Literatura científica selecionada sobre o tema "Digital collaborative tools"
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Artigos de revistas sobre o assunto "Digital collaborative tools":
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Wahl, Lori, e Allen Kitchel. "Internet Based Collaboration Tools". International Journal of e-Collaboration 12, n.º 1 (janeiro de 2016): 27–43. http://dx.doi.org/10.4018/ijec.2016010103.
Resumo:
This structured literature review examines the digital tools used to facilitate distance collaboration and the available research relative to the use of those tools. The purpose of this paper was to contribute to a better understanding of Internet based professional collaboration tools, their features and benefits, and best research based professional practices. The authors examined 33 refereed or peer reviewed articles published from 2002 to 2015 that addressed the use of Web-based digital tools to support professional collaboration. Authors who are considered experts in the areas of virtual communities, digital collaboration, social psychology and technology and who publish in other forms were also included in the paper. In addition to providing a definition, a description and available research for each tool type, the Fit-Viability Model () is presented as part of this paper to guide digital collaborators in digital tool selection. The review and synthesis of the literature suggest an emerging need for a range of knowledge of Internet-based professional collaboration tools. Important elements of this knowledge include an understanding of the types of tools available and their features, limitations, and use. These insights empower digital collaborators with the ability to choose an appropriate and efficient tool for the collaborative project.
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Weaver, Joanna C., Gabriel Matney, Allison M. Goedde, Jeremy R. Nadler e Nancy Patterson. "Digital tools to promote remote lesson study". International Journal for Lesson & Learning Studies 10, n.º 2 (2 de fevereiro de 2021): 187–201. http://dx.doi.org/10.1108/ijlls-09-2020-0072.
Resumo:
PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.
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Quan, Guolong, e Xiaoqing Gu. "Visualization Forms in the Cross-cultural Collaborative Activities of Design and Development of a Digital Resource for Education". Journal of Educational Computing Research 56, n.º 3 (25 de maio de 2017): 439–63. http://dx.doi.org/10.1177/0735633117708336.
Resumo:
Recent studies have demonstrated the integration of visualization technology to support collaboration and stimulate learning performance. The use of visualization tools during the collaborative activities of international students is a worthy topic for further exploration. Based on grounded and activity theories, this research uses observation and qualitative behavior analysis to determine how participants use visualization tools to distinguish the behavior features of learners and to explain the role of these tools in a telecollaborative project. The analysis distinguishes three major types of visualization forms: shaped, diagramed, and tabled presentations, which serve particular epistemic and social demands of collaborative tasks. Findings indicated that visualization forms and tools can enhance collaborative activities by helping international members visualize their thoughts, comprehension, and discussion, although they use different languages and are from diverse cultures. Further research can develop new and effective methods for collaboration and learning using visual support tools.
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Pisanski Peterlin, Agnes, e Lisa Botshon. "What Does the Digital Student Want? Cross-Cultural Collaboration and Wikis in Academic Literacy". ELOPE: English Language Overseas Perspectives and Enquiries 12, n.º 2 (29 de dezembro de 2015): 149–60. http://dx.doi.org/10.4312/elope.12.2.149-160.
Resumo:
New online educational tools have opened new possibilities for cross-cultural collaboration which supports critical thinking and encourages learner autonomy. Nevertheless, the success of a crosscultural collaborative experience cannot be taken for granted, since it inevitably involves the need to bridge transcultural differences. This paper presents an American-Slovene cross-cultural collaborative project with a focus on the perceptions of the Slovene student-participants. In particular, it examines their views of one of the components of the collaborative project, specifically, the collaborative wiki writing assignment, introduced to develop the students’ academic literacy skills. The findings of the questionnaire study show that the participants’ experiences with the cross-cultural collaboration were positive, although their answers reveal a slight preference for less challenging activities. Nevertheless, even the fairly demanding writing assignment was generally perceived to be interesting and useful: while its full interactive potential was not realized due to the participants’ reluctance to engage in editing, the wiki is clearly an efficient tool for promoting academic literacy.
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Steinhardt, Isabel. "Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar". Education for Information 36, n.º 3 (25 de setembro de 2020): 263–79. http://dx.doi.org/10.3233/efi-190308.
Resumo:
Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.
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Lima, Fábio, Caroline Nogueira De Carvalho, Mayara B. S. Acardi, Eldiane Gomes Dos Santos, Gabriel Bastos De Miranda, Rodrigo Filev Maia e Alexandre Augusto Massote. "Digital Manufacturing Tools in the Simulation of Collaborative Robots: Towards Industry 4.0". Brazilian Journal of Operations & Production Management 16, n.º 2 (26 de maio de 2019): 261–80. http://dx.doi.org/10.14488/bjopm.2019.v16.n2.a8.
Resumo:
Goal: The main objective of this study is to analyze the impact of inserting a collaborative robot in a production line of a factory of the automotive sector.
Design / Methodology / Approach: Two simulation environments were developed. The first one models the original operation without the collaborative robot. The second one evaluates the impact of inserting the robot. This work is quantitative.
Results: The paper presents the use of digital manufacturing tools in a simulation of a collaborative operation between a human and a collaborative robot. The simulations with and without the collaborative robot were performed, and they make it possible to emphasize the benefits of the collaborative operation in a real production line.
Limitations of the investigation: The first simulation scenario was validated from the real data provided by the factory. However, the second scenario is a suggestion, emphasizing the benefits of collaborative operation. Implementation of the second scenario was not conducted.
Practical implications: Since its completion depended on support from the automotive sector, this work is noticeably practical. The real data used in the first scenario as well as the assumptions made in the second scenario allow one to conclude that it is possible to implement the propositions with the collaborative robot in the chosen line.
Originality / Value: The use of the collaborative robot in Brazil was forbidden by regulation until recently. Even in other countries decision makers still find have difficulty deciding for this new technology. For this reason, the benefits of using collaborative robots, mainly in Brazilian companies, is still not clear. This work contributes to the collaborative robot discussion and consequently to Industry 4.0 implementation by creating a digital twin of an existing process and inserting a collaborative robot in it. The results should be used by decision makers to decide for inserting this technology in their factories.
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Isenberg, Petra, Niklas Elmqvist, Jean Scholtz, Daniel Cernea, Kwan-Liu Ma e Hans Hagen. "Collaborative visualization: Definition, challenges, and research agenda". Information Visualization 10, n.º 4 (29 de julho de 2011): 310–26. http://dx.doi.org/10.1177/1473871611412817.
Resumo:
The conflux of two growing areas of technology – collaboration and visualization – into a new research direction, collaborative visualization, provides new research challenges. Technology now allows us to easily connect and collaborate with one another – in settings as diverse as over networked computers, across mobile devices, or using shared displays such as interactive walls and tabletop surfaces. Digital information is now regularly accessed by multiple people in order to share information, to view it together, to analyze it, or to form decisions. Visualizations are used to deal more effectively with large amounts of information while interactive visualizations allow users to explore the underlying data. While researchers face many challenges in collaboration and in visualization, the emergence of collaborative visualization poses additional challenges, but it is also an exciting opportunity to reach new audiences and applications for visualization tools and techniques. The purpose of this article is (1) to provide a definition, clear scope, and overview of the evolving field of collaborative visualization, (2) to help pinpoint the unique focus of collaborative visualization with its specific aspects, challenges, and requirements within the intersection of general computer-supported cooperative work and visualization research, and (3) to draw attention to important future research questions to be addressed by the community. We conclude by discussing a research agenda for future work on collaborative visualization and urge for a new generation of visualization tools that are designed with collaboration in mind from their very inception.
