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Apprentissage collaboratif (voir la source)
Version du 10 avril 2018 à 15:39
, 10 avril 2018 à 15:39aucun résumé de modification
* [[wp:fr:Wikipédia:Projets pédagogiques]]
* [http://koasas.kaist.ac.kr/bitstream/10203/5391/1/2002-104.pdf Knowledge sharing of Physicians in Hospital]
* Barnett S, Jones SC, Bennett S, Iverson D, Bonney A. General practice training and virtual communities of practice - a review of the literature. BMC family practice. 2012; 13: 87. Available from: http://www.ncbi.nlm.nih.gov/pubmed/22905827
* [[wp:Virtual community of practice]]
* [[wp:Computer-supported collaborative learning]] ([[wp:CSCL]])
* International Journal of Computer-Supported Collaborative Learning
* [[wp:Computer-supported cooperative work]] ([[wp:CSCW]]) ; [[wp:fr:Travail coopératif assisté par ordinateur]] ([[wp:fr:TCAO]])
* [[wp:Collaborative information seeking]]
**Models of collaboration
Foley and Smeaton[23] defined two key aspects of collaborative information seeking as :
***division of labor and the
***sharing of knowledge
*** instance, reason, and the methods behind a collaboration
***Diversity of skills..
***Communication
This is one of the most critical components of any collaboration. In fact, Rodden (1991) identified message or communication systems as the class of systems in CSCW that is most mature and most widely used...
***Awareness
Awareness, in the context of CSCW, has been defined as "an understanding of the activities of others, which provides a context for your own activity".[35] The following four kinds of awareness are often discussed and addressed in the CSCW literature:[36]
Group awareness. This kind of awareness includes providing information to each group member about the status and activities of the other collaborators at a given time.
Workspace awareness. This refers to a common workspace that the group has where they can bring and discuss their findings, and create a common product.
Contextual awareness. This type of awareness relates to the application domain, rather than the users. Here, we want to identify what content is useful for the group, and what the goals are for the current project.
Peripheral awareness. This relates to the kind of information that has resulted from personal and the group's collective history, and should be kept separate from what a participant is currently viewing or doing.
Shah and Marchionini[37] studied awareness as provided by interface in collaborative information seeking. They found that one needs to provide "right" (not too little, not too much, and appropriate for the task at hand) kind of awareness to reduce the cost of coordination and maximize the benefits of collaboration.
AwarenessAwareness, in the context of CSCW, has been defined as "an understanding of the activities of others, which provides a context for your own activity".[35] The following four kinds of awareness are often discussed and addressed in the CSCW literature:[36] Group awareness. This kind of awareness includes providing information to each group member about the status and activities of the other collaborators at a given time. Workspace awareness. This refers to a common workspace that the group has where they can bring and discuss their findings, and create a common product. Contextual awareness. This type of awareness relates to the application domain, rather than the users. Here, we want to identify what content is useful for the group, and what the goals are for the current project. Peripheral awareness. This relates to the kind of information that has resulted from personal and the group's collective history, and should be kept separate from what a participant is currently viewing or doing.Shah and Marchionini[37] studied awareness as provided by interface in collaborative information seeking. They found that one needs to provide "right" (not too little, not too much, and appropriate for the task at hand) kind of awareness to reduce the cost of coordination and maximize the benefits of collaboration.
1339/5000
Sensibilisation Dans le contexte de CSCW, la sensibilisation a été définie comme «une compréhension des activités des autres, qui fournit un contexte pour votre propre activité». [35] Les quatre types de sensibilisation suivants sont souvent discutés et traités dans la littérature du CSCW: [36] Sensibilisation du groupe. Ce type de sensibilisation comprend la fourniture d'informations à chaque membre du groupe sur le statut et les activités des autres collaborateurs à un moment donné. Sensibilisation à l'espace de travail Cela fait référence à un espace de travail commun dans lequel le groupe peut apporter et discuter de ses conclusions, et créer un produit commun. Conscience contextuelle Ce type de connaissance concerne le domaine d'application plutôt que les utilisateurs. Ici, nous voulons identifier quel contenu est utile pour le groupe et quels sont les objectifs du projet actuel. Conscience périphérique. Cela concerne le type d'information qui a résulté de l'histoire collective et personnelle du groupe, et doit être séparé de ce que le participant voit ou fait actuellement. Shah et Marchionini [37] ont étudié la connaissance fournie par l'interface dans la recherche collaborative d'informations. Ils ont constaté que l'on doit fournir un «bon» type (pas trop petit, pas trop, et approprié à la tâche à accomplir) pour réduire le coût de la coordination et maximiser les avantages de la collaboration.
* Eysenbach G, Powell J, Englesakis M, Rizo C, Stern A. Health related virtual communities and electronic support groups: systematic review of the effects of online peer to peer interactions. BMJ (Clinical research ed.). 2004; 328(7449): 1166. Available from: http://www.ncbi.nlm.nih.gov/pubmed/15142921
===Mars 18===
