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Groupware for cooperative work (CSCW) and for collaborative learning (CSCL) have many important commonalities as well as different requirements. By transforming a generic CSCW platform into an environment to support a particular vision of education as collaborative knowledge building, we saw how functionality had to be adopted, transformed and refined to meet the specific educational social set...

Collaborative work using groupware systems is a dynamic process in which many tasks, in different application domains, are carried out. Currently, one of the biggest challenges in the field of CSCW (Computer-Supported Cooperative Work) research is to establish conceptual models which allow for the analysis of collaborative activities and their resulting products. In this article, we propose an ...

Within the field of Mobile Computer-Supported Collaborative Learning (mCSCL), we are interested in exploring the space of collaborative activities that enable students to practice communication, negotiation and decision-making skills. Collaboration is via learning activities that circumvent the constraints of fixed seating or locations of students. This paper presents one such collaborative lea...

Groupware for cooperative work (CSCW) and for collaborative learning (CSCL) have many important commonalities as well as di€erent requirements. By transforming a generic CSCW platform into an environment to support a particular vision of education as collaborative knowledge building, we discovered how functionality had to be adopted, transformed and re®ned to meet the speci®c educational social...

In [30], Kleijn presented a survey of the use of team automata for the specification and analysis of phenomena from the field of computer supported cooperative work, in particular notions related to groupware systems. In this paper we present a survey of the use of team automata for the specification and analysis of some issues from the field of security.

In this paper, we describe different modes of collaborative reflection as processes of learning at the workplace. We explain why reflection is a decisive means of learning and – based on the modes we describe – how groups of people can be supported in reflection together. For this, we describe how scheduled, concurrent and spontaneous collaborative reflection can be supported by articulation, g...

This paper presented a collaborative education model, which consists four parts: collaborative teaching, collaborative working, collaborative training and interaction. Supported by an e-learning platform, collaborative education was practiced in a data structure e-learning course. Data collected shows that most of students accept collaborative education. This paper goes one step attempting to d...