scholarly journals Developing Teams in a Virtual Environment: A Generative Approach

2021 ◽  
pp. 002188632110538
Author(s):  
Ignacio Pavez ◽  
Ernesto Neves
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Development Process ◽  
Team Development ◽  
Remote Work ◽  
Face To Face ◽  
Organic Growth ◽  
Generative Leadership ◽  
Generative Approach ◽  
Powerful Strategy

At the beginning of 2020, the operations of the Finance Hub of the Americas (FHoA) at pharmaceutical company GlaxoSmithKline (GSK) were suddenly forced to shift entirely from face-to-face to remote work. To handle this challenge, an FHoA team started a team development process aimed at strengthening teamwork in virtual environments. The intervention was grounded in the principles of generative leadership and dialogic organization development. Through a scholar-practitioner collaboration that focused on identifying the drivers of the successful transition to remote work, we build a three-step process of team development using the metaphor of organic growth: (1) sowing, (2) nurturing, and (3) flourishing. Using GSK's example, we illustrate how this process became a simple but powerful strategy to help teams thrive in a virtual environment. The core of the process uses generative questions to configure a structured but adaptable process that can be easily implemented in different contexts and situations.

A Wavelet Synthesis Technique for Creating Realistic Virtual Environment Sounds

2002 ◽  
Vol 11 (5) ◽  
pp. 493-507 ◽  
Author(s):  
Nadine E. Miner ◽  
Thomas P. Caudell
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Development Process ◽  
Model Development ◽  
Sound Synthesis ◽  
Model Parameters ◽  
Experiment Validation ◽  
Environment Simulation ◽  
A New Technique ◽  
Model Development Process

This paper describes a new technique for synthesizing realistic sounds for virtual environments. The four-phase technique described uses wavelet analysis to create a sound model. Parameters are extracted from the model to provide dynamic sound synthesis control from a virtual environment simulation. Sounds can be synthesized in real time using the fast inverse wavelet transform. Perceptual experiment validation is an integral part of the model development process. This paper describes the four-phase process for creating the parameterized sound models. Several developed models and perceptual experiments for validating the sound synthesis veracity are described. The developed models and results demonstrate proof of the concept and illustrate the potential of this approach.

Software-Agent Supported Virtual Experimental Environment for Virtual Prototypes of Mechatronic Systems

2010 ◽  
Author(s):  
Rafael Radkowski ◽  
Helene Waßmann
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Internal Model ◽  
Development Process ◽  
Test Methods ◽  
Product Development Process ◽  
Mechatronic Systems ◽  
Experimental Environment ◽  
Virtual Prototypes ◽  
Formal Test

This paper presents a virtual experimental environment for testing virtual prototypes of intelligent mechatronic systems. A virtual prototype is a computer internal model of a real product. Virtual environments are used to verify the functionality of these virtual prototypes during the product development process. But normally, the virtual environments are composed manually. Engineers model the set of virtual prototypes and the relations between them manually. Furthermore, a lack of formal test methods exists for testing virtual prototypes of mechatronic systems. This paper presents software agents, which detect relations between virtual prototypes in a virtual environment, automatically. The concept of the agent-supported virtual environment is presented as well as the data needed by the agents for identifying relations between the virtual prototypes. The concept has been tested. One of the examples is described.

Virtual STEM Stories

2021 ◽  
pp. 494-514
Author(s):  
Shannon O. Driskell ◽  
Margaret F. Pinnell ◽  
Mary-Kate Sableski
Keyword(s):  
Online Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Science And Engineering ◽  
Face To Face ◽  
Innovative Methods ◽  
Science Technology ◽  
Engineering Mathematics ◽  
The Face ◽  
Remote Learning

Literacy is critical for success in other areas, including science and engineering. As teachers responded to the demands of remote learning because of the COVID-19 pandemic, they developed innovative methods to teach both reading and STEM (Science, Technology, Engineering, Mathematics) subjects in virtual environments. This chapter describes how one team of teachers adapted face-to-face STEM and literacy modules for a virtual environment. The authors describe the face-to-face modules and the process the teachers followed to transition them to a virtual environment. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) framework—an approach to designing online learning—was used as a lens to analyze the process and the product of the virtual modules. Implications and recommendations for teachers seeking to adapt face-to-face lessons to a virtual environment are presented.

Spatial Language in Computer Mediated Communication

2010 ◽  
pp. 168-182 ◽  
Author(s):  
Shaun Lawson
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Mobile Phones ◽  
Computer Mediated Communication ◽  
Spatial Language ◽  
Multiplayer Games ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Shared Virtual Environments

People use spatial language in everyday face-to-face conversation, and we also now use such language during everyday computer-mediated interactions. Commonly, such interactions can take place over mobile phones or in shared virtual environments such as multiplayer games. However, to date, very few academic studies have looked at how people’s use and understanding of spatial language might differ when it is computer mediated. Our own experimentation has investigated the relation between the uses of route, survey, and also gaze perspectives in a simple virtual environment.

