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Thompson, David John. "Large-Scale Display Interaction Techniques to Support Face-to-Face Collaboration." Thesis, University of Canterbury. Computer Science and Software Engineering, 2006. http://hdl.handle.net/10092/1192.
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This research details the development of a large-scale, computer vision-based touch screen capable of supporting a large number of simultaneous hand interactions. The system features a novel lightweight multi-point tracking algorithm to improve real-time responsiveness. This system was trialled for six months in an exhibition installation at World Expo 2005 in Aichi, Japan, providing a robust, fault-tolerant interface. A pilot study was then conducted to directly compare the system against other, more established input methods (a single-touch case, a two-mouse case and a physical prototype) to determine the effectiveness and affordances of the multi-touch technology for arranging information on a large-scale wall space in a paired collaborative task. To assist in this study, a separate visualisation and interaction classification tool was developed, allowing the replay of XML log data in real time to assist in the video analysis required for observation and hypothesis testing.
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Spellman, Kevin James. "Using ideation tools for face-to-face collaboration within complex design problems." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/4744/.
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The focus of this research are ideation tools and their ability to catalyse ideas to address complex design problems. Complex design problems change over time and the interactions among the components of the problem and the interaction between the problem and its environment are of such that the system as a whole cannot be fully understood simply by analyzing its components (Cilliers 1998, pp. I). Ideation for this research is defined as a process of generating, developing and communicating ideas that are critical to the design process (Broadbent, in Fowles 1979, pp. 15). Based on Karni and Arciszewski, who stated that ideation tools should act more like an observer or suggester rather than controller or an expert, I defne design ideation tools as tools or methods that enhance, increase and improve the user's ability to generate ideas with the client (Karni and Arciszewski 1997; Reineg and Briggs 2007). Based on a survey of over 70 ideation tools, protocol analysis of design activities, a web survey and semistructured interviews, I conclude that designers and clients may not have sufficient knowledge of ideation or ideation tools in either testing or practice as a catalyst for generating possibilities and that measuring ideation tools based on how many ideas they generate is misleading because it relates creativity and idea generation but does not adequately reflect the participants' experience. This research suggests that participants' cultural perceptions of design ideation and the design process actively inhibit idea generation and that a shift from design outcome led ideation tool design to designing ideation tools that engage design contexts are necessary to effectively address complex design problems. This research identifed a gap in ideation tools for designers to collaborate with their clients during the ideation phase to catalyse possibilities to complex design problems as the contribution to new knowledge.
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Chen, Fang. "Using collaboration technology to facilitate face-to-face and distributed team interactions." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280593.
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This study adopted an action research approach to investigate the efficacy of Focus Theory, a general theory of group productivity, in the context of project team interactions supported by GSS. Focus Theory specifies that three processes consume attention resources to accomplish a group task: communication, information access, and deliberation. Guided by Focus Theory, the study examined the ways in which these processes were manifested, facilitated, and/or inhibited during group interactions, as well as how these processes and other Focus Theory constructs affected group productivity when teams engaged in FtF, synchronous-distributed, and asynchronous-distributed interactions. The objective of the study was to gain understanding of distributed team interactions through the lens of Focus Theory and to offer insights into the theory, the practice of geographically separated project teams, and collaboration technology design. Distributed groups using text for communication lost nonverbal cues that could have been used to interpret the meaning of a message. The study indicated that identification of the message sender and specification of the time and date of a message allowed more accurate interpretation of that message. It was found that distributed teams did not understand the team goals and interaction procedures as well as FtF teams. Group process structure support and interaction facilitation were more important for distributed interactions than for FtF interactions because of the need for explicit communication in distributed teams. Access to relevant information was important for keeping interactions moving forward, and a permanent group memory provided by GSS facilitated group activity tracking. Focus Theory had both explanatory power and theoretical limitations. The study indicated that three processes consumed attention resources, although it was difficult to separate their effects or to measure the attention resources allocated to each. Focus Theory does not differentiate between cognitive effort and cognitive load, making it difficult to test the theory's validity. The three processes may not be equally important in all group interaction scenarios, a possibility not specified by Focus Theory. This dissertation discusses the implications of the study for further development of the theory, insights for researchers of collaboration, guidelines for collaboration technology designers, and everyday tips for practitioners.
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Hatem, Wadhah Amer Hatem. "Comparing the effectiveness of face to face and computer mediated collaboration in design." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37337/.
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Construction projects are complex and organisationally characterised by a high degree of fragmentation. This results in a need for clear communication and collaboration between the project participants in order to ensure the success of a project. Advances in communication technologies have enabled construction project members to supplement face to face (FTF) communication with methods based on computer mediated communication (CMC). The latter has reduced the need for travelling and hence results in savings in aspects, such as cost and time. One aspect of this CMC based communication is the emergence of modern design software which, together with other communication tools enables designers to undertake collaborative design while being geographically remote from one another. The research in this thesis compares the effectiveness of FTF and CMC based collaboration for teams of two people at the design stage of a construction project. The comparison deals with many points that have been not addressed in previous studies and the analysis leads to the conclusion that CMC results in a more effective process than FTF in many aspects. For productivity, the results of this research reveal that team productivity for CMC is higher than for FTF and intriguingly further results show that the productivity score of two people collaborating is higher than for a single designer. Better time management has been found to occur with CMC than FTF. This research found a method of measuring degree of collaboration between users in a team, as well as the results prove that the degree of collaboration in CMC better than FTF. In terms of design quality, the results show that the design quality for FTF is nearly equal to that for CMC. Other aspects of this research examine the relationship between non-verbal and verbal communication as well as between non-verbal communication and team productivity plus the impact of emotional factors on productivity and quality is also examined.
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Lee, Joon Suk. "Micro-Coordination: Looking into the details of face-to-face coordination." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/51119.
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Sociality is one of the most fundamental aspects of being human. The key to sociality is coordination, that is, the bringing of people "into a common action, movement or condition" [134]. Coordination is, at base, how social creatures get social things done in the world. Being social creatures, we engage in highly coordinative activities in everyday life"two girls play hopscotch together, a group of musicians play jazz in a jam session and a father teaches a son how to ride a bicycle. Even mundane actions such as greetings, answering a phone call, and asking a question to ask a question by saying "Can I ask you a question?" are complex and intricate. Actors not only need to plan and perform situated actions, but also need to process the responding actions----even unforeseen ones----from the other party in real time and adjust their own subsequent actions. Yet, we expertly coordinate with each other in performing highly intricate coordinative actions.<br />In this work, I look at how people coordinate joint activities at the moment of interaction and aim to unveil a range of coordinative issues, using "methodologies and approaches that fundamentally question the mainstream frameworks that define what counts as knowledge" (p.2, [80]) in the field of Computer Supported Cooperative Work (CSCW). To investigate computer mediated interactions among co-located people, I examine different interactional choices people make in the course of carrying out their joint activities, and the consequences of their choices.<br />By investigating co-located groups as they played a collaborative, problem-solving game using distributed technologies in experimental settings, I (1) provide critical case reports which question and challenge non-discussed, often-taken-for-granted assumptions about face-to-face interactions and coordination, and (2) tie the observations to the creation of higher level constructs which, in turn, can affect subsequent design choices.<br />More specifically, I ran two studies to look at how co-located people coordinate and manage their attention, tasks at hand, and joint activities in an experimental setting. I asked triads to work on a Sudoku puzzle collectively as a team. I varied support for the deictic mechanism in the software as well as form factors of mediating technology.<br />My research findings show that:<br />(1) different tools support different deictic behaviors. Explicit support for pointing is desirable to support complex reference tasks, but may not be needed for simpler ones. On the other hand, users without sophisticated explicit support may give up the attempt to engaged in complex reference.<br />(2) talk is diagnostic of user satisfaction but lack of talk is not diagnostic of dissatisfaction. Therefore, designers must be careful in their use of talk as a measurement of collaboration.<br />(3) the more people talk about complex relationships in the puzzle, the higher their increase in positive emotion. Either engaging with the problem at hand is rewarding or having the ability to engage with the problem effectively enough to speak about it is engaging.<br />(4) amount of talk is related to form factor. People in both computer conditions talked less about the specifics oF the game board than people in the paper condition, but only people in the laptop condition experienced a significant decrease in positive emotion.<br />(5) different mediating technologies afford different types of non-response situations. The most common occurrences of non-responses were precipitated by speakers talking to themselves in the computer conditions. Participants did not talk to themselves much in the paper condition.<br />Differences in technology form factors may influence people\'s behaviors and emotion differently. These findings represent a portrait of how different technologies provide different interactional possibilities for people.<br />With my quantitative and qualitative analyses I do not make bold and futile claims such as "using a highlighter tool will make users collaborate more efficiently," or "making people talk more will make the group perform better." I, instead, illustrate the interactional choices people made in the presence of given technological conditions and how their choices eventuated in situ.<br />I then propose processlessness as an idea for preparing designs that are open to multiple interactional possibilities, and nudgers as an idea for enabling and aiding users to create and design their own situated experiences.<br>Ph. D.
