Training teachers for virtual collaboration: A case study

2015 ◽  
Vol 47 (4) ◽  
pp. 787-802 ◽  
Author(s):  
Margarita Vinagre
Keyword(s):  
Virtual Collaboration

Case Study - “Can You See Me?”

2012 ◽  
pp. 804-815
Author(s):  
Anne DiPardo ◽  
Mike DiPardo
Keyword(s):  
Virtual Teams ◽  
Fine Tuning ◽  
Working Relationships ◽  
Functional Requirements ◽  
Virtual Collaboration ◽  
Geographically Dispersed ◽  
History Of ◽  
Written Word

This chapter presents a case study detailing how geographically dispersed software developers employ writing in the process of creating and troubleshooting products for use in the healthcare industry. It focuses particularly on their efforts to arrive at language that unambiguously reflects functional requirements and optimal design principles. After a brief history of the company and the evolution of its national and international virtual collaboration practices, the authors turn to the role of text across particular task cycles, exploring the uses of writing in generating, designing, and refining plans and products. Focusing on a series of three composing sequences, the authors highlight the incremental process by which the team moves toward a shared sense of understanding and linguistic precision. They argue that in contrast to common conceptions of texts as simple containers for preformed ideas, these episodes provide a more nuanced picture, as writing comes to play a central role in constituting and fine-tuning meaning and in maintaining strong working relationships throughout the processes of developing and refining products. They close with implications for preparing diverse virtual teams for participation in tasks that demand exacting uses of the written word.

Case Study - Writing, Rhetoric, and Design

2010 ◽  
pp. 350-359
Author(s):  
Douglas Eyman
Keyword(s):  
Institutional Context ◽  
Virtual Collaboration ◽  
Making Choices

This chapter presents a case study of virtual collaboration that focuses on a research and production team’s approach to making choices about the most appropriate technologies to support the team’s interactions. The study highlights the importance of establishing clear, well-defined roles for collaborators as well as the importance of explicitly acknowledging the institutional context within which the work was undertaken. The chapter concludes with a series of recommendations based upon the experience of this virtual collaboration.

Preparing students to collaborate in the virtual work world

2013 ◽  
Vol 3 (1) ◽  
pp. 6-16 ◽  
Author(s):  
Lori K. Long ◽  
Patricia A. Meglich
Keyword(s):  
College Graduates ◽  
Virtual Work ◽  
Internet Communication ◽  
Virtual Collaboration ◽  
Content Type ◽  
Geographically Dispersed ◽  
Collaboration Skills ◽  
Work World ◽  
Effective Use

PurposeThe proliferation of inexpensive and accessible internet communication tools coupled with an increasingly geographically dispersed workforce has increased the use of virtual collaboration in the workplace. To prepare students for a virtual work environment, educators must provide classroom‐related opportunities to build students’ virtual collaboration skills. The purpose of this paper is to examine the use of virtual collaboration in the workplace, the implications for today's college graduates, and the need to provide students with experience in virtual collaboration. Finally, the paper provides a case study example of a course assignment to build virtual collaboration skills.Design/methodology/approachThis paper explores preparing students to collaborate virtually through a literature review that builds an understanding of the challenges of virtual collaboration in today's workplace and the skills students must develop in order to effectively collaborate virtually. The paper then provides a case study example of a course assignment to help students build these skills.FindingsThis paper finds that virtual collaboration skills are needed for today's college graduates. Further the case study presented provides evidence that authentic course‐based assignments can help build those skills.Originality/valueWhile research has started to explore the effective use of virtual collaboration in the workplace, the current literature lacks direction for educators to help build the skills of future workers to prepare them for virtual collaboration.

Speech2Mindmap: Testing the Accuracy of Unsupervised Automatic Mindmapping Technology with Speech Recognition

2021 ◽  
pp. 1-40
Author(s):  
Bumsoo Lee ◽  
Brian Feldman ◽  
Katherine Fu
Keyword(s):  
Speech Recognition ◽  
Problem Solving ◽  
Case Studies ◽  
Human Cognition ◽  
Virtual Collaboration ◽  
First Case ◽  
Human Creativity ◽  
Speech Data ◽  
Problem Solvers

Abstract This research aims to augment human cognition through the advancement and automation of mindmapping technologies, which could later support human creativity and virtual collaboration. Mindmapping is a visual brainstorming technique that allows problem solvers to utilize the human brain's ability to retrieve knowledge through similarity and association. While it is a powerful tool to generate concepts in any phase of problem-solving or design, the content of mindmaps is usually manually generated while listening or conversing and generating ideas, requiring a high cognitive load. This work introduces the development of a speech-driven automated mindmapping technology, called Speech2Mindmap. The specifics of the Speech2Mindmap algorithm are detailed, along with two case studies that serve to test its accuracy in comparison to human generated mindmaps, using audio recorded speech data as input. In the first case study, the Speech2Mindmap algorithm was evaluated on how well it represents manually generated human mindmapping output. The second case study evaluated the reliability of the Speech2Mindmap algorithm and examined the best performing methods and conditions to achieve the greatest similarity to human generated mindmaps. This research demonstrates that the Speech2Mindmap algorithm is capable of representing manually generated human mindmapping output, and found the best performing methods and conditions to generate a mindmap that is 80% similar, on average, to human generated mindmaps.

