The current classroom environment is filled with expectations for both teacher and student but is often lacking in time. Skolverket (2011) outlines ambitious goals such as developing students’ critical thinking abilities, adapting teaching to each student’s individual needs, and encouraging students to actively take part in the development of their own educational process, to name just a few. It is crucial to develop and use techniques that aid in attaining these objectives. Peer response could be such a tool. There is an abundance of research which demonstrates how effective it is, but there is also a great reluctance on the part of teachers and students alike to employ it in the classroom. This could be due in part to the idea that learners lack the necessary knowledge to correct and give feedback. However, this and other criticisms directed against peer feedback could be alleviated through deliberate formal peerresponse training. Most of today’s research on this topic seems to focus on English as a Second or Foreign Language (ESL/EFL) classrooms in the U.S.A and Asia, with little work having been done in the Swedish context. Also lacking are investigations regarding peer response in grammar testing, since most of the research emphasizes essay writing. This paper aims to add to the body of existing research on prompted peer response by examining its application in English classrooms in Sweden. To do so, two secondary school English classes in Sweden are tested by means of an abbreviated version of Gan’s (2011) prompted peer response model. More specifically, this paper’s objective is to explore if prompted peer response leads to improvements in grammar (operationalized in this case as reducing grammatical errors in a grammar test) when compared to unprompted peer response. In addition, this paper intends to explore whether peer response can possibly produce any additional rewards and what those could be. The results for this study seem promising. The primary results of this paper support the existing research in this area that prompted peer response leads to a reduction in student’s grammatical errors. Perhaps more importantly, the results suggest that it also aids students in developing a progressive approach to peer response which ultimately can lead to students developing learning strategies and self-reflection over their own learning process.

This thesis presents an investigation into the experience of ESL Higher Education young writers when composing three online genres: academic text, diary texts, and blog texts. Central to this investigation is the authenticity of audience and directing texts to ‘real’ readers. Hence, technological tools are utilised in order to approximate such experience of writing for real readers. A qualitative case study was employed over three months of an academic semester at an Omani Higher Education College. Two cases participated in the study of overall 17 students across both cases: 5 males and 12 females and 10 students in case 1 and 7 students in case 2. To attain an in-depth understanding of the cases; different tools of data collection were deployed, including: interviews, classroom observation, reflective diary for recording student perceptions and experiences, and three forms of written texts were collected from the participating students: academic essay, diary, and blog. Thus the reflective diary was both a genre of writing and a data collection method. The study findings highlight that having only a teacher as an ‘audience’ restricted students’ attempts to focus on content, and most of this focus was given to shaping texts in accordance with student perceptions of teacher approved organisation and representation of text. Whereas blogging provided an opportunity to think of a wider range of readers and therefore a greater tendency to author personally selected texts. Also, diary was mostly associated with teacher-audience; though some writers enjoyed writing diary for personal use, the fact that these diary texts vary in accordance with these different understandings of audience offers further credence to claims about the role of real and assumed readers in shaping texts. The significance of the current study is that it offers practical and pedagogical thinking for teaching writing in ESL exploiting the affordances of technology in teaching process writing. It suggests that varying both audience and genres in relation to classroom writing tasks can have benefits for student writers in terms of their understanding of audience, their shaping of text for an audience and increased investment in the content of what they write. It offers insights into problems and issues felt by young writers that are usually unknown to the teachers. Based on those insights, differing issues such as collaboration, process writing and grading are re-evaluated.

Situational awareness is often understood as the perception of environmental elements and comprehension of their meaning, and the projection of future status. The advancements in cyberspace technology have fuelled new business and opportunities, but also brought an element of risk to valued assets. Today, the growing gap between different types of cyber-attacks threatens governments and organisations, from individuals to highly organized sponsored teams capable of breaching the most sophisticated systems and the inability to cope with these emerging threats. There is a strong case to be made for effective Collaborative Cyber-Security Situational Awareness (CCSA) that is designed to protect valuable assets, making them more resilient to cybersecurity threats. Cybersecurity experts today must rethink the nature of security, and shift from a conventional approach that stresses protecting vulnerable assets to a larger, more effective framework with the aim of strengthening cyber assets, making them more resilient and part of a cybersecurity process that delivers greater value against cyber threats. This study introduces a new approach to understanding situational awareness of information sharing and collaboration using knowledge from existing situational awareness models. However, current situational awareness models lack resilience in supporting information systems infrastructure, addressing various vulnerabilities, identifying high priority threats and selecting mitigation techniques for cyber threats. The use of exploratory and explanatory analysis techniques executed by Structure Equation Modelling (SEM) allowed the examination of CCSA, in this study. Data from 377 cyber security practitioners affiliated to cybersecurity expert groups including computer emergency response team (CERT) and computer security incident response team (CSIRT) was gathered in the form of an electronic survey and analysed to discover insights and understand the mental model of those cybersecurity experts. Also, a finding from the SEM was the CSSA model aligned perfectly with the second-order Cybernetics model to test the theory in practice, confirming the possibility of using the proposed model in a practical application for this research. Furthermore, the SEM informed the design of the CCSA Environment where an empirical study was employed to verify and validate the CCSA theory in practice. In addition, the SEM informed the design of a behavioural anchor rating scale to measure participant situational awareness performance. The experiment results proved that when using the CCSA model and replicating real-world cyber-attack scenarios that the outcome of situational awareness performance was 61% more than those who did not employ the use of the CCSA model and associated dashboard tool. Further, it was found that both timeliness and accuracy are important in influencing the outcome of information sharing and collaboration in enhancing cyber situational awareness and decision-making. This thesis for the first time presents a novel CCSA theory which has been confirmed in practice. Firstly, this research work improves the outcome of effectiveness in cyber SA by identifying important variables related with the CCSA model. Second, it provides a new technique to measure operators' cyber SA performance. Secondly, it provides the necessary steps to employ information sharing in order to improve cyber security incorporated in the CCSA model. Finally, cybersecurity experts should collaborate to identify and close the gap between cybersecurity threats and execution capacity. The novel CCSA model validated in this research can be considered an effective solution in fighting and preventing cyber-attacks. Attainment of cyber security is driven by how information is both secured and presented between members to encourage the use of information sharing and collaboration to resolve cyber security threats in a timely and accurate manner. This research helps researchers and practitioners alike gain an understanding of key aspects of information sharing and collaboration in CSSA which is informed by the CCSA theory and new capability that the implementation of this theory has shown to deliver in practice.