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Yin, Hai Jun, e Ye Hu. "The Application of Lightweight Visualization Tool-Product View to Aircraft Development". Applied Mechanics and Materials 376 (agosto de 2013): 307–11. http://dx.doi.org/10.4028/www.scientific.net/amm.376.307.
Resumo:
This article describes the function of lightweight visualization tool--Product View. It introduces the application process of lightweight visualization tool--Product View in aircraft development from lightweight model assembly, lightweight model simulation, visual collaboration, collaboration between R & D, and human factor analysis, etc. Product View is a better collaborative communication tool between process design and design, design and technology in the aircraft development.There are not only high demands on the design and assembly, but also a lot of cooperative work between different equipments, equipments and staff, different staff in aircraft development[1]. In order to more efficiently share and use the digital product content created in this process, the demands on high-performance lightweight visualization tool become more and more strongly. Compatibility[2] and interactivity[3] are the two most important indicators when choosing a lightweight visualization tool. Variety of different tools may be used to create digital products during the design process, the compatibility between lightweight visualization tools and digital tools helps to enhance the user’s experience. The interactivity of lightweight visualization tools is also indispensable, it can timely discover the problems of geometric dimensions, tolerance annotations, elements conflict, and interference, give a comprehensive evaluation of the design, and then provide an effective medium between engineering, manufacturing and other downstream participants.
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Ludvigsen, Sten, e Rolf Steier. "Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning". International Journal of Computer-Supported Collaborative Learning 14, n.º 4 (29 de novembro de 2019): 415–23. http://dx.doi.org/10.1007/s11412-019-09312-3.
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Roskos, Kathleen, Laura Northrop, Jeremy Brueck, Lisa Lenhart e Michelle Evans. "Descriptive Observations of Tool Functionality and Application for Assessing Digital Reading Program Quality". Journal of Cognitive Education and Psychology 18, n.º 2 (1 de outubro de 2019): 174–89. http://dx.doi.org/10.1891/1945-8959.18.2.174.
Resumo:
Access to books for students' independent reading practice is undergoing a profound shift from print to digital books in cloud-based digital reading programs. Tools for assessing the qualities of these programs as curriculum products are limited. This study describes a set of analytical tools for reviewing digital reading program software and investigates the learning management system (LMS) qualities of six commercial digital reading programs using these tools. Results examine tool functionality qualitatively and describe the product qualities of programs at platform, dashboard, digital book, and screen page levels. Descriptive observations highlight the need for cross-disciplinary and collaborative research work to improve analytical tool design. Overall product quality of the programs was in the average range.
Teses / dissertações sobre o assunto "Digital collaborative tools":
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Hinojosa, Cristelia. "Organizational Information Dissemination Within Collaborative Networks Using Digital Communication Tools". NSUWorks, 2017. http://nsuworks.nova.edu/gscis_etd/996.
Resumo:
While knowledge is one of an organization’s greatest assets, it remains a challenge to facilitate knowledge transfer between people within an organization. Social influence has been studied in its role of facilitating information diffusion, which is necessary for knowledge transfer to occur. Among this research, tie strength, a quantifiable characteristic of a social network that determines the link between two nodes, has been measured to determine the impact of social influence on knowledge transfer and information dissemination within a social network. Current research that explores the impact of social influence on information diffusion has been conducted within public social networks due to the availability of data that can be gathered from public social online network systems, such as Facebook. With the emergence of collaboration technologies that exist in online social network tools being utilized within organizations, there is an opportunity to digitally collect information regarding information dissemination within a collaborative network. This study captured data from an online social network, specifically a unified communication tool, being used within a collaborative social network at a mid-sized South Central corporation. A content analysis of Lync messages for 1,749 connections was performed to quantitatively measure the influence of tie strength on information dissemination within a collaborative social network. The results demonstrated that tie strength had a significant impact on information dissemination using a collaborative system. Multivariate analysis of variance showed that tie strength had the largest impact on information dissemination using the instant messaging modality of a collaboration system.
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Schwartz, Lisa. "Forming A Collaborative Model For Appropriating Youth Practices And Digital Tools For New Literacies Development With Latino High School Students And Teachers". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202715.
Resumo:
Youth experiences with digital technologies demonstrate untapped potential for informing school-based learning responsive to adolescent identity and socialization practices (Ito et al., 2008). This study presents the formation of a collaborative model for appropriating youth and digital practices for developing new literacies with high school students in the U.S.-Mexico borderlands (New London Group, 1996). The research incorporates diversity in technology access and participation of predominately Latino students in English classrooms as a resource to engage literacy development across multiple discursive domains and challenge deficit discourses for Latino youth.The participatory approach combines interventionist research, in the cultural historical tradition of expansive learning (Engeström, 1987) with ethnographic methods for informing curricular practice (González, Moll,&Amanti, 2005; Lee, 2007) and new literacies pedagogy stressing collaborative, critical, and multimodal semiosis infused with Freirian praxis (Coiro et al., 2008; Freire, 1999; Lemke, 2003). Research involved co-developing, co-teaching and daily participant observation within the multiple online and offline spaces of a high school writing course, a weekly after school club begun with students from the class and several additional classrooms. A variety of data illustrates tensions and synergies of migrating practices across systems of activity represented by teacher, researcher and student standpoints. The research maps how socio-spatial relationships among academic and youth discourses, modalities, and participants' classroom positions were reconfigured through the use of digital tools joined with pedagogies responsive to adolescents' social and digital practices.An afterschool group's wiki participation extended students' oral and visual literacies into written expression and gave other participants a model of collaborative practice to guide classroom interaction. Engaging familiar and new tools for inquiries based on youth interests and complementary analytical concepts emphasized the primacy of the social and pedagogical aspects of technology. Students' agency in theorizing identity and developing representational spaces (Lefebvre, 1991) emerged as a key mediator for expanding their literacies across personal and academic contexts. In the collaborative process, participants forged new, hybrid genres, audiences and identities for distributing and developing their literacy practices across false dichotomies of home/school and online/offline spaces, and for reconfiguring normative school literacy regimes.
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Jaakkonen, Mattias, e Basir Hosseini. "How Google Drive Affects Upper Secondary English as a Second Language Collaborative Writing - expressed by Teachers and Students". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34556.