scholarly journals Driving Digital Transformation During a Pandemic: Case Study of Virtual Collaboration in a German Hospital

10.2196/25183 ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. e25183
Author(s):  
Nicholas R J Frick ◽  
Henriette L Möllmann ◽  
Milad Mirbabaie ◽  
Stefan Stieglitz
Keyword(s):  
Medical Information ◽  
Health Care Systems ◽  
Therapeutic Process ◽  
Digital Transformation ◽  
Lessons Learned ◽  
Patient Treatment ◽  
German Hospital ◽  
Virtual Collaboration ◽  
Technological Infrastructure

Background The COVID-19 pandemic has not only changed the private lives of millions of people but has significantly affected the collaboration of medical specialists throughout health care systems worldwide. Hospitals are making changes to their regular operations to slow the spread of SARS-CoV-2 while ensuring the treatment of emergency patients. These substantial changes affect the typical work setting of clinicians and require the implementation of organizational arrangements. Objective In this study, we aim to increase our understanding of how digital transformation drives virtual collaboration among clinicians in hospitals in times of crisis, such as the COVID-19 pandemic. Methods We present the lessons learned from an exploratory case study in which we observed the introduction of an information technology (IT) system for enhancing collaboration among clinicians in a German hospital. The results are based on 16 semistructured interviews with physicians from various departments and disciplines; the interviews were generalized to better understand and interpret the meaning of the statements. Results Three key lessons and recommendations explain how digital transformation ensures goal-driven collaboration among clinicians. First, we found that implementing a disruptive change requires alignment of the mindsets of the stakeholders. Second, IT-enabled collaboration presupposes behavioral rules that must be followed. Third, transforming antiquated processes demands a suitable technological infrastructure. Conclusions Digital transformation is being driven by the COVID-19 pandemic. However, the rapid introduction of IT-enabled collaboration reveals grievances concerning the digital dissemination of medical information along the patient treatment path. To avoid being caught unprepared by future crises, digital transformation must be further driven to ensure collaboration, and the diagnostic and therapeutic process must be opened to disruptive strategies.

Virtual Collaboration in Distance Learning Environments

2019 ◽  
Vol 9 (4) ◽  
pp. 18-30
Author(s):  
Virginia Tucker
Keyword(s):  
Distance Learning ◽  
Virtual Work ◽  
Virtual Collaboration ◽  
Collaboration Technology ◽  
Virtual Groups ◽  
Technology Tools ◽  
Educational Environments ◽  
Technology Matrix ◽  
Distance Educators

This case study compares technology tools and communication practices of two virtual groups to understand how these vary between academia and the workplace. A group of professionals working virtually is compared to a group of distance learning graduate students, and conclusions are drawn regarding how to better prepare students like these for the future of virtual work. Task-based conversations within the groups are examined. Results may help distance educators understand what tools students should have access to depending on the tasks required in an assignment. It may also help determine what kinds of transferable technology skills our students need prior to entering the workforce. Findings include suggestions for educators regarding how to approach group work in online educational environments, such as making considerations for multiple technologies that serve various purposes and support collective collaboration. A technology matrix is provided for determining which collaboration technology tools to use along with guidelines for making such decisions.

Automated Orchestration of Online Educational Collaboration in Cloud-based Environments

2021 ◽  
Vol 17 (1) ◽  
pp. 1-26
Author(s):  
Łukasz Czekierda ◽  
Krzysztof Zieliński ◽  
Sławomir Zieliński
Keyword(s):  
Educational Services ◽  
Complex Composition ◽  
Virtual Collaboration ◽  
Model Driven ◽  
Increase Productivity ◽  
Specific Configuration ◽  
Educational Collaboration ◽  
Model Driven Approach ◽  
Interpersonal Collaboration

Integrated collaboration environments (ICEs) are widely used by corporations to increase productivity by fostering groupwide and interpersonal collaboration. In this article, we discuss the enhancements of such environment needed to build an educational ICE (E-ICE) that addresses the specific needs of educational users. The motivation for the research was the Małopolska Educational Cloud (MEC) project conducted by AGH University and its partners. The E-ICE developed by MEC project fosters collaboration between universities and high schools by creating an immersive virtual collaboration space. MEC is a unique project due to its scale and usage domain. Multiple online collaboration events are organized weekly between over 150 geographically scattered institutions. Such events, aside from videoconferencing, require various services. The MEC E-ICE is a complex composition of a significant number of services and various terminals that require very specific configuration and management. In this article, we focus on a model-driven approach to automating the organization of online meetings in their preparation, execution, and conclusion phases. We present a conceptual model of E-ICE-supported educational courses, introduce a taxonomy of online educational services, identify planes and modes of their operation, as well as discuss the most common collaboration patterns. The MEC E-ICE, which we present as a case study, is built in accordance with the presented, model-driven approach. MEC educational services are described in a way that allows for converting the declarative specification of E-ICE application models into platform-independent models, platform-specific models, and, finally, working sets of orchestrated service instances. Such approach both reduces the level of technical knowledge required from the end-users and considerably speeds up the construction of online educational collaboration environments.

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