Showing papers by "Mike Sharples published in 1993"

A Survey of Empirical Studies of Conflict

Abstract: Conflict is a common phenomenon in interactions both between individuals, and between groups of individuals. As computer-supported cooperative work (CSCW) is concerned with the design of systems to support such interactions, an examination of conflict, and the various ways of dealing with it, would clearly be of benefit. This chapter surveys the literature that is most relevant to the CSCW community, covering many disciplines that have addressed particular aspects of conflict.

Computer supported collaborative writing

Abstract: 1 Introduction.- 1.1 The Collaborative Tradition.- 1.2 New Ways of Working Together.- 1.3 Grand Plans or Small Tools.- 2 Research Issues in the Study of Computer Supported Collaborative Writing.- 2.1 Introduction.- 2.2 Background.- 2.3 Writing and Group Working.- 2.3.1 Single-Author Writing.- 2.3.2 Small-Group Working.- 2.3.3 Collaborative Writing.- 2.4 Research Issues.- 2.5 Task Issues.- 2.5.1 Strategies for Partitioning and Coordination.- 2.5.2 Interleaving Tasks.- 2.6 Group Issues.- 2.6.1 Substitutability and Interdependence Between Group Members.- 2.6.2 Roles.- 2.6.3 Management of Conflict.- 2.6.4 Sub-Groups.- 2.7 Communication Issues.- 2.7.1 Identifying the Purpose of a Communicated Representation.- 2.7.2 Communication in Context.- 2.7.3 Deindividuation and Media Effects.- 2.7.4 Structured Communication.- 2.8 External Representation Issues.- 2.8.1 What To Represent?.- 2.8.2 Constraints.- 2.8.3 Communication of Representations.- 2.8.4 Effects of Media on Representations.- 2.8.5 Version Management.- 2.9 Conclusion.- 3 Social Writing: Premises and Practices in Computerized Contexts.- 3.1 Introduction.- 3.2 Background.- 3.2.1 Perspectives.- 3.2.2 Technology.- 3.3 Case Studies.- 3.3.1 Case Study 1: A Specification.- 3.3.2 Case Study 2: A Document to Support Budget Allocation Decisions.- 3.4 Conclusions.- 4 Computer Networking for Development of Distance Education Courses.- 4.1 Introduction.- 4.2 Issues in Course Team Collaboration.- 4.2.1 Models of Course Development.- 4.2.2 Course Team Work: An Instrumental Perspective..- 4.2.3 Course Team Work: What it's Really Like.- 4.3 Technology Support for Course Team Work.- 4.3.1 Networked Groupware.- 4.3.2 Three Success Stories.- 4.3.3 Factors Affecting Successful Implementation.- 4.4 Conclusion.- 5 How Collaborative is Collaborative Writing? An Analysis of the Production of Two Technical Reports.- 5.1 Introduction.- 5.2 Background and Method.- 5.3 Document 1: The Consultancy Report.- 5.3.1 Authors.- 5.3.2 Document and Facilities.- 5.3.3 Design and Procedure.- 5.3.4 Results for Document 1.- 5.4 Document 2: The Project Document.- 5.4.1 Authors.- 5.4.2 Document and Facilities.- 5.4.3 Design and Procedure.- 5.4.4 Results for Document 2.- 5.5 General Discussion.- 5.6 Conclusion.- 6 A Survey of Experiences of Collaborative Writing.- 6.1 Introduction.- 6.2 Method.- 6.3 Results.- 6.3.1 Document.- 6.3.2 Organization of Work.- 6.3.3 Group.- 6.3.4 Orientation.- 6.4 Discussion.- 6.4.1 Results.- 6.4.2 Coverage.- 7 Multimedia Conferencing as a Tool for Collaborative Writing: A Case Study.- 7.1 Introduction.- 7.1.1 Collaborative Writing.- 7.1.2 Multimedia Conferencing.- 7.1.3 Collaborative Writing with Multimedia Conferencing Support.- 7.1.4 Case Study.- 7.2 Supporting Mechanism.- 7.2.1 CAR Multimedia Conferencing System.- 7.2.2 Electronic Mail.- 7.2.3 Shared Filestore.- 7.2.4 Consistency and Concurrency Control.- 7.3 Document Evolution.- 7.3.1 Generating Ideas.- 7.3.2 Managing the Development.- 7.3.3 Review and Commenting.- 7.3.4 Integration.- 7.3.5 Decision Making and Conflict Resolution.- 7.4 Assessment and Evaluation.- 7.4.1 Using Synchronous and Asynchronous Modes of Communication.- 7.4.2 SCCS.- 7.4.3 Sharing Applications.- 7.5 Conclusions.- 8 Reviewing Designs for a Synchronous-Asynchronous Group Editing Environment.- 8.1 Introduction.- 8.2 Cooperative Work.- 8.2.1 Direct Communication.- 8.2.2 Shared Artefacts.- 8.2.3 Broad-Based Requirements.- 8.3 Issues in Computer Support for Direct Communication.- 8.3.1 Some Ideas for Conversation Space Design.- 8.4 Issues in Shared Editor Design.- 8.4.1 Some Ideas for Shared Editor Design.- 8.5 Design Ideas for Integrating Conversation Spaces and Shared Editor.- 8.5.1 Establishing Referential Identity.- 8.5.2 Providing a "Global" Conversation Space.- 8.5.3 Playback Facilities.- 8.6 Discussion.- 9 A Case Study in Task Analysis for the Design of a Collaborative Document Production System.- 9.1 Introduction.- 9.2 Context of the Design.- 9.2.1 IBC and End-User Service Integration.- 9.2.2 Reasons for Undertaking the Design.- 9.2.3 The Selection of the Application.- 9.3 The Task Analysis Concepts.- 9.4 A Task Analysis of Multi-Author Multimedia Document Production.- 9.4.1 Task Observations.- 9.4.2 The Task Analysis.- 9.4.3 A Specific Instantiation of the Scenario.- 9.5 Discussion.- 9.5.1 The Final Design.- 9.5.2 Concluding Comments Concerning the Task Analysis.- 10 MILO: A Computer-Based Tool for (Co-)Authoring Structured Documents.- 10.1 Introduction.- 10.2 Designing Systems for Use Now.- 10.3 Introducing MILO.- 10.3.1 Related Systems.- 10.3.2 Notes.- 10.3.3 Creating Documents.- 10.3.4 Amending MILO Documents.- 10.3.5 Collaboration.- 10.3.6 Communicating via MILO.- 10.3.7 Viewing MILO Documents.- 10.4 Observations from Use of MILO.- 10.5 Future Work.- 10.6 Implementation.- 10.7 Summary.- References.- Name Index.