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Bluemink, J. (Johanna). "Virtually face to face: enriching collaborative learning through multiplayer games." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514294235.
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Abstract This study focused on enriching collaborative learning through pedagogically scripted multiplayer games. Collaborative learning was examined in the synchronous discussions of small group problem-solving activities in face-to-face and virtual game settings. The theoretical approach is socio-cognitive and builds on the contextual and situated nature of learning. Interaction between group members in social situations is a key mechanism fostering students’ collaborative learning. In the field of Computer-Supported Collaborative Learning the underlying aim is to stimulate and structure socially shared construction of knowledge and development of shared understanding among the collaborators. This thesis consisted of three empirical studies. The first study focused on analysing the macro-level elements of teacher education students’ face-to-face discussions in a context of an international web-based course. The focus of the second and third empirical studies was on how distributed collaboration can be enriched by scripting multiplayer game environments. The game environments were developed and tailored as part of the empirical studies. The main aim was to analyse small-group micro-level interactions and activities taking place during the game. Moreover, the particulars of a 3D voice-enhanced multiplayer game context for small-group shared collaborative activities were investigated. The focus of the last empirical study was on aspects of collaborative game activity and shared problem solving described from the perspective of individual players. The results indicated that the synchronous small-group discussions, on the macro-level, consisted of explaining, sharing knowledge, providing critiques, reflection, and joint engagement. The micro-level elements of the players’ discussions during the game were questions, content statements, social statements, suggestions, instructions or orders, encouragements, and responses. Both macro and micro level elements varied in random order during the discussion, forming a base for small-group discussion and joint problem-solving efforts. Not all problem-solving situations in the game data were shared, indicating that if shared collaborative activity was pursued, the scripting of the game tasks must require equal participation and teamwork during the game. The 3D game environment created a strong shared context for the distributed groups by engaging the players and reinforcing individual participation through the avatar activity. The findings of this thesis contribute to the future development of serious games and highlight the potential of multiplayer games as tools for supporting the social aspects of distributed teamwork<br>Tiivistelmä Väitöstutkimus tarkastelee yhteisöllisen oppimisen rikastamista pedagogisesti vaiheistettujen virtuaalipeliympäristöjen avulla. Tutkimuksessa on analysoitu pienryhmien sosiaalista vuorovaikutusta luokkahuonekeskusteluissa ja puhevälitteisissä peliympäristöissä. Teoreettisesti tutkimus pohjautuu sosiokognitiiviseen käsitykseen oppimisesta, jonka mukaan sosiaaliset tilanteet voivat käynnistää yksilöissä oppimisen kannalta keskeisiä mekanismeja, kuten esimerkiksi selittämistä ja tiedon jakamista. Yhteisöllisen oppimisen ytimeksi katsotaan jaetun ymmärryksen rakentaminen sosiaalisessa vuorovaikutuksessa, mitä tietokoneavusteisen yhteisöllisen oppimisen tutkimuslinjassa pyritään tukemaan vaiheistamalla oppimisympäristöjä. Tutkimus koostuu kolmesta eri osatutkimuksesta, joista ensimmäisessä analysoitiin korkeakouluopiskelijoiden pienryhmäkeskustelua luokkahuonetilanteessa. Lähitapaamiset toimivat kurssilla hajautetun kansainvälisen verkkotyöskentelyn tukena. Toisessa osatutkimuksessa tarkasteltiin, voiko hajautettua yhteisöllistä oppimista rikastaa puhevälitteisen monenpelaajan peliympäristön avulla. Pelin tehtävät suunniteltiin ja vaiheistettiin yhteisöllistä toimintaa vaativiksi sekä jaetun ymmärryksen rakentamista tukeviksi. Analyysi keskittyi korkeakouluopiskelijoiden pelinaikaisen keskustelun ja ongelmanratkaisutilanteiden tarkasteluun. Kolmannen osatutkimuksen tavoitteena oli tutkia, mitä osatekijöitä työelämäkontekstista tulleet osallistujat joutuivat hallitsemaan puhevälitteisessä monenpelaajan pelissä. Tutkimusten video- ja haastatteluaineistot analysoitiin laadullisen sisällönanalyysin menetelmin. Tutkimustulokset osoittivat, että pienryhmän vuorovaikutus koostuu makrotasolla mm. selittämisestä, tiedon jakamisesta ja reflektoinnista. Mikrotasolla mm. kysymykset, toteamukset, auttaminen ja ehdottaminen vaihtelivat puheenvuoroittain ja muodostivat yhteisen toiminnan pohjan pienryhmän pelaamisessa. Kaikki ongelmanratkaisutilanteet pelin aikana eivät kuitenkaan olleet jaettuja. Tulokset osoittavat, että kun tavoitellaan aidosti yhteisöllisiä tilanteita, pelin tehtävät täytyy vaiheistaa niin, että ne vaativat kaikkien osallistumista ja pitävät ryhmää virtuaalisesti yhdessä. Tässä tutkimuksessa käytetyt peliympäristöt muodostivat hajautetuille ryhmille vahvan jaetun tilan ja virtuaalisten ihmishahmojen eli avatarien kautta osallistuminen vahvisti yksilöiden toimijuutta pienryhmän osana. Tuloksia voidaan hyödyntää hajautetun tiimityön kontekstissa sekä käyttää tukena tulevaisuuden virtuaalisten tiimipelien suunnittelussa
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CALPA, GREIS FRANCY MIREYA SILVA. "STRATEGIES TO SUPPORT COLLABORATION IN FACE-TO-FACE SYSTEMS FOR PEOPLE WITH AUTISM SPECTRUM DISORDERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33441@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Os sistemas colaborativos presenciais para pessoas com Transtorno do Espectro Autista (SiCoP-TEA) possuem diferentes tipos de estratégias para motivar ou forçar a colaboração entre os usuários. Porém, mesmo os sistemas desenvolvidos para esse público, não consideram noções de suporte à percepção
para esses usuários, que apresentam dificuldades no entendimento dos conceitos mais básicos de uma atividade colaborativa. Os usuários com TEA apresentam dificuldade para reconhecer e interpretar gestos e estados mentais dos outros, o que limita a sua capacidade de entender os sinais e informações implícitas que são essenciais para a percepção do que ocorre ao seu redor e, consequentemente, para a realização de atividades colaborativas. Nesta tese são investigadas algumas questões sobre como oferecer suporte à percepção, principalmente para usuários com níveis mais severos de TEA, com o intuito de formular e avaliar um conjunto de estratégias de colaboração para apoiar a concepção de SiCoP-TEA com características mais apropriadas para eles. Para tal fim, e utilizando a Pesquisa-Ação como método de pesquisa, foram realizados quatro ciclos de pesquisa de ação e reflexão sobre soluções propostas, levando à concepção das estratégias de colaboração pretendidas. Nesse processo cíclico, verificou-se que, para melhor apoiar o processo de colaboração, os SiCoP-TEA devem oferecer para os usuários
elementos de percepção (baseados em determinados requisitos) em diferentes níveis de aproximação da colaboração, bem como atividades que incentivem gradativamente o conhecimento das dimensões que formam a colaboração. Esses aspectos compõem o conjunto das estratégias de colaboração concebido nesta tese.<br>Face-to-Face collaborative systems for people with autism spectrum disorders use strategies to motivate/force the collaboration among users. However, even the collaborative applications developed for this public, still do not consider notions of awareness for these users that present difficulties to understand the most basic concepts of a collaborative activity. Users with autism present difficulties to recognize and to interpret gestures and mental states of others, which restricts their capacity to understand implicit information that are essential to being aware of what is happening around them, and consequently, to perform the collaborative activities. In this work, we investigate some questions about how to offer awareness support, especially for users with low-functioning autism, in order to formulate and evaluate a set of collaborative strategies to support the design of more appropriate collaborative systems. For this purpose, we used the research-action methodology. Following this methodology, we perform four research cycles of action and reflection about proposed solutions, so that we could conceive the set of collaborative strategies proposed. In this cyclic process, we verified that collaborative systems shall offer awareness mechanisms in the interface (based on certain requirements) in different levels of approximation of the collaboration as well as activities to get users to know each dimension of collaboration, and gradually understanding it as a whole. These aspects compose the set of collaborative strategies conceived in this work.