Resumo:
Svenska skolor blir gradvis mer digitaliserade, vilket gör att fler lärare vänder sig till Google Drive för att förbättra elevers samarbete, särskilt ESL-lärare, som detta examensarbete fokuserar på. Syftet med denna studie är därför att ta reda på hur användandet av Google Drive kan påverka ESL-skrivning i gymnasiet. Detta examensarbete är kvalitativt och undersöker personliga åsikterna från tre ESL-lärare och tre ESL-elever på gymnasiet i Sverige. Dessutom ger papperet en inblick i hur bra lärarnas digitala utbildning i Google Drive motsvarar uppdraget att förbättra elevers engelska skrivförmåga. Utöver ger det här dokumentet en översikt över tidigare forskning om Google Drive som en plattform för samarbete. Baserat på resultaten hävdar deltagarna att gemensamt skrivna texter i Google Drive kan öka elevers motivation och förbättra flera aspekter av deras engelska, om det används idealt. Hur som helst så är några viktiga faktorer som bestämmer plattformens framgång: medvetande om och förebyggande av plagiering, obalanserad arbetsbelastning och grundläggande digital utbildning för lärare, som då kan vidarebefordras till deras elever.Swedish schools are gradually becoming more digitalized, which cause more teachers to turn to Google Drive for improving students´ collaborative writing, especially ESL teachers, which this degree project focuses on. Hence, the aim of this study is to find out how using Google Drive can influence upper secondary collaborative ESL writing. This degree project is qualitative in nature and explores the personal opinions of three ESL teachers and three ESL students at an upper secondary school in Sweden. Moreover, the paper offers an insight to how well the teachers’ digital training in Google Drive corresponds with the mission of improving students´ English writing ability. Furthermore, this paper provides an overview of previous research on Google Drive as a platform for collaborative learning. Based on the findings, the participants argue that collaborative writing in Google Drive can increase students’ motivation and improve several aspects of their written English, if used ideally. However, some key factors that determine the success of the platform are awareness and prevention of plagiarism, unbalanced workload and fundamental digital training for teachers, which then could be passed on to their students.
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Ozkan, Sevda. "The Way Architectural Model As A New Collaborative Design Environment Talks With Machines". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609381/index.pdf.
Resumo:
The scope of this study is to illustrate the relationship between computer-aided design (CAD) and computer-aided manufacturing (CAM) systems, and to show how architectural modeling should be positioned in the process of computer-aided design/computer-aided manufacturing (CAD/CAM) systems. The integration of computer aided technologies with architectural design is investigated in terms of design-production/fabrication interaction. The research has been based on a case study in which the CAD/CAM process from the initial design phase to the actual manufacturing of the design object has been explored. A design object is modeled using CAD and the model is manufactured using CAM in order to illustrate the process of CAD/CAM and its potentials related to architectural design and the construction/manufacturing/fabrication process of building. Thus, the study tries to demonstrate what digital tools can provide to the field of architecture, and lists the requirements for architectural modeling to acquire compatibility among the parts of the building process.
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Johansson, Agnes, e Aleksandra Voronenko. "Creating a sense of normality : A quantitative study examining how a digital collaborative tool impacts students’ experiences in online synchronous group discussions". Thesis, Jönköping University, Tekniska Högskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53312.
Resumo:
Purpose – The unexpected yet drastic influence of the COVID-19 pandemic resulted in a rapid transition of education to be conducted in digital environments. Replacing face-to-face classrooms with synchronous online learning requires a number of appropriate adjustments which were heavily restricted by the urgency of this global change taking place. With theobserved issues of student participation and involvement in online learning, the purpose ofthis research was to investigate the potential that digital collaborative tools have and if theycan improve the quality of online group discussions among students aged 12 to 16 years old. Method – This study employs a quantitative data collection approach and makes use of the Community of Inquiry framework. A close-ended questionnaire based on the Community of Inquiry survey tool was used to collect students’ impressions and attitudes after they hadparticipated in the experimental study. The experiment consisted of control and experimental groups that partook in online group discussions as part of a regularly scheduled lesson. Findings – Digital collaborative tools were found to change the way in which students experience online group discussions. The attained rates of the Community of Inquiry were overall higher among students in the experimental group. Our findings tested to be statistically significant together with the effect size falling between medium to large extent. This further supports the notion that digital collaborative tools bring in a positive difference into online group discussions and have a potential to increase the quality of online learning when implemented carefully and thoughtfully. Implications – This study emphasizes the importance of developing a clear strategy of how to implement suitable digital collaborative tools into online learning in the most optimal manner that would increase the quality of online learning. This paper can be considered as a startingpoint for future research that could construct further knowledge within the field and extend our findings by investigating other aspects that have an influence on and can have beneficial effects for younger students in online education.
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Guerra, Andrea Luigi. "Multi-users computer tools in early design phases : assessing their effect on design teams performances during co-located design-thinking activities". Thesis, Compiègne, 2016. http://www.theses.fr/2016COMP2296/document.
Resumo:
Les phases préliminaires du processus de conception sont celles qui influencent le plus le résultat. Elles sont caractérisées par l’incertitude : le processus ne peut être précisément défini à l’avance. L’approche Design Thinking est particulièrement adaptée pour gérer cette spécificité. L’introduction de supports numérique pendant ces phases de conception préliminaire a été identifiée comme une piste de recherche à fort potentiel. L’analyse de ces phases amont a permis de définir des postulats à partir desquels construire ces nouveaux supports numériques. Ces dispositifs sont constitués de deux surfaces tactiles, multi-utilisateurs ; une orientée horizontalement pour favoriser le foisonnement, l’autre orientée verticalement pour favoriser la focalisation. Par conséquence, ces plateformes ont été identifiées avec l’acronyme HOVER (HORizontale VERticale). La méthodologie de recherche comporte deux phases. Lors de la première phase, des expérimentations ont permis de comparer les dispositifs numériques avec les dispositifs actuels. Cette phase avait pour objectif de déterminer si les dispositifs numériques étaient acceptables dans la situation d’usage préconisée. Lors de la deuxième phase, les dispositifs numériques ont été testés dans des situations de travail réelles, afin de déterminer s’ils améliorent ces situations de travail. Ces expérimentations, ont été faites sur une spécifique plateforme HOVER, dénommés plateforme TATIN-PIC (Table Tactile Interactive –Plateforme Intelligente de Conception), construite à l’Université de Technologie de Compiègne. Les quatre expérimentations de la première phase ont révélées un niveau d’acceptabilité satisfaisant. En outre, cette phase permis d’identifier plusieurs pistes d’amélioration notamment au niveau des interactions homme-machines. La prise en compte des données collectées lors de cette phase a conduit à la conception d’une nouvelle version des dispositifs numériques. Cette nouvelle version, dénommée plateforme Digital Project Space (DPS), a été utilisée pour tester le dispositif dans des situations d’utilisation réelles. Les résultats de ces tests préliminaires montrent que les utilisateurs sont satisfaits des améliorations apportées par la plateforme DPS, et que ses performances, sont au pire, comparable aux meilleures prestations des supports papier actuellement disponibles. Des tests complémentaires sont néanmoins nécessaires pour avoir des résultats généralisables. Les perspectives sont de continuer la dissémination des dispositifs DPS dans la sphère productive afin d’obtenir des données quantitatives sur l’efficacité et l’efficience. L’objectif étant d’identifier des modèles prescriptifs de l’impact des dispositifs sur le processus de conception préliminaireThe early preliminary phases of the design process are the