Flexible Environments for Hybrid Collaboration: Redesigning Virtual Work Through the Four Orders of Design

The COVID-19 pandemic made visceral for many the fact that virtual forms of collaboration— simultaneously liberating and frustrating—are here to stay. Workers’ frustrations demonstrate that challenges remain for work and its design in increasingly “hybrid” collaboration— work in which some people, interacting face-to-face, are co-located while others with whom they work are remote. Using Buchanan's four orders of design, in conjunction with management and information systems scholarship, we present a framework for improving these virtual forms of collaboration. In this article, we review the latest knowledge from these disciplines on virtual collaboration through the lens of the four orders of design. In doing so, we demonstrate that conceiving of work in terms of flexible collaborative environments could increase the unity of purpose between work and workers by leveraging the capabilities of varying degrees of virtuality to engender experiences that benefit all those who interact with work systems.

Communication and interactions in cloud platform subtitling

This article explores recent developments in freelance subtitling work within the audio-visual translation (AVT) industry. During the 2010s, many LSPs operating globally moved their provision of paid, professional subtitling services to cloud platforms, and I argue that such platforms, while capable of generating collaborative environments, enact information patterns which weaken the communicative and collaborative aspects of production processes, while running the risk of compromising the quality of the subtitlers’ position.

The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators

<p>Recent trends in the professional learning and development of teachers are moving more towards the activation of learning rather than content delivery. Teachers are expected to take more responsibility for their learning within collaborative environments. This has implications for the practice and learning of inservice teacher educators. Evidence-based inquiry into practice (EBIP) is one approach that is being adopted, which involves evaluation of practice against values, beliefs and assumptions. This study investigated the professional learning and development experiences and perceptions of a group of 10 inservice teacher educators, who participated in the Inservice Teacher Education Practice (INSTEP) project from 2005 to 2009. INSTEP was a New Zealand Ministry of Education project designed to investigate and develop professional learning approaches for inservice teacher educators. In particular, its focus was on the implementation of collaborative EBIP to improve practice. Collective case study and grounded theory methodologies were adopted. Semistructured interviews were conducted with participants in 2008 and 2010. The interviews were analysed using inductive content analysis. Theoretical sampling was applied to identify further participants and document sources such as artefacts, reports and publications, which were also used to inform the research. The findings indicate that, while all participants improved practice and gained knowledge through EBIP, some experienced transformations in their perceptions of themselves, their practice, and their role as inservice teacher educators. Rigorous and systematic EBIP was most effective, and only sustained, when it was supported within formal, informal and social organisational contexts. Such contexts incorporated collective responsibility for learning. This included negotiation and development of shared meanings, tools, mechanisms, and frameworks, which systematised and reified the process of EBIP. This also enabled individual professional learning goals to be located within an overall infrastructure incorporating a shared vision, and alignment with strategic priorities and resourcing. The study suggests that sustainability of change and improvement of practice within system-wide educational reform is more likely to be achieved by individuals working coherently within an educational system and organisations that value and adopt an inquiry approach and nurture collaborative environments. Such environments provide safety to expose vulnerabilities, and enable opportunities for learning that minimise the impact of power relations and contestable environments, while offering challenge, support and diversity of perspectives. The theoretical framework for EBIP derived from the research, and an integrative analysis of the literature, identifies three interconnected and interdependent components linked by a common vision of purpose, and a collective commitment to learning. The components are: individual learning and transformation; communities and connectedness; and systematisation and reification. The study includes recommendations for more research into the contexts and processes of collaborative models of professional learning, and into the changing role and professional learning requirements of inservice teacher educators. It also identifies a need to investigate valid means of judging effectiveness of practice for inservice teacher educators, since evidence of enhanced student learning is linked only by a chain of influence to inservice teacher educator practice.</p>

The Wholeheartedness of Becoming: Evidence-Based Inquiry into Practice for Inservice Teacher Educators

