Cross-Device Augmented Reality Annotations Method for Asynchronous Collaboration in Unprepared Environments

Augmented Reality (AR) annotations are a powerful way of communication when collaborators cannot be present at the same time in a given environment. However, this situation presents several challenges, for example: how to record the AR annotations for later consumption, how to align virtual and real world in unprepared environments or how to offer the annotations to users with different AR devices. In this paper we present a cross-device AR annotation method that allows users to create and display annotations asynchronously in environments without the need for prior preparation (AR markers, point cloud capture, etc.). This is achieved through an easy user-assisted calibration process and a data model that allows any type of annotation to be stored on any device. The experimental study carried out with 40 participants has verified our two hypotheses: we are able to visualize AR annotations in indoor environments without prior preparation regardless of the device used and the overall usability of the system is satisfactory.

Collaborative skills in language courses: how to support pupils?

The aim of this study is to examine how collaborative skills can be developed among secondary school pupils using digital tools (Word online, Adobe Spark Video) in the language classroom. Several types of data were collected: semi-structured interviews with teachers and learners, and observation of collaborative activities in the language classroom (video recordings, research log, observation notes, etc.). The case studies show different collaborative activities, which fall into three categories: coordination, articulation, and production. The analysis suggests that many factors can have an impact on collaboration between students, and this paper focuses on one in particular: digital tools. The findings revealed that digital tools can support collaboration if they meet the specific needs of the task (synchronous collaboration, asynchronous collaboration, or no collaboration) and its accessibility for the pupils (one tool for the group, one tool per student). Moreover, the analysis highlights the need to provide techno-pedagogical training (Stockwell & Hubbard, 2013) to the pupils so that they are able to use the tool efficiently in collaborative activities.

Design, Modeling, and Implementation of the COPROLINE (Collaborative Project Online) System

This chapter attempts to provide teachers with an easy way to create and administer virtual spaces to create online collaborative educational content. This tool will generate and edit educational content that provides better adaptation of courses and activities with a collaborative teaching and learning style. The socio-constructivist approach aims at concentrating the activities on the learners and facilitating the synchronous and asynchronous collaboration between them. At this level, it is therefore necessary to find a method that favors all types of collaborative activities.

Synchronous neurology–primary care collaboration in a medical home

BackgroundSynchronous collaboration as defined by a simultaneous encounter between primary care providers (PCPs), patients, and neurologists may improve access to neurologic expertise, care value, and satisfaction of PCPs and patients. We examined a series of synchronous collaborations and report outcomes, PCP satisfaction, downstream utilization, and illustrative case examples.MethodsWithin an outpatient collaborative primary care–neurology care model, we implemented synchronous video consultations from a central hub to satellite clinics while increasing availability of synchronous telephone and face-to-face collaboration. PCP experience was assessed by a postcollaboration survey. Individual cases were summarized. Clinical and utilization outcomes were assessed by a neurologist immediately after and by follow-up chart review.ResultsA total of 58 total synchronous collaborations were performed: 30 by telephone (52%), 18 face to face (31%), and 10 by video (17%) over 27 clinic half-days. The most frequent outcomes as assessed by the neurologist were reassurance of the PCP (23/58; 40%) and patient (22/59; 38%), and the neurologist changed the treatment plan (23/58; 40%). A subsequent face-to-face consultation was completed in 15% (6/58) of patients initially assessed by telephone or video. Test utilization was avoided in 40% (23/58). Unintended utilization occurred 9% (5/58). Most PCPs were very satisfied with the ease of access, quality of care, and reported high likelihood of subsequent use. PCPs perceived similar or less time spent during synchronous vs asynchronous collaboration and neurologist usually altered the testing (87.8%) and treatment plan (95.2%).ConclusionsSynchronous collaboration between neurologists and PCPs may improve timely access to neurologic expertise, downstream utilization, and PCP satisfaction.