most impactful on the final outcomes. However, they are ill defined, the path to follow is not clear. Design-thinking approaches are a good solution to tackle the incertitude of these phases. The introduction of computer tools during these phases has been identified as an interesting research path to explore. Through the analysis of these early preliminary design phases, a list of high-level assumptions has been made. These high-level assumptions delimited the perimeter of action for the design of a new kind of computer supported design platforms. These platforms are composed of two multi-touch, multi-users surfaces; one is horizontal to favor divergent thinking, while the other is vertical to favor convergent thinking. By this fact, I identified them with then name “HOVER” (HORizontal - VERtical) platforms. The preconized research methodology has two steps. The first step consists in the experimental comparison of the new tool with existing ones. The aim of this evaluation is to determine if HOVER platforms are applicable to the situation for which they have been designed. The second step consists in ethnographic observations of real case studies to establish if HOVER platforms have successfully improved the existing situation. This study has been conducted on a specific HOVER platform, the TATIN-PIC platform (French acronym for Table Tactile Interactive – Plateforme Intelligente de Conception) built at the Université de Technologie de Compiègne. The first step, composed of four quasi-experimental observations, showed a satisfying level of applicability. Besides, it provided multiple indications for the improvement of the HOVER platforms regarding Human Machine interactions. For example, it has confirmed the need for an interconnected vertical and horizontal surface, the need for a natural manipulation of intermediary objects, the need for a smooth circulation among design methods and, as well, the need for new design methods to be implemented. Thanks to these indications, a second version of a HOVER platform has been made. This improved platform, called Digital Project Space (DPS) platform, has been used for success evaluation in a real context. From these preliminary tests emerged that users are satisfied by the support of the DPS platform. Performances are in the worst-case scenario, as good as actual tools. Further and more accurate real case studies are needed to generalize these findings. This outlines the future perspectives, such as the definition of prescriptive models of the impact of such device on the early preliminary design phases
Le fasi preliminari del processo di progettazione sono caratterizzate dall’incertezza, sia in termini di conoscenza che di azioni da compiere. Al contempo, pero, sono le fasi cruciali per il risultato globale del processo di progettazione. L’approccio Design Thinking è particolarmente adatto per le caratteristiche di queste fasi. L’introduzione di strumenti digitali durante il processo di progettazione preliminare è stata identificata come una pista di ricerca interessante da esplorare. L’analisi di queste fasi ha permesso di emettere una lista di postulati su cui progettare nuovi strumenti digitali. Questa classe di strumenti ha le sembianze di una piattaforma composta da due superfici tattili multi-utilizzatore; una è orizzontale per favorire il pensiero divergente, mentre l’altra è verticale per favorire il processo convergente. A causa di ciò, abbiamo deciso di identificare queste piattaforme con l’acronimo HOVER (HORizontal and VERtical). Il forte divario in termini di curva d’apprendimento tra i dispositivi esistenti (principalmente basati su carta) e le piattaforme HOVER, ha richiesto la definizione di una metodologia di ricerca adeguata. Questa metodologia ha inoltre il compito di garantire un rigore metodologico nell’approccio di ricerca. Due fasi di questa metodologia sono state eseguite. Nella prima fase, il nuovo dispositivo è comparato sperimentalmente con i dispositivi esistenti al fine di determinare se è applicabile alla situazione per cui è stato concepito. Nella seconda fase, il dispositivo è valutato in una situazione reale al fine di determinare se ha apportato, con successo, un miglioramento alla situazione esistente. Questi studi sono stati condotti su una specifica HOVER platform chiamata TATIN-PIC (acronimo francese per Table Tactile Interactive – Plateforme Intelligente de Conception), progettata e construita all’Université de Technologie de Compiègne. La prima fase, che ha visto quattro esperimenti, ha mostrato un livello di applicabilità soddisfacente, ha inoltre fornito molteplici piste di miglioramento in termini d’interazione uomo macchina. Grazie a questi feedback una seconda versione del dispositivo è stata creata. Tale versione, chiamata piattaforma Digital Project Space (DPS) è stata utilizzata per testare il successo del dispositivo in situazioni di reale utilizzo. Da questi test preliminari è emerso che gli utilizzatori sono rimasti soddisfatti dell’apporto fornito dal dispositivo, e che le performance sono nel caso peggiore equivalenti alla situazione attuale. Ulteriori e approfondite osservazioni di uso in situazioni reale sono necessarie per avere dei riscontri generalizzabili. Questo traccia gli scenari per il futuro; continuando la disseminazione nell’ambito industriale del dispositivo, sarà possibile ottenere dei riscontri quantitativi in termini diefficienza ed efficacia, grazie ai quali, estrapolare dei modelli prescrittivi dell’impatto del dispositivo sul processo di progettazione preliminare
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Pinho, Isis da Costa. "A tarefa colaborativa em inglês como língua estrangeira no ambiente virtual". Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3326.
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Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5)Made available in DSpace on 2015-04-18T13:34:29Z (GMT). No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) Previous issue date: 2013-03-27
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A pesquisa em educação mediada por computador sugere que a tecnologia tem um grande potencial para o ensino-aprendizagem de línguas dentro de uma perspectiva colaborativa, já que potencializa o uso da língua e da tecnologia como fatores de mediação de construção e compartilhamento do conhecimento. Nesse contexto, uma educação de línguas de qualidade deve explorar as potencialidades das ferramentas digitais na promoção da interação social, em que os aprendizes são desafiados a mobilizar e transformar seus recursos linguísticos para construir conhecimento sobre a língua enquanto se esforçam para fazer sentido na língua estrangeira (LE). Assim, esta pesquisa caracteriza-se por ser um estudo de caso que visa investigar a produção de estudantes de graduação em Letras em tarefas colaborativas em inglês como LE em ambiente virtual, focando a mediação no processo de aprendizagem. A fundamentação teórica utilizada consiste de princípios da teoria sociocultural vygotskiana, a teoria dos sistemas complexos, de estudos na área de informática na educação e a pesquisa na aquisição de segunda língua e língua estrangeira. Os participantes dessa pesquisa foram alunos de graduação de Letras/Inglês de uma universidade particular do sul do Brasil. A geração de dados ocorreu em três encontros no laboratório de informática realizados para complementar a disciplina de Inglês 3 com uma sequência de tarefas colaborativas de produção oral através de recursos multimídia e ferramentas digitais online. O espaço virtual utilizado foi o wiki online PBworks por permitir a interação colaborativa e o compartilhamento da produção entre todos seus usuários. As tarefas colaborativas envolveram discussões de vídeos curtos do Youtube em inglês como LE pelos aprendizes a partir de questões de interpretação através da ferramenta de conversa eletrônica Skype. Após cada tarefa, as duplas foram chamadas a ouvir a sua gravação e refletir sobre a sua produção no Skype, a tarefa e a sua aprendizagem, processo colaborativo que foi também gravado. Ainda, no final dos três encontros, os aprendizes responderam a um questionário que procurou investigar as suas percepções sobre as tarefas realizadas e a experiência de uso da tecnologia na aprendizagem da LE. A análise dos dados focou cinco fatores de mediação da aprendizagem de LE, quais sejam, a colaboração, o andaimento, a metafala, a tarefa e a tecnologia. Os resultados deste estudo apontam para os benefícios de tarefas colaborativas apoiadas pela tecnologia para a aprendizagem de inglês como LE ao promover um ambiente de intensa exploração, aplicação e modificação de língua apoiadas pela construção conjunta de conhecimento a partir do foco no erro como oportunidade de aprimoramento da produção. Além disso, observou-se que o uso da tecnologia para aprendizagem de línguas possibilitou que os estudantes visualizassem as possibilidades pedagógicas das ferramentas e recursos para a sua futura prática docente. Finalmente, esta pesquisa pretende prover dados e discussão para a melhoria da pesquisa em Linguística Aplicada, Aquisição de Segunda Língua e Língua Estrangeira e Aprendizagem de Línguas Mediada por Computador, somando-se a estudos sobre tarefas colaborativas sob a perspectiva da teoria sociocultural e da complexidade.