From face-to-face to virtual teams: work organization during the Covid-19 pandemic

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Mauro Enrique Carozzo-Todaro ◽  
Nádia Prazeres Pinheiro-Carozzo ◽  
Andreza De Souza Machado
Keyword(s):  
Organizational Behavior ◽  
Virtual Teams ◽  
Work Teams ◽  
Work Organization ◽  
Real Data ◽  
Team Development ◽  
Remote Work ◽  
Face To Face ◽  
Teaching Goals ◽  
Data Source

Context: Work teams in the Human Resources and Financial Department of a large consumer goods company needed to reorganize and adapt themselves to the compulsory remote work imposed by the Covid-19 pandemic. Through daily online meetings, they interacted, learned to deal with the new scenario, perceived difficulties, and found opportunities. Now, they are facing uncertainty about to what extent this work organization will be maintained in the medium-  and long-term. Teaching goals: Analyze the characteristics of the work-teams, reflect on the factors that facilitated and hindered the performance of virtual teams, and assess the challenges faced by the virtual teams created on a compulsory basis. The case generates reflection about face-to-face and virtual teamwork, as well as on barriers, facilitators, and challenges for the implementation of remote work, which enables fostering competencies and skills of recognition, definition, and resolution of problems, strategic thinking, and proposals for changes in work organization. As it presents different contexts and opinions, sometimes contradictories, careful referrals are required. Data source: The case is based on real data obtained through an electronic questionnaire sent to employees in June 2020. The name of the company was kept confidential. Although real speeches, characters, and their interaction are fictional. Applicability: It can be used as a teaching tool in modules related to Human Resource Management, Organizational Behavior, and Team Development, present in postgraduate courses. Teaching notes establish educational objectives, recommended use of the case, lesson planning, and guiding questions for discussion in class. Keywords: teaching case; teamwork; virtual teams; organizational behavior; Covid-19

Educational STEM designing of virtual and real devices on the Arduino platform

2020 ◽  
pp. 17-27
Author(s):  
S. G. Grigoriev ◽  
M. V. Kurnosenko ◽  
A. M. Kostyuk
Keyword(s):  
Virtual Environments ◽  
Electronic Devices ◽  
Practical Training ◽  
Full Time ◽  
Stem Design ◽  
Face To Face ◽  
Interdisciplinary Knowledge ◽  
Virtual Modeling ◽  
Surface Mounting

The article discusses possible forms of educational STEM projects in the field of electronics and device control using Arduino controllers. As you know, the implementation of such STEM projects can be carried out not only using various electronic constructors, but also using virtual modeling environments. The knowledge obtained during modeling in virtual environments makes it possible to increase the efficiency of face-to-face practical training with a real constructor, and to improve the quality of students’ knowledge. The use of virtual modeling environments in combination with the use of real constructors provides links between distance and full-time learning. A real constructors can be used simultaneously by both the teacher and the student, jointly practicing the features of solving practical problems. The article provides examples of using a virtual environment for preliminary prototyping of circuits available in the documentation for electronic constructors, to familiarize students with the basics of designing and assembling electronic circuits using the surface mounting method and on a breadboard, as well as programming controllers on the Arduino platform that control electronic devices. This approach allows students to accelerate the assimilation of various interdisciplinary knowledge in the field of natural sciences using STEM design.

scholarly journals Perceptual uncertainty and action consequences independently affect hand movements in a virtual environment

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Martin Giesel ◽  
Anna Nowakowska ◽  
Julie M. Harris ◽  
Constanze Hesse
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Hand Movements ◽  
Perceptual Information ◽  
Avoidance Task ◽  
Natural Environments ◽  
Motor Behaviour ◽  
Virtual And Augmented Reality

AbstractWhen we use virtual and augmented reality (VR/AR) environments to investigate behaviour or train motor skills, we expect that the insights or skills acquired in VR/AR transfer to real-world settings. Motor behaviour is strongly influenced by perceptual uncertainty and the expected consequences of actions. VR/AR differ in both of these aspects from natural environments. Perceptual information in VR/AR is less reliable than in natural environments, and the knowledge of acting in a virtual environment might modulate our expectations of action consequences. Using mirror reflections to create a virtual environment free of perceptual artefacts, we show that hand movements in an obstacle avoidance task systematically differed between real and virtual obstacles and that these behavioural differences occurred independent of the quality of the available perceptual information. This suggests that even when perceptual correspondence between natural and virtual environments is achieved, action correspondence does not necessarily follow due to the disparity in the expected consequences of actions in the two environments.

Dropouts and Aftereffects: Examining General Accessibility to Virtual Environment Technology

2002 ◽  
Vol 46 (26) ◽  
pp. 2114-2118 ◽  
Author(s):  
Kay M. Stanney ◽  
Kelly S. Kingdon ◽  
Robert S. Kennedy
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Broad Spectrum ◽  
General Public ◽  
Dropout Rates ◽  
Environment Exposure ◽  
Oculomotor Disturbances ◽  
A Minor

Are current virtual environments (VEs) usable by the broad spectrum of people who may wish to utilize this technology? The current study, which examined over 1000 participants, indicates the answer to this question is a definitive ‘no’. Virtual environment exposure was found to cause people to vomit (1.1%), experience nausea (71%), disorientation (70%), and oculomotor disturbances (79%). Overall, 88% of participants reported some level of adverse symptomatology, ranging from a minor headache to vomiting and intense vertigo. These disturbances led 12% of those exposed to prematurely cease their interaction. Dropout rates as high as nearly 50% were found in exposures of 1 hr in length. In addition, long-term aftereffects were found, including headaches, drowsiness, nausea, and fatigue. These problems could substantially reduce the accessibility of VE technology by the general public and thus must be resolved if this technology is to be widely adopted.

scholarly journals Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

2021 ◽  
Vol 13 (9) ◽  
pp. 4755
Author(s):  
Víctor H. Perera ◽  
Anabel Moriña ◽  
Nieves Sánchez-Díaz ◽  
Yolanda Spinola-Elias
Keyword(s):  
Students With Disabilities ◽  
Virtual Environments ◽  
Faculty Members ◽  
University Teaching ◽  
Structured Interviews ◽  
Face To Face ◽  
Good Account ◽  
Inclusive Learning ◽  
Spanish Public Universities ◽  
Technological Platforms

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students.

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