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Coleman, Lucinda. "Sites of justice: Face-to-face encounters through dance-making in Meeting Places." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1964.
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The Australian performing arts collective, Remnant Dance, has a partnership with the charity organisation, MyKids Incorporated, which supports a community of orphaned and abandoned youth at the Andrew Youth Development Centre (AYDC) in Yangon, Myanmar. During 2013-2014, young people from the AYDC were invited to make a contemporary dance film together with Remnant Dance artists. The film, called Meeting Places, evolved as part of a developing body of visual and performance art works that sought to explore collaboration in a dance collective. The dance film was set at the AYDC and in the disused Nagar Glass Factory in Yangon, using glass as a metaphor for a surface that invites reflection as well as open transparency between participants. My initial research question, ‘where is my front?’ was situated in the dance of interconnectivity, and referred to the primary site of communication with others. I wanted to investigate how this ‘front’ shifts, and alters in response to others and in particular how the frontline separates performers from their audience.
The contemporary dance film, Meeting Places, became the centrepiece in a body of interdisciplinary art work that was devised through cross-cultural collaborations. My research into dance as a dialogue of interconnectedness led me to expand the idea of frontlines, asking how examination of dance-making can be a site for social justice arts praxis. Driven by a reflexive practice-led research methodology, this research delves into dance-making as a mechanism for social engagement, whilst illuminating the problem of how to articulate dance research as an intuitive inquiry. The spaces between the bodies of the participants, both the children and professional dancers, allowed unique connectivity and exchanges of corporeal knowledge across cultural boundaries, inviting conversations that, I suggest, overcame linguistic differences.
The language of dance ruptured dualistic notions of knowledge production, creating a hybrid space through tacit, non-linguistic experiences of movement. The research began with an exploration of connectivity through practice in the dance studio, as well as an analysis of collaboration and the effectiveness of the collective practice. The dance film, Meeting Places, emerged as an invitation to engage with dance as a form that argues for the body as a site of agency, unpacking Emmanuel Lévinas’ concepts of the ‘face’ as a critical encounter with being. The idea of the ‘front’ thus became invested with new meaning, and with this shift, the reflective capacity for examining what I refer to as moments of consensus and dissensus within the collective was enhanced. The process of making the contemporary dance film has been examined through a philosophical frame informed by the work of theorists such as Mikhail Bakhtin, Judith Butler, Gilles Deleuze, Michel Foucault, Elizabeth Grosz, Gayatri Chakravorty Spivak, Slavoj Zizek and particularly, Emmanuel Lévinas, along with contemporary thinkers on social justice in the arts.
The cultural exchange between Remnant Dance artists and youth at the AYDC in Myanmar revealed that the social justice imperative, rather than being merely a by-product of artistic engagement, was actually the heart of the dance-making. The significance of arts research in this context includes knowledge creation in the body, with others, and that a space of agency is created for ethical engagement, specifically through the language of dance. The creation of new dance through cross-cultural, multi-arts forms and interdisciplinary contexts enabled space for narratives of justice to emerge along the frontline of dance’s particular mode of communication.
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He, R. (Ruicen). "Toward a constructive perception of failure:a comparison of groups in a face-to-face collaboration case." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201511242165.
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Minor or big, permanent or temporary, failure is widely experienced by people of different nationalities, ages, social status, and genders, at any stages of life, in a tremendous scale of day-to-day situations. A common misunderstanding and underestimation of failure as a state of negative result is that failure of performance indicates failure in learning and knowledge building, and that it is bad and disadvantageous. Though failure is usually believed to be a negative and disappointing result, it to some extent plays an important and positive role in our lives, and many people learn from their previous failures and failures of others. In the field of education, the role of failure in facilitating and enhancing learning has been studied in literature for years.
This research mainly serves to explore how learners collaborated, performed and learned, and how exactly learners in collaboration learn from failure in their learning. To support my research, the literature review starts with the differences of learning and performance, then it comes to the definition and perception of learning in general. After this section, definition of collaboration and characteristics of collaborative learning are introduced. Later, after the sections on performance and learning, comes the sections in which various possibilities and mechanisms of failure-enhanced learning are introduced and discussed.
The data were collected from a video-recorded research session designed and carried out by the PROMO research team from a university located in a Nordic country. Participants were twelve first year and second year international Master’s degree students (seven female, five male) in the field of education. The twelve participants spontaneously formed three groups of four, all groups then were assigned the same open-ended problem-solving task, which required each group to work on a three-hour-long epistemic game in three separate rooms.
The result of my research suggests that, firstly, poor or good performance does not always indicate the failure or success in learning, a full picture of both the process and results can offer a more complete understanding of how learners learned. For example, it is possible that a group with satisfactory academic performance or final presentation may actually have poor learning, while a lower-performing group may experience better learning though they had poorer performance or final presentation. The next finding is that students could learn from challenges or failures, but those who are more aware of the challenges, and faced the challenges with more positive emotions and good problem-solving strategies could learn more from failure and the process of finding proper solutions to the challenges, and are more possible to tackle challenges and thus avoid them accelerating into failures.
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Coyle, James E. Jr. "Wikis in the College Classroon: A Comparative Study of Online and Face-to-Face Group Collaboration at a Private Liberal Arts University." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1175518380.
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Coyle, James E. "Wikis in the college classroom a comparative study of online and face-to-face group collaboration at a private liberal arts university /." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1175518380.
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Thesis (Ph.D.)--Kent State University, 2007.<br>Title from PDF t.p. (viewed July 2, 2007). Advisor: Drew Tiene. Keywords: wikis, online group collaboration, distance education, read/write web, web 2.0, collaborative writing. Includes survey instrument. Includes bibliographical references (p. 246-260).
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Easton, George Kurtis. "Group decision support systems vs. face-to-face communication for collaborative group work: An experimental investigation." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184449.
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Organizations must consider increasing their decision-making capabilities in order to remain viable in a post-industrial society that Huber characterized as having "more and increasing knowledge, more and increasing complexity, and more and increasing turbulence" (1984). He sees the challenge for managers in the post-industrial environment as learning to make decisions in less time using greater quantities of more complex information. Group Decision Support Systems (GDSSs) represent a computer-based technology that has the potential to increase an organization's decision-making capabilities, and to meet this post-industrial challenge. This dissertation investigated a specific GDSS to study how GDSS technology affects group decision making compared to the more traditional face-to-face group decision making. The research was conducted through the use of a laboratory study comparing face-to-face groups of size six to GDSS groups of the same size. The decision process was the same for both types of groups, i.e., the sequence of steps used to solve the problem was consistent for both. Additionally, all of the groups were given the same task. Process and decision outcomes were measured for the six sets of treatments considered feasible for the manipulation of the communication condition, leadership, and anonymity. The process outcomes included satisfaction, time to decision, consensus, participation and uninhibited comments. The quality of a group's decision was the decision outcome measurement. The major findings of this study are: (1) Decision quality was equivalent for both face-to-face and GDSS groups; (2) Time to decision was greater for GDSS; (3) Consensus was less likely to occur in GDSS groups; (4) Satisfaction was lower in GDSS groups; (5) Participation was more equitable in GDSS groups.