Research Issues in the Study of Computer Supported Collaborative Writing

Abstract: In this chapter we set out issues central to the investigation of computer support for collaborative writing, extending previous work to develop cognitive support systems for single writers (Sharples and O’Malley 1988; Sharples et al. 1989). The most successful computer tools to support complex tasks such as writing are those that fit in with the user’s normal patterns of work (Norman 1986). All writers have strategies of working that suit the context of the task and that have been acquired over many years, through apprenticeship and trial and error. It is difficult to uncover and analyse these strategies, and more difficult still to design computer systems that will support them. Our method for single-person writing was to develop a task model that drew on research in the writing process and to extend it through empirical studies of those aspects of writing (for example, the writer’s use of external representations such as notes and plans) that could be supported by computer tools.

Adding a Little Structure to Collaborative Writing

Abstract: At first sight distributed collaborative writing seems a prime candidate for new types of Computer Supported Cooperative Work (CSCW) system. Writing with others at a distance is a relatively new form of working, the task is complex with many conflicting requirements, there is a need for synchronous and asynchronous communication, and the participants must keep track of the emerging document and their own responsibilities. But I want to argue that these are all good reasons for not rushing to invent or use sophisticated programs to assist collaborative writing. Until the process of collaborative writing is better understood, writers should use existing media such as telephone, fax and electronic mail (email), and develop their own conventions to manage and coordinate the work.

Computer support to the rhythms of writing

Abstract: The influence of writing instruments and, in particular, the computer on rhythmic movement between action and reflection during the writing of texts.