<p>Recent trends in the professional learning and development of teachers are moving more towards the activation of learning rather than content delivery. Teachers are expected to take more responsibility for their learning within collaborative environments. This has implications for the practice and learning of inservice teacher educators. Evidence-based inquiry into practice (EBIP) is one approach that is being adopted, which involves evaluation of practice against values, beliefs and assumptions. This study investigated the professional learning and development experiences and perceptions of a group of 10 inservice teacher educators, who participated in the Inservice Teacher Education Practice (INSTEP) project from 2005 to 2009. INSTEP was a New Zealand Ministry of Education project designed to investigate and develop professional learning approaches for inservice teacher educators. In particular, its focus was on the implementation of collaborative EBIP to improve practice. Collective case study and grounded theory methodologies were adopted. Semistructured interviews were conducted with participants in 2008 and 2010. The interviews were analysed using inductive content analysis. Theoretical sampling was applied to identify further participants and document sources such as artefacts, reports and publications, which were also used to inform the research. The findings indicate that, while all participants improved practice and gained knowledge through EBIP, some experienced transformations in their perceptions of themselves, their practice, and their role as inservice teacher educators. Rigorous and systematic EBIP was most effective, and only sustained, when it was supported within formal, informal and social organisational contexts. Such contexts incorporated collective responsibility for learning. This included negotiation and development of shared meanings, tools, mechanisms, and frameworks, which systematised and reified the process of EBIP. This also enabled individual professional learning goals to be located within an overall infrastructure incorporating a shared vision, and alignment with strategic priorities and resourcing. The study suggests that sustainability of change and improvement of practice within system-wide educational reform is more likely to be achieved by individuals working coherently within an educational system and organisations that value and adopt an inquiry approach and nurture collaborative environments. Such environments provide safety to expose vulnerabilities, and enable opportunities for learning that minimise the impact of power relations and contestable environments, while offering challenge, support and diversity of perspectives. The theoretical framework for EBIP derived from the research, and an integrative analysis of the literature, identifies three interconnected and interdependent components linked by a common vision of purpose, and a collective commitment to learning. The components are: individual learning and transformation; communities and connectedness; and systematisation and reification. The study includes recommendations for more research into the contexts and processes of collaborative models of professional learning, and into the changing role and professional learning requirements of inservice teacher educators. It also identifies a need to investigate valid means of judging effectiveness of practice for inservice teacher educators, since evidence of enhanced student learning is linked only by a chain of influence to inservice teacher educator practice.</p>

Event Detection in Wikipedia Edit History Improved by Documents Web Based Automatic Assessment

A majority of current work in events extraction assumes the static nature of relationships in constant expertise knowledge bases. However, in collaborative environments, such as Wikipedia, information and systems are extraordinarily dynamic over time. In this work, we introduce a new approach for extracting complex structures of events from Wikipedia. We advocate a new model to represent events by engaging more than one entities that are generalizable to an arbitrary language. The evolution of an event is captured successfully primarily based on analyzing the user edits records in Wikipedia. Our work presents a basis for a singular class of evolution-aware entity-primarily based enrichment algorithms and will extensively increase the quality of entity accessibility and temporal retrieval for Wikipedia. We formalize this problem case and conduct comprehensive experiments on a real dataset of 1.8 million Wikipedia articles in order to show the effectiveness of our proposed answer. Furthermore, we suggest a new event validation automatic method relying on a supervised model to predict the presence of events in a non-annotated corpus. As the extra document source for event validation, we chose the Web due to its ease of accessibility and wide event coverage. Our outcomes display that we are capable of acquiring 70% precision evaluated on a manually annotated corpus. Ultimately, we conduct a comparison of our strategy versus the Current Event Portal of Wikipedia and discover that our proposed WikipEvent along with the usage of Co-References technique may be utilized to provide new and more data on events.

MAPPING COASTAL AND WETLAND VEGETATION COMMUNITIES USING MULTI-TEMPORAL SENTINEL-2 DATA

Operational monitoring of complex vegetation communities, such as the ones growing in coastal and wetland areas, can be effectively supported by satellite remote sensing, providing quantitative spatialized information on vegetation parameters, as well as on their temporal evolution. With this work, we explored and evaluated the potential of Sentinel-2 data for assessing the status and evolution of coastal vegetation as the primary indicator of ecosystem conditions, by mapping the different plant communities of Venice lagoon (Northeast Italy) via a rule-based classification approach exploiting synoptic seasonal features of spectral indices and multispectral reflectance. The results demonstrated that coastal and wetland vegetation community type maps derived for two different years scored a good overall accuracy around 80%, with some misclassification in the coastal areas and overestimation of salt marsh communities coverage, and that virtual collaborative environments can facilitate the use of Sentinel-2 data and products to multidisciplinary users.

Network Governance in Action: Functions and Practices to Foster Collaborative Environments

Collaborative networks attract the attention of researchers, practitioners, and policymakers as an alternative to solve complex problems. However, there are gaps regarding the day-to-day activities network leaders perform to foster collaborative environments. We propose a research framework for the micro-governance of collaborative networks by analyzing how contextual factors influence the use of governance functions and practices. Our study contributes to the nascent theory of network governance by proposing relationships among contextual factors, functions, and practices. We also offer insights for practitioners and policymakers who want to improve the effectiveness of collaborative networks composed of public and private members.