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Wang, FeiHong. "Effects of Students' Identity Salience on Their Attitudes Toward and Experience in Face-to-face Peer Collaborative Learning Activities." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26546.
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This sequential, mixed methods study explored students' attitudes towards collaborative learning and their responses to collaborative learning problems in relation to their identity salience. Identities are motivators of human actions that impact an individual's self-esteem and behavioral tendencies (Stryker, 1968). An individual has three identity aspects that are related to different behavioral tendencies: individual, relational, and collective aspects. The identity aspect that an individual acts out across a variety of situations is their identity salience. Implied by the identity salience theory, students' behaviors may be detrimental or beneficial to the effectiveness of collaborative learning based on their identity salience. Results of the study revealed a possible relationship between students' identity salience and their attitudes, prior experiences, working preferences, and priorities in collaborative learning. In addition, results of the study also disclosed students' behavioral tendencies in dealing with collaborative learning problems including group tension, the free-rider effect, and role taking in relation to students' identity salience. Findings of this study can be used to support further investigations on personalized student grouping for effective collaborative learning.<br>Ph. D.
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Dubé, Caroline. "L'utilisation de protocoles pour guider la négociation entre des élèves du troisième cycle du primaire en situation de collaboration en face à face et à distance /." Trois-Rivières : Université du Québec à Trois-Rivières, 2003. http://www.uqtr.ca/biblio/notice/resume/17731921R.html.
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Dubé, Caroline. "L'utilisation de protocoles pour guider la négociation entre des élèves du troisième cycle du primaire en situation de collaboration en face à face et à distance." Thèse, Université du Québec à Trois-Rivières, 2003. http://depot-e.uqtr.ca/4030/1/000104284.pdf.
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Aubat, Thierry. "Collaboration psychiatre et S. A. M. U. - S. M. U. R. 34 face aux troubles aigus du comportement." Montpellier 1, 1988. http://www.theses.fr/1988MON11221.
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Huang, Su-Ching. "Learning English as a Foreign Language in a Blended Mode of Face-to-face and Online Discussions: A Case Study in a University in Taiwan." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9801.
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Learning English as a Foreign Language in a Blended Mode of Face-to-face and Online Discussions: A Case Study in a University in Taiwan Previous studies have documented many beneficial results arising from integrating online discussion with face-to-face instruction for language learning, yet the interactive process of students within both formal and informal contexts remains to be explored. This research examined the dynamics of student learning in blended face-to-face and online discussions in and after class in the context of learning English as a foreign language (EFL) in a university in Taiwan. An embedded case study was applied with a mixed-methods approach to investigate how students jointly accomplished tasks, and how this blended approach had contributed to their English learning. The data collected include the qualitative data of observations on three groups of 14 participants, three focus groups with 11 participants, 72 online discussion logs of the three groups and the quantitative data of 45 questionnaire responses. The findings revealed that students learned primarily through mediation of L1 and L2, through collaborative interaction, through co-construction of meaning, and from teacher and peer scaffolds. Students tended to provide information and suggestions in face-to-face discussions by using L1, but they expressed thoughts, gave comments and probed questions in online discussions by using L2. Students changed their interactive patterns from passive to active by mutually assisting each other in accomplishing tasks. Data also showed that students recognised that blended discussions had contributed to their cognitive, language, interactional and affective gains. Blended discussions were perceived as learner-centred undertakings that increased participation, collaboration and engagement. Four key factors were observed to have affected learning in this blended instruction. The research concludes that blended discussions changed the conventional EFL classroom culture and had a positive influence on student learning in terms of interaction, processes of meaning construction and perceptions. Keywords Online Discussion, Computer-Mediated Communication, Computer-Assisted Language Learning, Blended Learning, Collaborative interaction, Co-construction of Meaning
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Kubica, Tommy. "Adaptierbare kollaborative Lernumgebungen zur gezielten Unterstützung universitärer Präsenzlehre." Gesellschaft für Informatik e.V, 2019. https://tud.qucosa.de/id/qucosa%3A74104.
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Audience Response Systeme (ARS) sind in der Lage, Probleme in der universitären Lehre, wie die fehlende Interaktion zwischen dem Lehrenden und den Studierenden, durch die Benutzung technischer Werkzeuge in der Lehrveranstaltung zu lösen. Der Einsatz solcher Systeme bringt jedoch eigene Probleme mit sich: Der Lehrende muss oftmals sein Lehrkonzept an das jeweilig gewählte System anpassen, da dieses in seinem Funktionsumfang und seinen unterstützten didaktischen Konzepten sehr eingeschränkt ist. Eine Adaption oder gar eine Erweiterung des Funktionsumfangs zur Unterstützung selbst gewählter didaktischer Konzepte wird selten erlaubt, ebenso wie stark kollaborative Szenarien. Diese Arbeit stellt grundlegende Gedanken zur Konzeption und Umsetzung einer Lernumgebung vor, die in der Lage ist, verschiedenste didaktische Abläufe auf Grundlage eines einheitlichen (Meta-)Modells zu modellieren und ihren Funktionsumfang auf den gewählten Anwendungsfall anzupassen. Neben klassischen Anwendungsfällen sollen weitergehende, stark kollaborative Anwendungsfälle unterstützt werden und die Funktionalität einfach erweiterbar sein. Durch den Einsatz in realen Anwendungsszenarien und damit verbundenen Lasttests und Benutzerbefragungen soll das System evaluiert werden.
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Cabezas, Pino Angélica. "'This is my face' : audio-visual practice as collaborative sense-making among men living with HIV in Chile." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/this-is-my-face-audiovisual-practice-as-collaborative-sensemaking-among-men-living-with-hiv-in-chile(43b02bdb-70d9-466f-ab41-4cd0ce0d86d1).html.
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The research project 'This is my Face: Audio-visual practice as collaborative sense-making among men living with HIV in Chile' is an interdisciplinary project that explores 'collaborative mise en-scène' as a method to further understand the sense-making processes around the biographical disruption caused by HIV. It combines Anthropology and Arts methods as part of the PhD in Anthropology, Media and Performance, a practice-based program that fosters interdisciplinary approaches to the production of original knowledge, based on self-reflexive and critical research practices (The University of Manchester, 2018). Relying on the specific competences of photography and film and the co-creation of an ethnographic context based in hermeneutic reflexivity, the collaborators on the project created and explored representations of critical life events, in order to make sense of the disruption HIV brought to their lives. The collaborators were highly stigmatised individuals living with HIV, which hindered their possibilities for sharing narratives and for reflection, and as such, made it more difficult for them to come to terms with a diagnosis they described as a 'fracture' in their lives. This project analyses the creative process of 'collaborative mise-en-scène' as a way to provide further opportunities for reflexivity and sense making, a method that departs from their everyday face-to-face encounters as means of understanding what they are going through. Representations of life events emerged from our practice, as well as evocations, which provided a means by which to understand their experiences with HIV, and opened up ways to resignify their past experiences and projections of the future. Photography and film offered their specific expressive competences to the project, but also gave the possibility of making visible the collaborators' experiences in order to promote a dialogue with others, moving beyond our creative encounters. Therefore, their evocations became 'statements' of what it means to live with HIV in Chile, and at the same time, by taking part in its creation, it provided access to the particularities of the sense-making process in which those images were embedded. This collaborative creative process opened up ways to highlight the relevance for sense-making in face-to-face encounters, demonstrating that hermeneutic reflexivity as a practice-based form of mutual questioning can promote a critical engagement with life trajectories and with others beyond our practice.
