DIERS users group awareness newsletter

1992 ◽  
Vol 11 (4) ◽  
pp. O6-O8
Author(s):  
S. S. Grossel
Keyword(s):  
Group Awareness

Mitigating Chronic Diseases during Archaeological Fieldwork

2021 ◽  
Vol 9 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Carla Klehm ◽  
Elisabeth Hildebrand ◽  
Maureen S. Meyers
Keyword(s):  
Chronic Diseases ◽  
Best Practice ◽  
Cultural Norms ◽  
Group Leaders ◽  
Group Awareness ◽  
Team Members ◽  
Emergency Situations ◽  
Raising Awareness ◽  
Life Threatening ◽  
Preexisting Conditions

ABSTRACTChronic diseases and preexisting conditions shape daily life for many archaeologists both in and out of the field. Chronic issues, however, can be overlooked in safety planning, which more often focuses on emergency situations because they are considered mundane, or they are imperceptible to project directors and crews until a serious problem arises. This article focuses on asthma, diabetes, and depression as common medical conditions that impact otherwise healthy archaeologists during fieldwork, with the goal of raising awareness of these conditions in particular, and the need to be more attentive to chronic diseases in general. Archaeological fieldwork presents novel situations that put those with chronic diseases and preexisting conditions at risk: environmental hazards, remoteness from medical and social resources and networks, lack of group awareness, and varying cultural norms. As a result, if chronic diseases are not attended to properly in the field, they can lead to life-threatening situations. Managing the risk presented by these conditions requires a group culture where team members are aware of issues, as appropriate, and collaborate to mitigate them during fieldwork. Descriptions of how chronic diseases affect archaeologists in the field are followed by “best practice” recommendations for self-management and for group leaders.

scholarly journals Initiating scientific collaborations across career levels and disciplines – a network analysis on behavioral data

2021 ◽  
Author(s):  
Julia Eberle ◽  
Karsten Stegmann ◽  
Alain Barrat ◽  
Frank Fischer ◽  
Kristine Lund
Keyword(s):  
Science Research ◽  
Technology Enhanced Learning ◽  
Scientific Communities ◽  
Group Awareness ◽  
Face To Face ◽  
Active Selection ◽  
Disciplinary Background ◽  
Meta Analyses ◽  
Potential Collaboration

AbstractCollaborations are essential in research, especially in answering increasingly complex questions that require integrating knowledge from different disciplines and that engage multiple stakeholders. Fostering such collaboration between newcomers and established researchers helps keep scientific communities alive while opening the way to innovation. But this is a challenge for scientific communities, especially as little is known about the onset of such collaborations. Prior social network research suggests that face-to-face interaction at scientific events as well as both network-driven selection patterns (reciprocity and transitivity) and patterns of active selection of specific others (homophily / heterophily) may be important. Learning science research implies, moreover, that selecting appropriate collaboration partners may require group awareness. In a field study at two scientific events on technology-enhanced learning (Alpine Rendez-Vous 2011 and 2013) including N = 5736 relations between 287 researchers, we investigated how researchers selected future collaboration partners, looking specifically at the role of career level, disciplinary background, and selection patterns. Face-to-face contact was measured using RFID devices. Additionally, a group awareness intervention was experimentally varied. Data was analyzed using RSiena and meta-analyses. The results showed that transitivity, reciprocity and contact duration are relevant for the identification of new potential collaboration partners. PhD students were less often chosen as new potential collaboration partners, and researchers with a background in Information Technology selected fewer new potential collaboration partners. However, group awareness support balanced this disciplinary difference. Theoretical, methodological, and practical implications of these findings are discussed.

scholarly journals Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter?

2021 ◽  
Author(s):  
Sebastian Strauß ◽  
Nikol Rummel
Keyword(s):  
Collaborative Learning ◽  
Online Collaboration ◽  
Online Course ◽  
Group Awareness ◽  
Web Based ◽  
Equal Distribution ◽  
Action Sequences ◽  
Awareness Tool ◽  
University Level ◽  
Additional Support

AbstractUnequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners’ satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However, some groups might require additional explicit support to leverage the information from such a tool. Therefore, this study investigated the effect of combining a group awareness tool and adaptive collaboration prompts on the distribution of participation during web-based collaboration. In this field experiment, students in a university level online course collaborated twice for two-weeks (16 groups in the first task; 13 groups in the second task) and either received only a group awareness tool, a combination of a group awareness tool and adaptive collaboration prompts, or no additional support. Our results showed that students were more satisfied when the participation in their group was more evenly distributed. However, we only found tentative support that the collaboration support helped groups achieve equal participation. Students reported rarely using the support for shared regulation of participation. Sequence alignment and clustering of action sequences revealed that groups who initiated the collaboration early, coordinated before solving the problem and interacted continuously tended to achieve an equal distribution of participation and were more satisfied with the collaboration. Against the background of our results, we identify potential ways to improve group awareness tools for supporting groups in their regulation of participation, and discuss the premise of equal participation during collaborative learning.

scholarly journals Open(ed) Classroom – Who cares?

2017 ◽  
Vol 28 (Bildung gemeinsam verändern) ◽  
pp. 57-65
Author(s):  
Anne Mock
Keyword(s):  
Social Media ◽  
Group Awareness

Social Media werden zunehmend auch im Rahmen formaler Lernsettings eingesetzt. Teilweise werden hierbei bereits die Möglichkeiten von Social Media zur Öffnung von Lernsettings über die ursprünglichen Adressaten hinaus genutzt. Durch diese Öffnung von Lernräumen entstehen neue Anreize zum sozialen Austausch. Doch was geschieht, wenn immer mehr Individuen am Austausch teilhaben (können)? Werden die neuen potentiellen Austauschpartner wahrgenommen? Und bedeuten «mehr Austauschpartner» gleichzeitig auch grösseren Lernerfolg? Um Antworten auf diese Fragen zu finden, wurde eine theoretisch hergeleitete Wahrnehmungstaxonomie entwickelt, welche in einem ersten Setting überprüft wurde. Die Ergebnisse der Untersuchung geben Hinweise darauf, dass Lernende in geöffneten Lernsettings die neuen potentiellen Austauschpartner wahrnehmen. Die weiteren Dimensionen der Taxonomie, Perspektive und Group Awareness, tragen ebenfalls signifikant zum Ergebnis bei. Dieser Artikel skizziert die theoretische Herleitung der Wahrnehmungstaxonomie, fasst die zentralen Untersuchungsergebnisse zusammen und gibt Impulse für Folgestudien.

scholarly journals Supporting Wiki-Based Knowledge Exchange Processes

2017 ◽  
Author(s):  
Sven Heimbuch
Keyword(s):  
Knowledge Exchange ◽  
Experimental Studies ◽  
Future Research ◽  
Collaboration Scripts ◽  
Group Awareness ◽  
Exchange Processes ◽  
First Results ◽  
Complex Knowledge ◽  
Collaborative Knowledge ◽  
Quantitative And Qualitative Methods

Complex knowledge exchange processes in collaborative knowledge building settings within wikis can be either supported by providing guidance in form of cognitive group awareness information or by explicitly guiding learners with collaboration scripts. My Ph.D. project comprises a series of three experimental studies to determine which kind of support is most beneficial for varying types of learners working with wikis. For this research different fields of CSCL are integrated and both quantitative and qualitative methods are applied to provide comprehensive analyses in order to provide opportunities for other related research. Presenting and discussing aspects of my research and first results could be beneficial for my future research.

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