Research on computer-mediated education suggests that technology has a great potential for the teaching and learning of languages from a collaborative perspective, since it enhances the use of language and multimedia as mediational means of construction and sharing of knowledge. Within this context, a quality language education should exploit digital tools’ potentialities in fostering social interaction, in which the learners are challenged to mobilize and transform their linguistic resources to build knowledge about language while they struggle to make meaning in the foreign language. Thus, this research is a case study that aims to investigate the production of undergraduate students in collaborative tasks in English as a foreign language (EFL) in a virtual environment, focusing on the mediation in the learning process. The theoretical framework used in this study consists of vygotskian sociocultural theory principles of learning, complex systems theory, studies in the area of computers in education, and second language and foreign language acquisition reserch. Participants in this study were undergraduate students of Languages/English from a private university in southern Brazil. The data generation was carried out during three classes in the computer lab designed to complement the discipline of English 3 with a series of oral production collaborative tasks through online multimedia resources and digital tools. For the virtual space it was used PBworks wiki as it enables collaborative interaction and sharing of production among all its users. The collaborative tasks envolved EFL chat discussions of Youtube short videos by the learners in pairs based on comprehension questions over Skype. After each task, the dyads were asked to listen to their recordings and reflect on Skype upon their production, the task, and their learning, a collaborative process that was recorded too. Still, in the end of the three classes students answered a questionnaire designed to investigate their perception on the tasks done and the whole experience of using technology to learn a FL. Data analysis focused on five mediational factors of EFL learning, i. e. collaboration, scaffolding, metatalk, task and technology. The results of the present research point to the benefits of collaborative tasks for EFL learning as they fostered an environment of intense exploration, application and modification of language supported by the joint construction of knowledge from focus on error as an opportunity for production improvement. Moreover, it was observed that the use of technology for language learning allowed students to visualize the educational possibilities of tools and resources used for their future teaching practice. Finally, this research intends to provide data and discussion for the improvement of research in Applied Linguistics, Second and Foreign Language Acquisition and Computer-Mediated Language Learning, adding to studies on collaborative tasks from the perspectives of sociocultural and complex systems theory.
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Nordström, Niklas. "Organizational culture in Slack : The relationship between organizational culture and digital collaboration tools". Thesis, Karlstads universitet, Avdelningen för medie- och kommunikationsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72399.
Resumo:
The purpose of this study was toexplore organizational culture in a digital context, so that a greater understanding of the relations between the two subjects could be developed. The interest for the subject came from reflections and observations obtained during a prior internship at a small organization using the digital collaboration platform Slack in their daily work. To answer the purpose of the study, one main research question; ‘What is the relationship between organizational culture and a digital communication platform as Slack?’ and two sub questions; ‘How is Slack used to solve problems with internal integration? and ‘How is Slack used to solve problems with external adaption?’ was formulated. The two sub questions came from an operationalization of Schein’s (2010, p.18) well used definition of organizational culture. By using the qualitative method netnography to study the behaviors and interactions of the members of a small organization through participating observations, in combination with the field notes and observations from the prior internship, the research questions were successfully answered. The results showed that Slack was used as a tool to maintain structure and order during problems with external adaption in form of a re-organization creating an unsecure time-period. Decrement in activity also showed that the usage of Slack was limited in time and easily could be exchanged, but that appreciated cultural rites and behaviors created from using it could live on outside of Slack. Results also showed that Slack successfully functioned as a tool to solve problems with internal integration. By allowing new members to efficiently come in contact with both the formal and informal cultural elements, the very essence of culture as in underlying assumptions was quickly taught. The efficiency of using Slack for internal integration was also shown to rely on a new possible problem in form of a disintegration between the private and work. The answer to the main research question was that Slack is an artifact, inhabiting other artifact, living in symbiosis with the organization. Even though Slack could help an organization to cope with problems of external adaption and internal integration, Slack on its own did not serve as a one single place for understanding and becoming a part of an organization and its culture, as the organization and culture still will live and develop outside of the digital medium.Syftet med den här studien var att utforska organisationskultur i en digital miljö, så att en ökad förståelse för de två ämnena kunde utvecklas. Intresset för ämnet kom från observationer och reflektioner införskaffade under en tidigare praktik på en mindre organisation som använde den digitala plattformen Slack i sitt dagliga arbete. För att besvara syftet med studien formulerades en huvudsaklig forskningsfråga; ’Vad är relationen mellan organisationskultur och en digital plattform som Slack?’, och två sekundära frågor; ’Hur används Slack som lösning för problem med intern integration?’, och ’Hur används Slack för att lösa problem med extern anpassning?’. De sekundära frågorna kom från en operationalisering av Scheins (2010, p.18) väl använda definition av organisationskultur. Den kvalitativa metoden netnografi användes för att studera beteende och interaktioner mellan medlemmarna i en mindre organisation. Genom deltagande observationer i kombination med fältanteckningar och observationer från den tidigare praktiken kunde forskningsfrågorna framgångsrikt besvaras. Resultatet visade att Slack användes som ett verktyg för att behålla struktur och ordning under problem med extern anpassning, uppkomna till följd av en omorganisering av företaget. En minskning av aktiviteten i Slack visade att själva användandet av Slack är kopplat till en viss tidsperiod och enkelt kan bytas ut vid förändrat behov, men också att uppskattade beteenden och riter skapade genom användandet av Slack kan leva vidare utanför mediet. Resultatet visade också att Slack framgångsrikt fungerade som ett verktyg för att lösa problem med intern integration. Genom att låta nya medlemmar effektivt komma i kontakt med både formella och informella kulturella element kunde själva essensen av kultur, underliggande förgivettaganden, snabbt läras ut. Effektiviteten av att använda Slack för intern integrering visades också föra med sig ett eget potentiellt problem, en upplösning av gränsen mellan privat och arbete. Svaret på den huvudsakliga forskningsfrågan var att Slack är en artefakt, innehållandes andra artefakter, som lever i symbios med organisationen. Även om Slack kan hjälpa en organisation att hantera problem med extern anpassning och intern integrering, fungerar Slack inte som en ensam källa för att förstå och bli en del av en organisation och dess kultur, eftersom organisationen och dess kultur alltid kommer att leva vidare och utvecklas utanför det digitala mediet.