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Toubin, Marie. "Améliorer la résilience urbaine par un diagnostic collaboratif : l'exemple des services urbains parisiens face à l'inondation." Phd thesis, Université Paris-Diderot - Paris VII, 2014. http://tel.archives-ouvertes.fr/tel-00958279.
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L'objectif de cette recherche est de concevoir et expérimenter une méthodologie d'amélioration de la résilience urbaine intégrant les dimensions techniques et organisationnelles. La résilience des villes face aux nombreuses perturbations qui les menacent est une problématique majeure pour les collectivités. Mais la complexité des enjeux sous-jacents limite l'opérationnalisation d'un concept pourtant prometteur. Cette recherche porte sur la résilience des services urbains, partant du postulat qu'ils sont un préalable nécessaire, mais non suffisant, à la résilience des villes. En effet, ils supportent les fonctions urbaines, constituent des leviers d'action pour les collectivités et présentent des spécificités sociotechniques incarnant la complexité du système urbain. La collaboration des gestionnaires de services urbains est alors une approche pertinente, du fait notamment de l'importance des interdépendances pour leur résilience. Une méthodologie d'identification et d'analyse des interdépendances des services urbains est expérimentée sur le territoire parisien. Le risque d'inondation due à une crue centennale de la Seine est une préoccupation majeure pour les autorités mais les réponses apportées sont encore trop déconnectées. La démarche collaborative mise en œuvre avec les gestionnaires met en avant l'importance de la prise en compte des interdépendances et identifie les marges d'amélioration pour la résilience des services urbains. L'articulation avec les échelles supérieures du territoire et de la planification urbaine en général est alors nécessaire pour mettre en place une démarche d'amélioration continue de la résilience impliquant l'ensemble des parties prenantes.
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Campbell, Ava, and Heidi Thornton. "Phoenix rising: A study of the challenges sharing economy companies face when internationalizing." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54543.
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International business strategy is a widely investigated topic, with a plethora of related research. Aspects such as the internationalization process and the challenges faced when entering a foreign market have been widely examined, with the majority of existing literature linked to multinational corporations and companies of a traditional nature. However, there is a lack of research based on companies operating within the sharing economy. This is in contrast to the attention that has been given to the study of small entrepreneurial firms, such as international new ventures and born globals. Hence making the sharing economy a valuable area of investigation in terms of internationalization. With more and more companies breaking away from the traditional norms of operation, this modern approach to business requires a deeper understanding. Due to the very nature of the sharing economy, companies are highly likely to internationalize and do so from an early stage, and knowledge of the challenges related to the process is therefore vital. Such recognition provided the motivation for this study, in the belief that it will provide valuable knowledge to companies, as well as contribute to the existing body of literature. This study sets out to fill this knowledge gap by exploring the challenges faced by sharing economy companies when internationalizing. Furthermore, the study seeks to examine the effects such challenges have on the company and how they can be overcome. Research was carried out through a qualitative case study of six companies, out of which; four have already internationalized and two are yet to internationalize. Semi-structured interviews were conducted with the founders and senior managers, with questions relating to both internal and external challenges. The challenges were examined and their impact on the internationalization process explained. The researchers conclude that both internal and external challenges impacted the internationalization process, and that many challenges were somewhat interconnected. From the challenges identified, the following were considered critical: networks, business model, funding and leadership decision-making. Overcoming such challenges can lessen the effects of other challenges and make the internationalization process more successful.
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Falgas, Julien. "Raconter à l'ère numérique : auteurs et lecteurs héritiers de la bande dessinée face aux nouveaux dispositifs de publication." Thesis, Université de Lorraine, 2014. http://www.theses.fr/2014LORR0112/document.
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Considérant l’environnement numérique qui se caractérise par la convergencedes modes et des formes discursifs, à quels cadres les auteurs et les lecteurs héritiers de la bande dessinée se référent-ils et de quelle manière s’y réfèrent-ils ? Il s'agit de comprendre comment des auteurs confrontés à de nouveaux dispositifs de publication produisent le sens commun nécessaire à la création de récits numériques dont les lecteurs parviennent à partager les standards de transcription, tirent des routines d’usage pour leur interprétation, et jugent attrayante la sélection et la mise en forme des évènements racontés. Après avoir présenté lecontexte dans lequel ont émergé les premiers récits identifiés comme des « bandes dessinées numériques de création », l'étude porte sur l'analyse indexicale d'entretiens conduits auprès des auteurs et des lecteurs de deux de ces récits. L'analyse fait apparaître l'originalité des assemblages de cadres de références opérés par les auteurs et reconnus de leurs lecteurs. Cette étude montre ainsi l'importance des dynamiques de production de sens dans l'invention et l'adoption de nouvelles formes narratives. Le retour critique sur ce travail soulève plusieursquestions méthodologiques, notamment quant à la place du chercheur en tant qu'acteur engagé dans la production de sens, mais aussi quant à la prépondérance accordée au mot dans ce type d'étude, et enfin quant aux modalités d'entretien les plus favorables à la recherche et à l'élucidation des marques indexicales par lesquelles s'expriment les cadres de référence des acteurs<br>What are the frames to which authors inspired by the comics legacy refer inthe digital environment, characterized by the convergence of media and discursive forms ? How do they refer to such frames in order to make sense and to tell digital stories from which readers are able to share the standards of translation, find routines for their interpretation, and feel entertained by the selection and the arrangement of events ? After setting the context in which emerged the first accounts identified as « original digital comics », the study focuses on the indexical analysis of interviews with authors and readers of two such stories. The analysis reveals the originality of the frames arrangements made by the authors and recognized by their readers. This study shows the importance of sensemaking activities for the invention and adoption of new narrative forms. The critical review of this work raises several methodological issues, particularly regarding the place of the scientist as an actor engaged in the sensemaking activity, but also about the the importance given to words in this kind of researches, and finally about the appropriate interview methods in order to find and explain indexical marks leading to the actors' frames
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Kwong, Mylène D. "Transmission efficace en temps réel de la voix sur réseaux ad hoc sans fil." Thèse, Université de Sherbrooke, 2008. http://savoirs.usherbrooke.ca/handle/11143/1827.
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La téléphonie mobile se démocratise et de nouveaux types de réseaux voient le jour, notamment les réseaux ad hoc. Sans focaliser exclusivement sur ces réseaux particuliers, le nombre de communications vocales effectuées chaque minute est en constante augmentation mais les réseaux sont encore souvent victimes d'erreurs de transmission. L'objectif de cette thèse porte sur l'utilisation de méthodes de codage en vue d'une transmission de la voix robuste face aux pertes de paquets, sur un réseau mobile et sans fil perturbé permettant le multichemin. La méthode envisagée prévoit l'utilisation d'un codage en descriptions multiples (MDC) appliqué à un flux de données issu d'un codec de parole bas débit, plus particulièrement l'AMR-WB (Adaptive Multi Rate - Wide Band). Parmi les paramètres encodés par l'AMR-WB, les coefficients de la prédiction linéaire sont calculés une fois par trame, contrairement aux autres paramètres qui sont calculés quatre fois. La problématique majeure réside dans la création adéquate de descriptions pour les paramètres de prédiction linéaire. La méthode retenue applique une quantification vectorielle conjuguée à quatre descriptions. Pour diminuer la complexité durant la recherche, le processus est épaulé d'un préclassificateur qui effectue une recherche localisée dans le dictionnaire complet selon la position d'un vecteur d'entrée. L'application du modèle de MDC à des signaux de parole montre que l'utilisation de quatre descriptions permet de meilleurs résultats lorsque le réseau est sujet à des pertes de paquets. Une optimisation de la communication entre le routage et le processus de création de descriptions mène à l'utilisation d'une méthode adaptative du codage en descriptions. Les travaux de cette thèse visaient la retranscription d'un signal de parole de qualité, avec une optimisation adéquate des ressources de stockage, de la complexité et des calculs. La méthode adaptative de MDC rencontre ces attentes et s'avère très robuste dans un contexte de perte de paquets.
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Marais, Debbie. "Information Technology (IT) with a human face : a collaborative research project to improve higher nutrition training in Southern Africa /." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019.1/1252.
