Multimedia Conferencing as a Tool for Collaborative Writing: A Case Study

1993 ◽  
pp. 113-135 ◽  
Author(s):  
S. Baydere ◽  
T. Casey ◽  
S. Chuang ◽  
M. Handley ◽  
N. Ismail ◽  
...  
Keyword(s):  
Collaborative Writing ◽  
Multimedia Conferencing

scholarly journals Online collaboration and identity work in a brony fandom: Constructing a dialogic space in a fan translation project

2021 ◽  
pp. 204275302098892
Author(s):  
Liudmila Shafirova ◽  
Kristiina Kumpulainen
Keyword(s):  
Participant Observation ◽  
Collaborative Writing ◽  
Online Collaboration ◽  
Identity Work ◽  
Ethnographic Case Study ◽  
Internet Users ◽  
Affinity Groups ◽  
My Little Pony ◽  
Dialogic Space

Online collaboration has become a regular practice for many Internet users, reflecting the emergence of new participatory cultures in the virtual world. However, little is yet known about the processes and conditions for online collaboration in informally formed writing spaces and how these create opportunities for participants’ identity work. This ethnographic case study explores how four young adults, fans of the show My Little Pony: Friendship is Magic (bronies), negotiated a dialogic space for their online collaboration on a fan translation project and how this created opportunities for their identity work. After a year of participant observation, we collected interviews, ethnographic diaries and participants’ chats, which were analysed with qualitative content and discourse analysis methods. The findings showed how the Etherpad online writing platform used by the participants facilitated the construction of dialogic space through the visualization of a shared artefact and adjustable features. It was in this dialogic space where the participants negotiated their expert identities which furthered their discussions about writing, translating and technological innovations. The study advances present-day knowledge about online collaboration in affinity groups, engendering the construction of a dialogic space for collaborative writing and participants’ identity work.

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

Case Study

2011 ◽  
pp. 215-236
Author(s):  
Judith Kessler
Keyword(s):  
Success Factors ◽  
Collaborative Writing ◽  
Online Help ◽  
Team Members ◽  
Early Adopters ◽  
Software Products ◽  
Collaborative Processes ◽  
Information Models ◽  
Efficiency Increase

The Technical Publications team at Sybase, Inc. maintains many thousands of pages of user documentation and online help topics for a diverse set of software products. Writing teams work in nine locations around the globe; a given project often involves writers from multiple locations. To achieve greater efficiency, increase opportunities for reuse, and improve user experience, the department is moving to the Darwin Information Typing Architecture (DITA) from a variety of source formats. Early adopters realized the need for more detailed information models for several types of content than required by the DITA standard. This chapter discusses why models are a critical component to successful collaborative writing, especially for topic-oriented content. It then describes the collaborative processes and tools by which Sybase® Technical Publications team members propose, evaluate, develop, test, and enforce new content models, challenges encountered, and key success factors.

Autoethnography of digital fiction in Japan: a case study

2016 ◽  
Vol 5 (2) ◽  
pp. 139-151
Author(s):  
Rebagliati Gabriele
Keyword(s):  
Comparative Studies ◽  
Design Methodology ◽  
Collaborative Writing ◽  
Content Type ◽  
Japanese Case

Purpose – The purpose of this paper is to show how autoethnography applied to digital fiction can give us deep insights into collaborative writing through a case study of a Japanese mobile novel platform. Design/methodology/approach – The paper is based on the author’s autoethnographic fieldwork as an ethnographer and a writer, arguing that the autoethnographic method is an effective tool for the understanding of digital fiction. Findings – Through this approach the researcher, could not only reflect on the possibility of autoethnography as a methodology, but he could also enter into the dynamics of how the community of people surrounding a digital novel and his/her author is organized. Originality/value – Despite the fact that Japan has been a pioneer in the development of mobile novels, almost nothing has been written on the topic in languages other than Japanese. This paper is an invitation for further investigation that could foster comparative studies between the Japanese case and those in other countries.

scholarly journals Therapaws: A partnership between students, staff, and therapy dogs on a university campus

2018 ◽  
Vol 2 (2) ◽  
pp. 96-105 ◽  
Author(s):  
Rebecca Johinke ◽  
Karen Walker ◽  
Freia Kirkaldy ◽  
Caitlyn Sinclair ◽  
Wing Lam Cheng ◽  
...  
Keyword(s):  
Mental Health ◽  
Collaborative Writing ◽  
Campus Culture ◽  
Evidence Based ◽  
University Campus ◽  
Student Mental Health ◽  
Health And Wellbeing ◽  
Therapy Program ◽  
Novel Approaches

Partnering with students in action research and asking them how and why they would like to work with staff and other students to improve campus culture and student wellbeing is the cornerstone of this case study. Investment in student mental health and wellbeing is increasingly recognised as a priority in higher education, with novel approaches such as dog therapy programs being introduced in universities around the world. This case study highlights a project where staff and students partner to co-design, co-implement, and co-investigate a mental health and wellbeing program that combines dog therapy with students-as-partners principles. The student-led dog therapy program (Therapaws) provides a practical, evidence-based example of how the principles of SaP can be employed to create an effective intervention into student mental health and wellbeing. This multi-authored case study is also an example of a collaborative writing process—a true partnership.

Exploring Pre-Service Teachers' Developmental Trajectories of Digital Literacies

2020 ◽  
pp. 316-338
Author(s):  
Le Wang ◽  
Yi Luo ◽  
Pengpeng Feng
Keyword(s):  
Teacher Education ◽  
Developmental Trajectories ◽  
Collaborative Writing ◽  
Digital Literacies ◽  
Structured Interviews ◽  
Spring Semester ◽  
Roles And Responsibilities ◽  
Teacher Student ◽  
Core Components

Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies. Adopting a case study, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this chapter identifies the core components of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being), and further explores pre-service teachers' developmental trajectories of digital literacies before concluding with a discussion of implications for instruction and teacher education.

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