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Salaam, Abdul, e Sultan Mehmood. "Integration of Digital tools in Product Realization Process". Thesis, Jönköping University, JTH, Produktionsutveckling, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54027.
Resumo:
The market has been evolving lately, with the introduction of more and more digital tools that industries are making use to improve their overall operations within the Production process. The integration of digital tools within the Product realization process has major advantages in improving production performance. Many large industries make use of digital tools to digitize their products making them smart products. Implementing these digital tools can be beneficial for reshaping the organization which can lead to better customer satisfaction and improve business strategy. This project explores different digital tools that can be integrated with the product realization process and how these tools contribute to the different production development phases. This thesis presents a detailed study of the digital tools Simulation, Visualization, Emulation, and Digital twins which can be integrated with the product development process. A pre-study is conducted to gather knowledge regarding the application of these tools and further discover how these tools can support the Product realization process and is used to describe which tool works best at which stage of the product realization process, which can be used to improve the efficiency and accuracy of the production process. Implementing these digital tools within the production facility can be associated to smart factory paradigm of the Fourth industrial revolution Industry4.0.This research aims to contribute to the use of digital tools in the production processes and aids in bridging the gap between traditional and modern manufacturing methods. The outcome of this study is to clarify how the above-mentioned digital tools are linked to the product realization process to support an efficient and digitalized production development, also mentioning the strengths and weaknesses of these tools. The resulting analysis has provided a framework developed to support an efficient digitalized production development and preparation process for assembly tasks utilizing human and robot collaboration. This research paper can be used as a guide for companies that want to explore how implementing digital tools in their product realization process and how it may improve their productivity.
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Gholipour, Vida. "Éco-conception collaborative de bâtiments durables". Thesis, Vandoeuvre-les-Nancy, INPL, 2011. http://www.theses.fr/2011INPL043N/document.
Resumo:
Aider les concepteurs à améliorer la qualité environnementale de leur projet durant la phase d’esquisse peut contribuer à un meilleur profil environnemental des réalisations finales. Face aux nouvelles exigences liées au développement durable (ressources énergétiques, matériaux de proximité...), les concepteurs doivent conduire un travail d’ajustement entre le contexte du projet et les solutions architecturales qui est de plus en plus complexe. Pour aider les concepteurs dans ce travail, nous proposons une méthode fondée sur l’usage de patrons de conception orientés environnement que nous nommons éco-modèles. Ces patrons s’apparentent à des solutions types éprouvées par de nombreux concepteurs. Les éco-modèles et les réalisations où ils ont été utilisés ont été implémentés dans un outil numérique appelé éco.mod. Grâce à une interface spécifique, les concepteurs peuvent naviguer dans cette base de données, sélectionner des éco-modèles et construire un scénario environnemental adapté à leurs projets architecturaux. L’outil éco.mod leur permet de visualiser les conséquences environnementales de leurs choix. Deux expérimentations, assistées par cet outil, ont largement confirmé nos hypothèses sur la pertinence de la méthode proposée et l’outil associéAssisting designers in improvement of environmental quality of their project, early in the sketch phase, could result in a better environmental profile of the final product. Designers are facing new necessities related to sustainable development, such as considering sources of energy and usage of local materials, among others. To find a compromise between the project’s context and architectural solutions, one has to carry out complex adjustment tasks to address this issue.To help designers with these tasks, we proposed a method founded on the usage of environment-oriented “design patterns”, which we have named “eco-models”. By being used in their projects, these eco-models are approved by many designers as plausible solutions. The eco-models and the actual projects in which they have been used are gathered and implemented in a (web-based) digital tool, named “eco.mod.”The interface of eco.mod enable designers to navigate in the database, and select appropriate eco-models to create an environmental scenario for their own architectural project. The eco.mod tool allows users to visualize the environmental consequences of theirs choices. Two experiments assisted by this tool have been conducted, and have mainly confirmed our hypothesis about efficacy of this proposed method and its associated tool
Livros sobre o assunto "Digital collaborative tools":
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Johnson, Steve. Digital tools for teaching: 30 e-tools for collaborating, creating, and publishing across the curriculum. Gainesville, FL: Maupin House Pub., 2011.
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Watrall, Ethan, Eric Christopher Kansa e Sarah Whitcher Kansa. Archaeology 2.0: New tools for communication and collaboration. Los Angeles: Cotsen Institute of Archaeology Press, 2011.
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Watrall, Ethan, Eric Christopher Kansa e Sarah Whitcher Kansa. Archaeology 2.0: New tools for communication and collaboration. Los Angeles: Cotsen Institute of Archaeology Press, 2011.
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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.
Resumo:
This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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Meyer, Susan. Performing and Creating Speeches, Demonstrations, and Collaborative Learning Experiences With Cool New Digital Tools. Rosen Pub Group, 2014.
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Magdalinski, Tara. Into the Digital Era. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038938.003.0006.
Resumo:
This chapter discusses the numerous opportunities for incorporating interactive, Internet-based technologies for collaborative learning into sport history pedagogy. These include blogs, wikis, Wikipedia, Twitter, and Facebook, and extend to lesser-known platforms and tools such as Curatr and TED-Ed “Flip this Lesson.” Indeed, as new platforms continue to be developed, and as students—who are already largely digital natives—engage with these, and as pedagogical practice continues to move away from passive receipt of static knowledge toward active engagement in knowledge creation, sport historians themselves need to be “competent and critical users.” The interactive and collaborative potential of many web-based platforms offers possibilities for engagement both within the classroom and with external communities of interest.
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Travis, Jennifer, e Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.
Resumo:
This book offers theoretical perspectives and case studies for teaching American literature of the long nineteenth century using the tools and methods of the digital humanities (DH). The essays highlight best methods for integrating the building of digital tools and projects in the nineteenth-century American literature classroom and strategies for incorporating into the curriculum already established digital materials. By emphasizing a discipline-specific approach, the collection invites conversations among scholars of other disciplines about how digital pedagogies can deepen their objectives for student learning. The collection is organized into five keywords, or tags: Make, Read, Recover, Archive, and Act. The essays in Make illustrate the pedagogical value of project-based, collaborative learning. The essays in Read describe assignments in which students engage in multiple reading practices, from close to collaborative and computational. In Recover, contributors show how DH approaches aid in the scholarly consideration of marginalized texts. The essays in Archive encourage students to select and organize artifacts with an ethics of care, often in communities beyond the classroom. The final section, Act, advocates for an activist approach, demonstrating how DH can bring new insights to debates central to the study of the long nineteenth century, particularly concerning difference. As they engage digital humanities practices and pedagogies, the essays in the collection model inventive strategies and rethink what is possible in the American literature classroom.