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Sugier, Laure. "Le marketing face à ses résistances : une ethnographie des imaginaires et des pratiques de consommation des "objecteurs de croissance"." Rennes 1, 2012. http://www.theses.fr/2012REN1G018.
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La consommation éthique, responsable, soutenable relèvent de formes diverses de consumérisme politique visant à critiquer les conséquences de la société de consommation sur l’environnement naturel et social. Certains individus s’inscrivent même dans une résistance structurelle à la société de consommation contemporaine, qui est étudiée dans cette thèse, à travers une démarche ethnomarketing, sur un terrain d’objecteurs de croissance, qui dénoncent le mythe de l’abondance, le mythe du marché et le mythe du progrès techno-scientifique. Cet imaginaire lié à la décroissance amène les individus qui y adhèrent à revisiter les modes de production, d’échange et de consommation. L’évitement des modes de production industriels au bénéfice de l’autoproduction dans une visée d’autodétermination, le choix d’un territoire local et l’hybridation entre sphère marchande et non marchande pour les échanges, ainsi que les pratiques de consommation frugale et collective constituent les dimensions saillantes de la consommation de la population observée et sont associées aux caractéristiques du style de vie de la simplicité volontaire dans un contexte français. Ces résultats sont mis en perspective avec les dimensions symboliques de la consommation<br>Ethical, responsible and sustainable consumption represent different forms of political consumerism, which aim at denouncing the consequences of the consumption society. Some individuals go beyond this consumerism, by resisting contemporary consumption society. This structural resistance is studied in this thesis using an ethnomarketing approach to study people who calls for economic degrowth and fight against three myths: the abundance myth, the market myth and the progress myth. These representations associated with the degrowth ideology have implications for production, exchange and consumption. Our observations draw attention to some interesting characteristics of this population in terms of avoidance of industrial production to the benefit of self-production, with a view to self-determination, the choice of a local territory and hybrid strategies combining the commercial and non-commercial spheres for exchanges as well as frugal and collective means of consumption. These characteristics are associated with those of the voluntary simplicity life style in a French context and are set in the perspective of symbolic dimensions of consumption
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Taniguchi, Yoko. "Les enjeux de gouvernance territoriale face à l'innovation sociale et numérique : les exemples de Brest et de Lille." Thesis, Lille 1, 2018. http://www.theses.fr/2018LIL1A022/document.
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Dans le contexte de la mise en cause d’un modèle de développement territorial exogène, l’innovation sociale territoriale est un sujet qui attire l’attention tant des chercheurs que des professionnels du développement territorial. Selon nous, l’innovation sociale territoriale renvoie à la transformation de la gouvernance territoriale en faveur de la capacitation des initiatives citoyennes. Si l’innovation sociale territoriale se produit le plus souvent de manière spontanée, le débat central aujourd’hui est de modéliser ses processus et d’établir une méthodologie de transformation territoriale afin de pouvoir produire cette innovation de manière proactive. Notre thèse réalisée en contrat CIFRE au sein du cabinet de conseil Le Cinquième Pôle, s’inscrit dans ces réflexions autour de la production des stratégies et des outils d’innovation sociale territoriale. La thèse se focalise sur deux éléments : d’une part l’analyse des processus de l’innovation sociale territoriale et d’autre part l’évaluation du potentiel du web social pour favoriser la dynamique de transformation. Après avoir identifié que l’action collective entre acteurs locaux est un levier prépondérant de l’innovation sociale territoriale, nous avons analysé le rôle du web social dans l’émergence de communautés locales de porteurs d’initiatives citoyennes à l’aide de deux études de cas : le collectif Catalyst à Lille et le service numérique de la Ville de Brest. De nombreux apports du web social ont été révélés : maintien des liens faibles, partage des ressources, sensibilisation et éducation des acteurs, co-création des connaissances etc. Néanmoins, persistent les défis que sont la difficulté d’appropriation des outils numériques ainsi que le manque de culture ou habitudes de collaboration<br>While the efficiency of exogenous territorial development is questioned, territorial social innovation has become a rising issue both for researchers and professionals in the field of territorial development. From our point of view, territorial social innovation can be understood as a transformation of territorial governance in favor of citizen initiatives. Though most examples of territorial social innovation occur spontaneously, our concern is to model the innovation process and establish a methodology for territorial transformation in order to make happen this innovation. Our thesis was prepared at the consultancy agency “Le Cinquième Pôle” within the CIFRE industrial research agreement, and aims at elaborating strategies and instruments for territorial innovation. It studies territorial social innovation process and evaluate the potentials of social web for the territorial transformation. Collective action being one of the most important levers for theses transformations, our thesis analyzed the roles of social web in enhancing communities of citizen initiatives leaders and actors at local level. In particular, two cases were studied: Catalyst collective and Brest municipality’s digital strategy. A number of advantages of social web were found, for example, in maintaining weak ties, in sharing resources, in raising awareness and educating actors, in co-creating knowledge etc. However challenges remain, notably the uneasiness of using collaborative Internet devices and the lack of practice in sharing
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Hanafi, Marsyita. "Face recognition from face signatures." Thesis, Imperial College London, 2012. http://hdl.handle.net/10044/1/10566.
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This thesis presents techniques for detecting and recognizing faces under various imaging conditions. In particular, it presents a system that combines several methods for face detection and recognition. Initially, the faces in the images are located using the Viola-Jones method and each detected face is represented by a subimage. Then, an eye and mouth detection method is used to identify the coordinates of the eyes and mouth, which are then used to update the subimages so that the subimages contain only the face area. After that, a method based on Bayesian estimation and a fuzzy membership function is used to identify the actual faces on both subimages (obtained from the first and second steps). Then, a face similarity measure is used to locate the oval shape of a face in both subimages. The similarity measures between the two faces are compared and the one with the highest value is selected. In the recognition task, the Trace transform method is used to extract the face signatures from the oval shape face. These signatures are evaluated using the BANCA and FERET databases in authentication tasks. Here, the signatures with discriminating ability are selected and were used to construct a classifier. However, the classifier was shown to be a weak classifier. This problem is tackled by constructing a boosted assembly of classifiers developed by a Gentle Adaboost algorithm. The proposed methodologies are evaluated using a family album database.
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Svedberg, Anna. "From face to face to e-learning." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108338.
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The aim of this project is to evaluate whether the e-learning material, that has been converted from face-to-face course material to e-learning materialon the basis of the revised version of Bloom's taxonomy and learning strategies, is pedagogical in the sense that the students realize the categories of the three domains of learning in Bloom's taxonomy. To achieve the aim of this project a face-to-face course will be converted to an e-learning course; that will then be evaluated. The results show thatthe e-learning material is pedagogical in the sense that the students realize the categories of the three domains of learning in Bloom's taxonomy, and the discussion indicates that the material is pedagogical to a certain extent. That is, some categories and aspect of the three domains of learning appear to have been realized, for example remembering, understanding, practicing, and adapting. The report includes a discussion on positive and negative aspects concerning attention, motivation, imitating, etc.
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Redley, Marcus. "Face-to-face interaction in research interviews." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/843382/.
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This thesis is an ethnography of the research interview. It presents an analysis of interviewer-interviewee interaction unencumbered by the methodological and practical concerns of research interviewers, for collecting reliable or valid data. The thesis argues that positivist and interactionist descriptions of the research interview, that are tied to interactional procedures for saving the referential quality of interview talk - by maximising or minimising respondent interviewer interaction - under-theorise the interaction they describe. Thus this thesis suspends any concern with the referential quality of interview data and draws upon a particular reading of the work of Goffman to analyse how participants accomplish a research interview as an intelligible interactional reality organised from within and how participants honour and accommodate each other as ritual selves in the primary roles of interviewee and interviewer. The thesis reviews positivist and interactionist descriptions of the research interview; makes the case for a Goffman style ritual analysis and presents an empirical analysis of qualitative interview talk.
