the patients’ problems. A deeper interactional analysis reveals pragmatic strategies enhancing the team’s multiprofessional communication: the identification and sorting of information, in-depth discussions of specific problems and decision-making procedures. The results illustrate central aspects of what is often called interprofessional competence within the field of health care, i.e. the ability to make the most of multiprofessional collaboration. The thesis adds to our understanding of team conferences as a communicative activity type and increases our understanding of how participants can offer their perspective through conversation, thereby making it possible for the others to adopt this perspective – in short, to achieve what is often referred to as a democratic dialogue.Med utgångspunkt i ett dialogiskt perspektiv analyseras samtalen under teamkonferenserna i ett smärtrehabiliteringsteam för att beskriva språkliga strategier som stödjer samarbetet mellan företrädare för olika professioner. Analyserna baseras på videoinspelningar av 15 teamkonferenser (motsv. c:a 40 tim) samt fältanteckningar, intervjuer och dokument insamlade under ett knappt års fältarbete. Analyserna av ordförråd och interaktion visar att teammedlemmarnas ansvarsområden består av tre typer: professionsspecifika, delade och gemensamma ansvarsområden. Analyser av faser, delaktiviteter och deltagarstruktur visar hur samtalen kan beskrivas som en form av inominstitutionella arbetsmöten, en verksamhetstyp som både ger möjlighet för teammedlemmarna att dela med sig av information till varandra och att nå en delad förståelse av patienternas situation och möjliga lösningar. Vidare har en mer omfattande interaktionsanalys resulterat i en beskrivning av språkliga strategier som stödjer samarbetet i teamet: inventering och sortering av information, fördjupande diskussioner av specifika problem samt förhandling och förankring av beslut. Analyserna visar också hur teammedlemmarna tillsammans definierar vilket förklaringsdjup som krävs i diskussionen av en viss aspekt av ett problem för att en delad förståelse av problem och potentiella lösningar ska kunna uppnås. Tillsammans tydliggör resultaten några centrala aspekter av det som brukar kallas interprofessionell kompetens – förmågan att på ett socialt smidigt och interaktionellt effektivt sätt förhålla sig till och överskrida gränserna mellan olika professioners kompetens- och ansvarsområden. Avhandlingen bidrar till förståelsen av teamkonferenser som verksamhetstyp och fördjupar förståelsen av hur samtalsdeltagare kan göra sina respektive perspektiv tillgängliga för varandra – en grundläggande förutsättning för att uppnå det vi brukar kalla det goda samtalet.
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Scheele, Stephan, Daniel Mau, David Foullois, and Frank Mantwill. "Digitale Arbeitsumgebungen in der Produktentstehung: Mit Action Design Research Web- Anwendungen zur produktiven Zusammenarbeit entwickeln." Thelem Universitätsverlag & Buchhandlung GmbH & Co. KG, 2021. https://tud.qucosa.de/id/qucosa%3A75904.
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Um effektiv auf neue Marktgegebenheiten reagieren zu können, versuchen Industrieunternehmen ihre internen Geschäftsabläufe schlank und effizient zu halten. Dies stößt jedoch an Grenzen, wenn tradierte Unternehmens-IT im Zuge der digitalen Transformation mit neuen Geschäfts- und Bedienfähigkeiten ausgestattet werden soll. Die Integration von Systemen und Daten sowie die prozessuale Steuerung einer sich neu ordnenden IT-Landschaft verlangt nach neuen Konzepten, die die Besonderheit von kooperativen Wertschöpfungsprozessen berücksichtigen. Der Beitrag stellt die Anwendung der Action Design Research für die Konzeption, Entwicklung, Einführung und Auswertung einer IT-Applikation innerhalb eines Anwendungsfalls der Montageplanung der Automobilproduktion heraus. Dazu wird der Ansatz der Conversational Workflows, ein für die Zusammenarbeit in wissensintensiven, kooperativen Industrieprozessen entwickelter Applikationsaufbau, zur Lösung der Problemstellung herangezogen. Mit Hilfe eines auf den Anwendungsfall angepassten Ablaufs der Action Design Research werden in zwei partizipativen ADR-Zyklen sowohl eine MVP-Version als auch eine produktive Variante einer Web-Applikation für die Materialmodulbereitstellung entwickelt und im Praxissystem erlebbar gemacht. Im Ergebnis konnte sich das Konzept der Conversational Workflows als geeignet herausstellen und lässt zusätzlich Raum für kontinuierliche Weiterentwicklungen. Auf methodischer Seite hat sich gezeigt, dass eine Ergänzung der konzeptionellen ADR-Phasen um Design Thinking zu einer verbesserten Artefaktentwicklung beitragen kann.
