Scalable Overlay Network Deployment for Dynamic Collaborative Groups

2005 ◽  
Author(s):  
N. Fujita ◽  
Y. Ishikawa ◽  
T. Koide ◽  
A. Tsukamoto
Keyword(s):  
Overlay Network ◽  
Collaborative Groups

Learning to Collaborate

2017 ◽  
Author(s):  
Kevin J. S. Zollman
Keyword(s):  
Computer Simulations ◽  
Collaborative Group ◽  
Collaborative Groups ◽  
Collaborative Interactions ◽  
The Cost

This article presents a rudimentary model of collaboration with the aim to understand the conditions under which groups of scientists will endogenously form optimal collaborative groups. By analyzing the model with computer simulations, I uncover three lessons for collaborative groups. First, in reducing the cost borne by scientists from collaborating, one benefits the members of the group. Second, increasing the number of potential collaborative partners benefits all those involved in a collaborative group. Finally and counter intuitively, this model suggests that groups do better when scientists avoid experimenting with new collaborative interactions.

scholarly journals Semantic overlay network for large-scale spatial information indexing

2013 ◽  
Vol 57 ◽  
pp. 208-217 ◽  
Author(s):  
Zhiqiang Zou ◽  
Yue Wang ◽  
Kai Cao ◽  
Tianshan Qu ◽  
Zhongmin Wang
Keyword(s):  
Large Scale ◽  
Spatial Information ◽  
Overlay Network

Visualizing and monitoring effective interactions in online collaborative groups

2010 ◽  
Vol 41 (2) ◽  
pp. 213-226 ◽  
Author(s):  
Antonio Calvani ◽  
Antonio Fini ◽  
Marcello Molino ◽  
Maria Ranieri
Keyword(s):  
Effective Interactions ◽  
Collaborative Groups

Writing Together: Gender's Effect on Collaboration

1996 ◽  
Vol 26 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Louise Rehling
Keyword(s):  
Professional Writing ◽  
Writing Groups ◽  
Writing Classes ◽  
Student Groups ◽  
Collaborative Groups ◽  
Gender Balance

Recent studies identify gendered differences in communication and collaboration styles which suggest consequences for professional writing classrooms. If, indeed, men tend to stereotype women as clerks, prefer hierarchical collaboration, and value product over process, and, too, if gendered differences tend to increase counterproductive dissent, then the gender balance of writing groups might affect their dominant styles in those respects. However, when I analyzed the behaviors of over sixty student groups in my professional writing classes, I did not find gender balancing to have such effects. Instead, however, I observed other gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. These findings suggest new perspectives on the role of gender for collaborative groups in professional writing classrooms.

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