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Keegin, Hillary. "Face to face with Jean Cocteau's Antigone." Thesis, Boston University, 1997. https://hdl.handle.net/2144/27686.
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Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-02
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Pavani, Sri-Kaushik. "Methods for face detection and adaptive face recognition." Doctoral thesis, Universitat Pompeu Fabra, 2010. http://hdl.handle.net/10803/7567.
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The focus of this thesis is on facial biometrics; specifically in the problems of face detection and face recognition. Despite intensive research over the last 20 years, the technology is not foolproof, which is why we do not see use of face recognition systems in critical sectors such as banking. In this thesis, we focus on three sub-problems in these two areas of research. Firstly, we propose methods to improve the speed-accuracy trade-off of the state-of-the-art face detector. Secondly, we consider a problem that is often ignored in the literature: to decrease the training time of the detectors. We propose two techniques to this end. Thirdly, we present a detailed large-scale study on self-updating face recognition systems in an attempt to answer if continuously changing facial appearance can be learnt automatically.<br>L'objectiu d'aquesta tesi és sobre biometria facial, específicament en els problemes de detecció de rostres i reconeixement facial. Malgrat la intensa recerca durant els últims 20 anys, la tecnologia no és infalible, de manera que no veiem l'ús dels sistemes de reconeixement de rostres en sectors crítics com la banca. En aquesta tesi, ens centrem en tres sub-problemes en aquestes dues àrees de recerca. En primer lloc, es proposa mètodes per millorar l'equilibri entre la precisió i la velocitat del detector de cares d'última generació. En segon lloc, considerem un problema que sovint s'ignora en la literatura: disminuir el temps de formació dels detectors. Es proposen dues tècniques per a aquest fi. En tercer lloc, es presenta un estudi detallat a gran escala sobre l'auto-actualització dels sistemes de reconeixement facial en un intent de respondre si el canvi constant de l'aparença facial es pot aprendre de forma automàtica.
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Grisé, Mary-Liz. "Information overload in face-to-face electronic meetings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq22460.pdf.
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Powers, Megan C. "Communication at Tradeshows?Face-to-Face versus Online." Thesis, Gonzaga University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1558792.
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<p> The question is regularly posed within communication academia as to whether computer mediated communication (CMC) is a "richer" form of communication than face-to-face (FtF). Similarly, the necessity of meeting FtF with regard to business has been repeatedly called into question since the downturn of the economy in 2008-2009. One reason professionals gather FtF is for tradeshows. </p><p> This thesis looks at the quality of the communication that takes place at FtF tradeshows, and reveals attitudes and opinions with regard to the importance of the relationship-building and commerce that occurs in person and/or online. The results inform what we can and cannot accomplish in these different environments. </p><p> 331 professionals who have worked in tradeshows as a planner, an exhibitor, an attendee, or an executive took an online survey designed to reveal how they felt about the relationship-building and commerce that occurs in the tradeshow environment. The questions were focused on whether FtF, CMC, or a combination of the two is the solution, exploring the value and necessity of tradeshows. Additionally, an autoethnography highlights some personal experiences, having served within each of the professional roles with regard to tradeshows. </p><p> The results showed the respondents felt that CMC is not a replacement for the FtF communication that occurs at tradeshows, but it is a useful supplement to the FtF experience. The autoethnography echoed these sentiments, in addition to echoing the short answers of many of the respondents.</p>
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Almeida, Lara Oleques de. "A atenuação metaenunciativa em interações face a face." Universidade Presbiteriana Mackenzie, 2017. http://tede.mackenzie.br/jspui/handle/tede/3266.
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Previous issue date: 2017-04-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>La atenuación lingüística es una estrategia discursiva que tiene por objetivo minimizar
la fuerza ilocutiva de los enunciados y el papel de los participantes en la enunciación
respondiendo a fines argumentativos en la interacción (BRIZ y ALBELDA, 2013). En
esta investigación, abordaremos las tácticas atenuantes que funcionan por medio de
actividades metaenunciativas, entre las que se destaca una por poner en evidencia la
presencia del otro en el discurso del hablante. De este modo, el objetivo general del
presente trabajo es describir y analizar las estrategias de atenuación llevadas a cabo por
procedimientos metaenunciativos de esa naturaleza en las interacciones cara a cara
desde los fundamentos de la Lingüística Interaccional en diálogo con la Teoría de la
Enunciación. El corpus de análisis está compuesto de segmentos de habla extraídos de
entrevistas del Proyecto NURC/RJ (Proyecto de Estudio de la Norma Lingüística
Urbana Culta de la ciudad de Río de Janeiro) y el enfoque metodológico es
principalmente el cualitativo, aunque sin descuidar el análisis cuantitativo cuando este
se muestra relevante para la explicación de los fenómenos estudiados. Los resultados de
la investigación señalan que la expresión atenuante se corresponde con la propia
expresión metaenunciativa cuando esta revela una no coincidencia del discurso consigo
mismo (AUTHIER-REVUZ, 1998; 2004), lo que nos permite denominar a dicha
estrategia lingüística como atenuación metaenunciativa, que se caracteriza sobre todo
por la táctica de la ocultación del yo de la enunciación (BRIZ, 2012; ALBELDA et al.,
2014) y se manifiesta en diferentes grados.<br>A atenuação linguística é uma estratégia discursiva que objetiva mitigar a força
ilocucionária dos enunciados e o papel dos atores enunciativos atendendo a fins
argumentativos na interação (BRIZ e ALBELDA, 2013). Nesta pesquisa, trataremos dos
recursos atenuantes que operam por meio de atividades metaenunciativas, dentre as
quais se destaca uma por colocar em evidência a presença do outro no discurso do
falante. Assim, o objetivo geral do trabalho é descrever e analisar as estratégias de
atenuação, realizadas por procedimentos metaenunciativos dessa natureza, nas
interações face a face à luz de fundamentos da Linguística Interacional articulada com a
Teoria da Enunciação. O corpus de análise é composto por segmentos de fala extraídos
de inquéritos do Projeto NURC/RJ (Projeto de Estudo da Norma Linguística Urbana
Culta da cidade do Rio de Janeiro) e a abordagem metodológica é eminentemente
qualitativa, mas sem descurar da análise quantitativa quando esta se mostrar relevante
para a explicação dos fenômenos em estudo. Os resultados da pesquisa apontam que a
expressão atenuadora corresponde à própria expressão metaenunciativa quando esta
revela uma não-coincidência do discurso consigo mesmo (AUTHIER-REVUZ,
2004;1998), o que nos autoriza a denominar essa estratégia linguística de atenuação
metaenunciativa, que se caracteriza, principalmente, pelo recurso da ocultação do eu
enunciativo (ALBELDA et al., 2014; BRIZ, 2012) manifestado em diferentes graus.
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Le, Khanh Duc. "A Study of Face Embedding in Face Recognition." DigitalCommons@CalPoly, 2019. https://digitalcommons.calpoly.edu/theses/1989.
Full textAbstract:
Face Recognition has been a long-standing topic in computer vision and pattern recognition field because of its wide and important applications in our daily lives such as surveillance system, access control, and so on. The current modern face recognition model, which keeps only a couple of images per person in the database, can now recognize a face with high accuracy. Moreover, the model does not need to be retrained every time a new person is added to the database.
By using the face dataset from Digital Democracy, the thesis will explore the capability of this model by comparing it with the standard convolutional neural network based on pose variations and training set sizes. First, we compare different types of pose to see their effect on the accuracy of the algorithm. Second, we train the system using different number of training images per person to see how many training samples are actually needed to maintain a reasonable accuracy.
Finally, to push the limit, we decide to train the model using only a single image per person with the help of a face generation technique to synthesize more faces. The performance obtained by this integration is found to be competitive with the previous results, which are trained on multiple images.
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Rosenfeld, David. "Sur la photographie : émoi et face-à-face /." Amiens (13 rue Latour, 80 000) : D. Rosenfeld, 1996. http://catalogue.bnf.fr/ark:/12148/cb37064907f.