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Plutino, Alessia, Kate Borthwick e Erika Corradini, eds. Innovative language teaching and learning at university: treasuring languages. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.40.9782490057603.
Resumo:
The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in HE’. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of critical thinking, creative skills, and intercultural awareness; the use of digital tools and technology-enhanced learning, employability, innovative assessment, and collaborative and independent learning. We believe this volume will be of use to language teachers and practitioners in higher education and beyond.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas e Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
Resumo:
These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
Capítulos de livros sobre o assunto "Digital collaborative tools":
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Majchrzak, Ann, Elizabeth Fife, Qingfei Min e Francis Pereira. "Tools for Use of Social Media for Collaborative Innovation". In SpringerBriefs in Digital Spaces, 23–24. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03230-6_4.
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Orava, Jukka, e Pasi Silander. "Collaborative Cognitive Tools for Shared Representations". In Multiple Perspectives on Problem Solving and Learning in the Digital Age, 127–39. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7612-3_9.
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Müller, Patrick, Florian Pasch, Roland Drewinski, Heinz Bedenbender, Haygazun Hayka e Rainer Stark. "Study on Collaborative Product Development and Digital Engineering Tools". In Product Lifecycle Management. Towards Knowledge-Rich Enterprises, 389–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35758-9_35.
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Verma, Himanshu, Jakub Mlynář, Camille Pellaton, Matteo Theler, Antoine Widmer e Florian Evéquoz. "“WhatsApp in Politics?!”: Collaborative Tools Shifting Boundaries". In Human-Computer Interaction – INTERACT 2021, 655–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85623-6_37.
Resumo:
AbstractWe examine the technological aspects of political collaborative practices in one of the first studies of participatory constitution writing in the course of its progression. In particular, we examine how digital collaborative and communicative tools can facilitate (or inhibit) the permeation of boundaries, which manifest through the differences in political ideologies and partisan beliefs. Our study is grounded in interviews with 15 members of the Constituent Assembly in the canton of Valais, Switzerland, and its primary contribution is in constructing a fine-grained contextualized understanding of political collaborations, their evolution, and their relationship with collaborative tools. Our findings demonstrate the centrality of versatile and widely available digital tools (such as WhatsApp and Google Docs) in political work. In addition, elected lawmakers prefer tools that allow them to organize their collaborative and communicative actions based on dynamic social boundaries, and their need for asynchronous work practices. We observed a tendency of simultaneously using multiple digital tools to accomplish specific political objectives, and leveraging them in plenary sessions for strategic advantages. On the one hand, collaborative tools enabled strategic advantages by selective permeation of boundaries across political ideologies. On the other hand, lack of awareness about boundaries between ‘private’ and ‘public’ on social networks were considered as privacy blind spots. By focusing on boundaries of different kinds, our paper elucidates how the introduction of digital technologies into political process transforms the long-established categories, distinctions and divisions that are often taken for granted.
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Lo, Tian Tian, Basem Mohamed e Marc Aurel Schnabel. "Redefining Supports: Extending Mass Customization with Digital Tools for Collaborative Residential Design". In Design Computing and Cognition '18, 213–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05363-5_12.
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Tsai, Tien-I., e Wan-Lin Yang. "How Do Pre-service Teachers Work “Together” on Curriculum Development Projects: A Study on Tools and Tasks in Collaborative Information Behavior". In Transforming Digital Worlds, 537–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78105-1_59.
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Broy, Manfred, Wolfgang Böhm e Bernhard Rumpe. "Advanced Systems Engineering". In Model-Based Engineering of Collaborative Embedded Systems, 353–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62136-0_19.
Resumo:
AbstractAdvanced systems engineering (ASE) is a new paradigm for agile, efficient, evolutionary, and quality-aware development of complex cyber-physical systems using modern digital technologies and tools. ASE is essentially enabled by smart digital modeling tools for specifying, modeling, testing, simulating, and analyzing the system under development embedded in a coherent and consistent methodology.The German Federal Ministry of Education and Research (BMBF) projects SPES2020, SPES_XT, and CrESt offer such a methodology and framework for model-based systems engineering (MBSE). The framework provides a comprehensive methodology for MBSE that is independent of tools and modeling languages. The framework also offers a comprehensive set of concrete modeling techniques and activities that build on a formal, mathematical foundation. The SPES framework is based on four principles that are of paramount importance: (1) Functional as well as non-functional requirements fully modeled and understood at system level. (2) Consistent consideration of interfaces at each system level. (3) Decomposition of systems into subsystems and their interfaces. (4) Models for a variety of cross-sectional topics (e.g., variability, safety, dynamics).
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Loepp, Eric, e Nicole Weber. "Digital Collaboration Tools". In Designing Courses with Digital Technologies, 36–41. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-8.
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Dawson, Catherine. "Online collaboration tools". In A–Z of Digital Research Methods, 241–47. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351044677-37.
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Na, Risu, e Haocheng Dai. "A Framework for Cypher-Physical Human-robot Collaborative Immersive MR Interaction – Beaux Arts Ball 4.0". In Proceedings of the 2021 DigitalFUTURES, 263–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5983-6_25.
Resumo:
AbstractIn this paper, we presented a human-robot collaborative mixed reality application – Beaux Arts Ball 4.0, in which a real-time interactive hybrid and physical architectural environment were designed and experienced through the tools and techniques of mixed reality, cypher-physical, teleoperation, telepresence, and automation. The application engaged the user and observer in a continuous loop of architectural transformation during the experience, where every type of sensory was blurred between physical and digital perception.
Trabalhos de conferências sobre o assunto "Digital collaborative tools":
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Dalsgaard, Peter, Christian Remy, Jonas Frich Pedersen, Lindsay MacDonald Vermeulen e Michael Mose Biskjaer. "Digital tools in collaborative creative work". In NordiCHI'18: Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240167.3240262.
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Cattafi, Ricardo, e Christiane Metzner. "A Didactic Experience in Collaborative Learning Supported by Digital Media". In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3052.
Resumo:
Collaboration is a learning strategy used in various domains such as e-health, e-business, e-education, e-government and e-research. In e-learning and under a constructivist approach, collaboration is expected to increase the performance of students. Although it can be used without digital media, given the pervasiveness of technology, their systematic application by educational institutions as instructional tools is nowadays common. In this work, we present our anecdotal experience to introduce collaborative learning at one of the main universities in Venezuela and analyze the results in terms of how students perceived what they learned, how they apprehended collaborative work and we describe a set of collaborative learning strategies with digital media and independent interaction tools that were chosen in this experience by students and teachers. These results will be used for improving the programs and courses in informatics aimed at preparing educators with a profile taking into account ICT’s.
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Kaweesa, Dorcas V., Christopher McComb, Jessica Menold, Sarah Ritter e Nicholas A. Meisel. "Evaluating Idea Quantity and Variety When Using Digital Collaboration Tools to Support Brainstorming in Non-Collocated Teams". In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98203.