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Bouyssi, Christophe. "La rencontre interculturelle par vidéoconférence de groupe : approche conversationnelle de la relation franco-allemande." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAG001/document.
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Ce travail s’intéresse aux rencontres interculturelles franco-allemandes, dans le cadre de l’apprentissage du français langue étrangère du voisin, avec vidéoconférence de groupe. Dans une perspective conversationnaliste (Goffman, Traverso, Cicurel), nous envisageons la conversation comme activité sociale et didactique, en posant l’hypothèse que la conversation ordinaire favorise la rencontre interculturelle en classe de langue. Nous menons une analyse conversationnelle, non verbale et verbale, à partir d’un corpus constitué de l’enregistrement vidéoscopique d’une conversation par vidéoconférence entre une classe de français langue étrangère à l’Université de Hanovre et un groupe d’étudiants de la langue-cible, ne parlant pas allemand, situé dans une université française. Nous partons du schéma de la conversation familière pour conduire une analyse qui nous amène à le remodeler et à proposer un schéma de la rencontre interculturelle franco-allemande en classe de langueThis research on French-German intercultural encounters, within the framework of learning French as a neighbouring foreign language, has been carried out using group-based videoconference. Using a conversationalist approach (Goffman, Traverso, Cicurel), we consider conversation as both a social and a didactic activity; our hypothesis is that ordinary conversation promotes intercultural encounters in the classroom. We have carried out both a non-verbal and a verbal conversation analysis of a corpus made from a video-recorded conversation during a videoconference. The students were in a French (as a foreign language) class at the University of Hanover, and met a group of students (of the target language) who were in a French university did not speak any German. We based our analysis on the familiar conversation scheme in order to reshape it and to suggest a scheme for French-German intercultural encounters in the classroom
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Dunne, Caroline. "Att främja reflektion och samarbete : En essä om facilitatorns yrkeskunnande." Thesis, Linnéuniversitetet, Institutionen för fysik och elektroteknik (IFE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45048.
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Den här uppsatsen handlar om facilitatorns roll och yrkeskunnande. En roll som är relativt ny och för de flesta fortfarande helt obekant. Facilitatorn anlitas för att underlätta för grupper att föra samtal och dialog, men också för att gemensamt reflektera. Viktiga förutsättningar för att hitta formerna för fruktbara samarbeten, vilket står högt på många organisationers agendor idag. I uppsatsen redogör jag inledningsvis för den möteskultur som råder inom organisationer idag. En kultur där medarbetare och chefer avsätter mycket tid i möten som vare sig ger dem själva, organisationen eller samhället något av värde. Det är många gånger envägskommunikation eller förmedling av information. I en tidsanda som ställer höga krav på rationaliseringar och effektivseringar har det dessvärre också blivit så, att tiden för samtal och genuina dialoger succesivt har reducerats till förmån för ökad kommunikation i olika digitala kanaler, inte misnt e-mail och sociala medier. Jag vill hävda att vi människor behöver träffas och samtala för att nå en gemensam och fördjupad förståelse för varandra och våra olika sakfrågor. Vad händer på sikt om vi inte ges möjlighet till gemensam reflektion? Hur ska vi kunna samarbeta om vi inte lär känna varandra och de förutsättningar som råder? I inledningen redogör jag även för delar av den kunskapsteori som finns kopplat till ämnesområdet yrkeskunnande och teknologi, men också för min mission – att återerövra samtalet som en viktig arbetsmetod. Uppsatsen är skriven i essäistisk stil och det empiriska materialet kommer från de texter jag själv har författat under masterutbildnignens två år då dialogseminariemetoden tillämpats, men också från den dialogseminarieserie som jag själv har genomfört med sex andra facilitatorskollegor. Tillsammans har vi börjat utforska vår gemensamma profession och det yrkeskunnande som vi representerar. Facilitatorns yrkeskunnande är mångfacetterat och svårfångat, men handlar i mångt och mycket om att vara öppen för människors olikheter. Se dem som berikande. Vara krockfrämjande. Bejaka olika perspektiv och infallsvinklar på saker och ting. Inte vara rädd för att konfrontera. Facilitatorn jobbar med olika tempoväxlingar och har en mängd olika metoder och tekniker till sitt förfogande för att möta olika problemställningar. Planerat eller improviserat. Det finns tydliga analogier med teatern, men också med