Web infrastructures and coordination architectures for collaborative applications - shared artifacts, a shared language, or shared spaces?

2005 ◽  
Author(s):  
G. Cabri ◽  
G. Kotsis
Keyword(s):  
Shared Spaces ◽  
Shared Language ◽  
Collaborative Applications

Methods and Strategies: A Model of Shared Language

2015 ◽  
Vol 053 (04) ◽  
Author(s):  
Kate Baird ◽  
Stephanie Coy ◽  
Aija Pocock
Keyword(s):  
Shared Language

scholarly journals A Framework for Identifying Sequences of Interactions That Cause Usability Problems in Collaborative Systems

Electronics ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 388
Author(s):  
Santos Bringas ◽  
Rafael Duque ◽  
Alicia Nieto-Reyes ◽  
Cristina Tîrnăucă ◽  
José Luis Montaña
Keyword(s):  
Exchange Interactions ◽  
Smartphone Application ◽  
Collaborative Systems ◽  
Software Support ◽  
Shared Spaces ◽  
Usability Problems ◽  
Sport Betting ◽  
Awareness Information ◽  
Collaborative Activities

Collaborative systems support shared spaces, where groups of users exchange interactions. In order to ensure the usability of these systems, an intuitive interactions’ organization and that each user has awareness information to know the activity of others are necessary. Usability laboratories allow evaluators to verify these requirements. However, laboratory usability evaluations can be problematic for reproducing mobile and ubiquitous contexts, as they restrict the place and time in which the user interacts with the system. This paper presents a framework for building software support that it collects human–machine interactions in mobile and ubiquitous contexts and outputs an assessment of the system’s usability. This framework is constructed through learning that is based on neural networks, identifying sequences of interactions related to usability problems when users carry out collaborative activities. The paper includes a case study that puts the framework into action during the development process of a smartphone application that supports collaborative sport betting.

Augmentation Concepts with HUDs for Cyclists to Improve Road Safety in Shared Spaces

2020 ◽  
Author(s):  
Tamara von Sawitzky ◽  
Philipp Wintersberger ◽  
Andreas Löcken ◽  
Anna-Katharina Frison ◽  
Andreas Riener
Keyword(s):  
Road Safety ◽  
Shared Spaces

scholarly journals Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Good Practice ◽  
Assessment Criteria ◽  
Teaching Process ◽  
Reflective Dialogue ◽  
Conditions For Learning ◽  
Teaching Assessment ◽  
Reflexive Practice ◽  
Shared Language

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

scholarly journals Simulating Interactions between Pedestrians, Segway Riders and Cyclists in Shared Spaces Using Social Force Model

2018 ◽  
Vol 34 ◽  
pp. 91-98 ◽  
Author(s):  
Charitha Dias ◽  
Hiroaki Nishiuchi ◽  
Satoshi Hyoudo ◽  
Tomoyuki Todoroki
Keyword(s):  
Force Model ◽  
Social Force ◽  
Social Force Model ◽  
Shared Spaces
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