Resumo:
Abstract The advent of modern digital communication technology has enabled engineers to effectively collaborate regardless of team members’ geographic locations. As such, introducing engineering students to virtual environments and collaborative tools is particularly important to prepare them for careers in increasingly digital environments. This study investigates how integrating online collaboration tools in students’ idea generation activities impacts the i) quantity and ii) variety of ideas generated after a peer-feedback session. Students from five sections of a first-year engineering design course were assigned to either a collocated design team or a non-collocated design team to participate in a collaborative design feedback activity. Students individually generated an idea set using an online brainstorming tool (Stormboard), received peer-feedback via one of two delivery conditions (in-person or virtual through video conferencing), and revised their idea set based on the received feedback. Each final idea set was analyzed and compared to identify any differences in the final idea quantity and variety due to the assigned feedback delivery condition. Results revealed a statistically significant difference, but with minimal realistic impact on the final quantity of ideas (equivalent to a difference of one idea between groups). No statistically significant difference was found in the final variety of ideas generated between collocated and non-collocated design teams after the peerfeedback session. This suggests that feedback provided through digital collaboration tools may be used to support idea generation in non-collocated teams without being detrimental to ideation solutions. The implications of these findings are significant for faculty or students who may be involved in online learning activities centered on engineering design.
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Hinojosa, Cristelia, e Simon Cleveland. "Organizational Information Dissemination Within Collaborative Networks Using Digital Communication Tools". In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.564.
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Pinheiro, Rafael Lemieszek. "Collaborative Design Squared. Creating together the tools for working together". In XXI Congreso Internacional de la Sociedad Iberoamericana de Gráfica Digital. São Paulo: Editora Blucher, 2017. http://dx.doi.org/10.5151/sigradi2017-099.
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Lu, Yan, Paul Witherell, Felipe Lopez e Ibrahim Assouroko. "Digital Solutions for Integrated and Collaborative Additive Manufacturing". In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60392.
Resumo:
Software tools, knowledge of materials and processes, and data provide three pillars on which Additive Manufacturing (AM) lifecycles and value chains can be supported. These pillars leverage efforts dedicated to the development of AM databases, high-fidelity models, and design and planning support tools. However, as of today, it remains a challenge to integrate distributed AM data and heterogeneous predictive models in software tools to drive a more collaborative AM development environment. In this paper, we describe the development of an analytical framework for integrated and collaborative AM development. Information correlating material, product design, process planning and manufacturing operations are captured and managed in the analytical framework. A layered structure is adopted to support the composability of data, models and knowledge bases. The key technologies to enable composability are discussed along with a suite of tools that assist designers in the management of data, models and knowledge components. A proof-of-concept case study demonstrates the potential of the AM analytical framework.
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Leyva Picazzo, Fabiola, Rafael Cordoba Del Valle, Martha Rodríguez León e Ándres Figueroa Leal. "INCLUSION OF COLLABORATIVE TOOLS SUCH AS DIGITAL COMPETENCE IN UNIVERSITY STUDENTS". In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2089.
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Xiao, Angran, Hae-Jin Choi, Janet K. Allen, David W. Rosen e Farrokh Mistree. "Collaborative Decision Making Across Digital Interfaces". In ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dac-34073.
Resumo:
In distributed product realization problems, new paradigms and accompanying software systems are necessary to support the collaborative work of geographically dispersed engineering teams from different disciplines who have different knowledge, experience, tools and resources. In the context of prototyping product using SFF technologies, digital interfaces are constructed between engineering teams, especially between design and manufacturing teams, to separate their product realization activities. Across digital interfaces, each engineering team holds its own perspective towards the product realization problem, and each controls a subset of design variables and seeks to maximize its own payoff function subject to individual constraints. That is, engineering teams act like players in a team sport (i.e., a game) cooperating to achieve a set of overall goals. Hence, we postulate the use of principles from game theory to model the relationships between engineering teams. In this paper, a decision template is used as a digital interface enabling information about product realization activities to be transferred between engineering teams. Three game protocols are used to facilitate collaborative decision making without iteration across digital interfaces. A simple product realization scenario is introduced to demonstrate the efficacy of inserting digital interfaces between design and manufacturing teams.
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Pawlak, Adam, Piotr Penkala, Pawel Fras, Wojciech Sakowski, Günter Grau, Szymon Grzybek e Alexander Stanitzki. "Distributed Collaborative Design of a Mixed-Signal IP Component". In 2009 12th Euromicro Conference on Digital System Design, Architectures, Methods and Tools (DSD). IEEE, 2009. http://dx.doi.org/10.1109/dsd.2009.226.
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Pheeney, Christine Edith. "Harnessing Digital Tools in Collaborative Inquiry for Contemporary Interpretation of the Pancasila". In the 5th International ACM In-Cooperation HCI and UX Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3328243.3328259.
Relatórios de organizações sobre o assunto "Digital collaborative tools":
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Colomb, Claire, e Tatiana Moreira de Souza. Regulating Short-Term Rentals: Platform-based property rentals in European cities: the policy debates. Property Research Trust, maio de 2021. http://dx.doi.org/10.52915/kkkd3578.
Resumo:
Short-term rentals mediated by digital platforms have positive and negative impacts that are unevenly distributed among socio-economic groups and places. Detrimental impacts on the housing market and quality of life of long-term residents have been particular contentious in some cities. • In the 12 cities studied in the report (Amsterdam, Barcelona, Berlin, Brussels, Lisbon, London, Madrid, Milan, Paris, Prague, Rome and Vienna), city governments have responded differently to the growth of short-term rentals. • The emerging local regulations of short-term rentals take multiple forms and exhibit various degrees of stringency, ranging from rare cases of laissez-faire to a few cases of partial prohibition or strict quantitative control. Most city governments have sought to find a middle-ground approach that differentiates between the professional rental of whole units and the occasional rental of one’s home/ primary residence. • The regulation of short-term rentals is contentious and highly politicised. Six broad categories of interest groups and non-state actors actively participate in the debates with contrasting positions: advocates of the ‘sharing’ or ‘collaborative’ economy; corporate platforms; professional organisatons of short-term rental operators; new associations of hosts or ‘home-sharers’; the hotel and hospitality industry; and residents’ associations/citizens’ movements. • All city governments face difficulties in implementing and enforcing the regulations, due to a lack of sufficient resources and to the absence of accurate and comprehensive data on individual hosts. That data is held by corporate platforms, which have generally not accepted to release it (with a few exceptions) nor to monitor the content of their listings against local rules. • The relationships between platforms and city governments have oscillated between collaboration and conflict. Effective implementation is impossible without the cooperation of platforms. • In the context of the European Union, the debate has taken a supranational dimension, as two pieces of EU law frame the possibility — and acceptable forms — of regulation of online platforms and of short-term rentals in EU member states: the 2000 E-Commerce Directive and the 2006 Services Directive. • For regulation to be effective, the EU legal framework should be revised to ensure platform account- ability and data disclosure. This would allow city (and other ti ers of) governments to effectively enforce the regulations that they deem appropriate. • Besides, national and regional governments, who often control the legislative framework that defines particular types of short-term rentals, need to give local governments the necessary tools to be able to exercise their ‘right to regulate’ in the name of public interest objectives.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Resumo:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.