läkar- och läraryrket. Det handlar om att skapa spänningar och väcka känslor hos deltagarna. Och sedan ta hand om och förvalta de känslor som väckts. Som facilitator blir man aldrig fullärd. Alla grupper är olika och varje ny mötessituation bjuder på nya utmaningar. För mig känns det som att resan mot bättre vetande precis har börjat. I mina texter kan jag skönja en utveckling över tid, men det finns otaliga gator kvar att utforska. Jag är fortsatt nyfiken och jag vet bestämt att jag vil fortsätta att fördjupa mina kunskaper om facilitatorns yrkeskunnande och gärna då med dialogseminariet som fortsatt forskningsmetod.This thesis explores the role and skills of a professional facilitator. A facilitator is hired to facilitate meetings and other group processes trough dialogue, conversations and active participation, with the purpose of makig reflection and collaboration within and between organisations possible.
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PAI, KAI-CHIH, and 白鎧誌. "The Development of Chinese Conversation-based Collaborative Problem Solving Assessment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/sq82z5.
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博士國立臺中教育大學
教育資訊與測驗統計研究所
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The present study aimed to develop an online Chinese conversation-based collaborative problem assessment. A human-to-agent (H-A) approach was adopted to achieve scalable and standardised assessment settings, and the test items were designed in various formats, including multiple-choice items and open-ended items. An automatic scoring model and conversation generation were developed, and the consistency of expert scoring and automatic scoring was examined. The study further explored students’ collaborative problem solving (CPS) performance by comparing two types of items: multiple-choice and open-ended items. Afterwards, an epistemic network analysis was used to analyse the conversation patterns of CPS performance among the high-score group and low-score group. In total, 82 eighth grade students participated, and each student assessed four CPS tasks (two tasks with multiple-choice items and two with open-ended items). The results showed that an automatic scoring model combined with a latent semantic analysis, content word overlap, and syntactic similarity improved the accuracy of the expert rating and automatic scoring. The comparison of expert 1 with the automatic scoring had an accuracy of 82.5%. The comparison of expert 2 with automatic scoring had an accuracy of 81.4%. Moreover, the students performed significantly better on CPS assessments constructed of multiple-choice items. The high-score group performed significantly better on CPS assessments with two different types of items. The results of the epistemic network analysis showed a significant difference in CPS networks between the high-score group and low-score group. Students with a high score made stronger connections among team organisation and four problem solving processes, meaning they could maintain team organisation while solving a problem. However, students with low scores made stronger connections to sharing understanding, taking action, exploring and representing the goal of problem. Students tend to focus on the discussion stage and identifying the problems that need to be performed.
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Jones, Danielle K. "A family living with Alzheimer’s disease: The communicative challenges." 2013. http://hdl.handle.net/10454/10843.
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YesAlzheimer’s disease irrevocably challenges a person’s capacity to communicate with others. Earlier research on these challenges focused on the language disorders associated with the condition and situated language deficit solely in the limitations of a person’s cognitive and semantic impairments. This research falls short of gaining insight into the actual interactional experiences of a person with Alzheimer’s and their family. Drawing on a UK data set of 70 telephone calls recorded over a two-and-a-half year period (2006–2008) between one elderly woman affected by Alzheimer’s disease, and her daughter and son-in-law, this paper explores the role which communication (and its degeneration) plays in family relationships. Investigating these interactions, using a conversation analytic approach, reveals that there are clearly communicative difficulties, but closer inspection suggests that they arise due to the contingencies that are generated by the other’s contributions in the interaction. That being so, this paper marks a departure from the traditional focus on language level analysis and the assumption that deficits are intrinsic to the individual with Alzheimer’s, and instead focuses on the collaborative communicative challenges that arise in the interaction itself and which have a profound impact on people’s lives and relationships.