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Geile, Andrea. "Face-to-Face-Kommunikation im Vertrieb von Industriegütern." Wiesbaden Gabler, 2009. http://d-nb.info/997723068/04.
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Wiker, Wikström Hannah. "Pre Face." Thesis, Konstfack, Institutionen för Konst (K), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7775.
Full textAbstract:
A speculative inquiry into perception regimes, ‘unlearning’, entanglements and how to discuss re-production in the realm of (art) production today. A textual crossreading of how to actively admit and amplify the colonial and imperial consequences active in all levels of society, both personal and collective, and how these ideas continues to (re)produce in ways outside (and inside) of our imagination. An experimental essay negotiating the relations and symbioses between form an ideology, a try to undermine binary thought formations such as nature and culture, private and public. A proposed crossreading of theory and lived life; how to deal with the (im)possibility of imagining outside of neoliberal conditions, of colonial and capitalist frameworks?
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McRae, Beverley A. "Talk radio, face-to-face democracy in the '90s." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27030.pdf.
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Martin, Kurt. "Le face à face : la relation éthique chez Lévinas." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0001/NQ43093.pdf.
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Eickholt, Molly S. "FACE THREAT, FACE SUPPORT, AND ADVICE EFFECTIVENESS FOLLOWING INFIDELITY." UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/15.
Full textAbstract:
This study examined advice interactions following infidelity. Participants (N = 213) completed a survey concerning an instance on infidelity and a subsequent advice interaction. Injured party perceptions of advice interactions were measured by examining advice messages, perceived face threat, and perceived face support, in addition to perceived effectiveness of the advice message. Results from this study showed no significant differences in perceived face threat, perceived face support, or advice effectiveness between different advice messages. Results also indicated both positive and negative face threat as negative predictors of advice effectiveness. While negative face support was a positive predictor of advice effectiveness, positive face support was a negative predictor. When controlling for relational closeness, negative face support was the only significant predictor of advice effectiveness.
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Kim, Kyunghee S. M. Massachusetts Institute of Technology. "Affect reflection technology in face-to-face service encounters." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55195.
Full textAbstract:
Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 87-91).<br>This thesis examines the role of facial expressions in dyadic interactions between a banking service provider and customer. We conduct experiments in which service providers manipulate their facial expressions while interacting with customers in one of three conditions: In the neutral condition the banker tried to maintain a neutral facial expression; in the smiling condition the banker tried to smile throughout the interaction; in the empathetic condition the banker tried to respond with the same or complementary facial expressions. Results show that the customers (n=46) were more satisfied with the interaction when they perceived the service provider was empathetic. More significantly, the service provider and customer shared synchronized facial expressions with many prolonged smiles, when customers said the service provider was empathetic. We suggested three different criteria to investigate customer satisfaction as follows; according to what the service provider tried to convey, what the customer perceived and what was actually detected in their interactions. According to the analysis of the interactions, smiling bankers who shared smiles were evaluated as the best while smiling bankers who did not share smiles with customers were appraised similar to non-smiling bankers.<br>by Kyunghee Kim.<br>S.M.
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Austin, Erin, and L. Lee Glenn. "Online and Face-To-Face Orthopaedic Surgery Education Methods." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7497.
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McRae, Beverley A. (Beverly Anne) Carleton University Dissertation Journalism and Communication. "Talk radio: Face-to-face democracy in the '90s." Ottawa, 1997.
Find full text
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Oates, Melissa. "Differences in computer mediated versus face to face negotiation." Click here to view, 2009. http://digitalcommons.calpoly.edu/psycdsp/1/.
Full textAbstract:
Thesis (B.S.)--California Polytechnic State University, 2009.<br>Project advisor: Daniel Levi. Title from PDF title page; viewed on Mar. 11, 2010. Includes bibliographical references. Also available on microfiche.
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Xu, Xiang. "Face hallucination with application in far distance face recognition." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1931.
Full textAbstract:
In this thesis, faces captured in far distances are investigated. Face enhancement algorithms are studied. Hallucinating faces in holistic model and patch-based model are analysed respectively. The advantages and disadvantages of both models are discussed. An innovative holistic model and patch-based model are proposed separately. More investigation in practical surveillance environments are carried. And a new far face recognition model is proposed. Experiments demonstrate the improvement of proposed approaches.
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Enmark, Sofie, and Sanna Alsén. "Face-To-Face eller Face-To-Facebook : En kvalitativ studie om två användarperspektivs inverkan på rekrytering." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-45458.
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LI, Songyu. "A New Hands-free Face to Face Video Communication Method : Profile based frontal face video reconstruction." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-152457.
Full textAbstract:
This thesis proposes a method to reconstruct a frontal facial video basedon encoding done with the facial profile of another video sequence.The reconstructed facial video will have the similar facial expressionchanges as the changes in the profile video. First, the profiles for boththe reference video and for the test video are captured by edge detection.Then, asymmetrical principal component analysis is used to model thecorrespondence between the profile and the frontal face. This allows en-coding from a profile and decoding of the frontal face of another video.Another solution is to use dynamic time warping to match the profilesand select the best matching corresponding frontal face frame for re-construction. With this method, we can reconstructed the test frontalvideo to make it have the similar changing in facial expressions as thereference video. To improve the quality of the result video, Local Lin-ear Embedding is used to give the result video a smoother transitionbetween frames.
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"Enhancing Teacher Collaboration: Online Versus Face to Face Communication." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.17789.
Full textAbstract:
abstract: As a result of the district program evaluation, a follow up on teacher perceptions of an online collaboration versus face to face collaboration approach was deemed necessary. The interviews were conducted with eight teachers from a suburban southwest K-8 public school district. After all teachers had participated in a 10 week program evaluation comparing online team teacher collaboration with face-to-face team teacher collaboration, the interview process began. One teacher from each grade level team was randomly selected to participate in the interview process. Analysis of the interview responses was inconclusive. Findings were confounded by the apparent lack of understanding of major concepts of Professional Learning Communities on the part of the participants. Assumptions about participant knowledge must be tested prior to investigations of the influence of either face to face or online format as delivery modes.<br>Dissertation/Thesis<br>Ed.D. Educational Administration and Supervision 2013
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ALHALLAK, ZAHIA. "“Bring Your Own Device (BYOD)” for Face to Face and Virtual Collaborative Learning in EFL in Secondary School: A mixed methods Investigation." Doctoral thesis, 2018. http://hdl.handle.net/2158/1126828.
Full textAbstract:
The purpose of this mixed methods study was to create a practical framework for designing and implementing BYOD program supported by collaborative learning strategy in a secondary classroom. Besides evaluating the program effects on students’
advancement in two aspects; Firstly, language skills in English as a foreign language
(EFL). Secondly; teamwork competencies (TWC). Additionally, the study aims to
explore learners’ perception towards the whole learning experience and investigate the
program privileges and limitation. In addition to exploring how students manage face to
face (F2F) and virtual collaboration. Participants included two groups of secondary students aged 14-16 to be the control (20 students) and experimental groups (26 students)
for this study. Quantitative and qualitative data were collected using Pre-survey, English test, team competences scale, student’s perspective survey, students’ interviews, and field
notes. Both experimental and control groups exposed a significant improvement in
English skills as a foreign language. However, the experimental group outperformed the
control group in the English test. In relation to team competences, the experimental group revealed a significant development in teamwork competencies, while the control showed no significant improvement in TWC. Students reported a positive perspective toward the proposed BYOD program and the collaborative learning strategy with no significant
difference between face to face and virtual collaboration. The advantages of the program initiative as students reported; enhancing collaboration and peer-learning, getting
organized for active learning, timely feedback and social communication with the teacher and groupmates online, the diversity of learning scenarios, boosting productivity and
motivation. While the main difficulties according to students were; slow wi-fi connection,
managing virtual collaboration were. The field notes, on the other hand, reported challenges faced the teacher during the program, namely in handling the demands of her new role as a facilitator of the learning process in the classroom and beyond (virtual
collaboration through the platform) and in the classroom management. The findings of
the study propose practical implications for schools and teachers besides some directions
for further research.