L’apprentissage mobile est devenu un sujet d’intérêt car il implique de nombreux domaines de recherche concernant les contextes d’usages et de technologie complexes. En effet, ce type de formation a été reconnu pour sa capacité à motiver les apprenants car ils peuvent construire leurs propres connaissances en collaborant avec les autres. Dans ce contexte, l’orchestration des scénarios d'apprentissage mobile permet la gestion en temps réel et la contextualisation des activités à réaliser mais ceci engendre des coûts importants d’organisation. En outre, cette organisation réalisée par l'instructeur est peu adaptée aux méthodes d’apprentissage employées pendant la sortie pédagogique car l’apprenant doit pouvoir garder une certaine maîtrise de ses choix et de son parcours. Dans cette thèse, nous présentons un nouveau style de recommandation pour faire une orchestration dynamique des activités d’apprentissage en fonction de la localisation des apprenants et de l’historique de la visite. Cette technique s’appuie sur un filtrage collaboratif exploitant l’activité antérieure des apprenants mais en prenant en compte les contraintes pédagogiques et la localisation. Notre approche s’inspire du mode de fonctionnement de l’intelligence en essaim (algorithme ACO) pour l’implémentation de notre système de recommandation des POIs. Outre les simulations qui ont permis de comparer les différentes variantes de recommandations, la validation de notre système SAMSSP passe par l’expérimentation de nos deux prototypes de visite de campus. / Mobile learning has become a topic of interest because it involves many areas of research concerning usage contexts and complex technology. Indeed, mobile learning is has been recognized for its ability to motivate learners because they can construct their own knowledge by collaborating with others. In this context, the orchestration of mobile learning allows real-time management and contextualization of activities to do but this results in significant costs of organization. In addition, centralized orchestration is not adapted to the context of our mobile scenario because the learner must be able to keep some control over their choices of learning.In this thesis, we present a new style of recommendation for a dynamic orchestration of learning activities based on the location of the learners and the history of the visit. This technique is based on a collaborative filtering that exploits prior activity of the learners and that respects the educational and location constraints. Our approach is based on the mode of operation of the Swarm Intelligence (ACO algorithm) for the implementation of our system of recommendation. Besides the simulations that are used to compare the different variants of recommendations, the validation of the SAMSSP system goes through the experimentation of the two prototypes of campus visit.

The conservation of built heritage is increasingly recognised as promoting cultural sustainability and encouraging the inclusion of culture in the sustainable development of the built environment. Reflecting this recognition is the advocacy of a dynamic integrated conservation approach that considers built heritage within its historic, physical, social, and cultural contexts. Yet, the cultural context of built heritage remains one of the most challenging and neglected aspects in conservation practice. In the specific case of Sudan's historic port town of Suakin, a number of recurrent obstacles to the site's conservation, in addition to a number of potential enablers to address these challenges, have been recognised throughout previous research. However, previous investigations have lacked an essential local socio-cultural perspective. Furthermore, a lack of strategy or framework for Suakin's conservation has so far prevented the coordination of its stakeholders, and the consequential implementation of potential enablers to address its conservation challenges. This thesis is the conclusion of a four-year EngD research that has developed a protocol for the conservation of the built heritage of Suakin. It begins with an introduction to the context, justification and scope of the research, and the research aim and objectives. A review of previous literature is then presented concerning a number of issues related to the research subject and the methodology employed to meet the research aim and objectives. The research methods conducted, including literature review, a mixed-method case study, questionnaire surveys, and a series of participatory action research focus groups, are then explained and the results achieved are discussed. The research findings result in the development of a protocol for Suakin's conservation consisting of five themes emanating from the research stages. These are: ownership; finances and planning; stakeholder inclusion and collaboration; conservation knowledge and awareness; response to the local context. Each theme is comprised of a challenge, or number of challenges, and corresponding solution(s). Furthermore, the research findings define a protocol implementation strategy, consisting of Suakin's stakeholders' suggested implementation and responsibility of the protocol solutions. The collaborative stakeholder process established by the research, and the resulting protocol and its implementation strategy, are a new development in the approach towards Suakin's conservation. The potential long-term impact of the research on Suakin's conservation has so far been indicated by the adoption of the resulting protocol implementation strategy as a formal approach to Suakin's conservation by NCAM. The thesis concludes with a critical review of the research throughout the research stages and key recommendations for the research sponsor, for Suakin's stakeholders, for the built heritage conservation industry and for further research. The findings of this research were published in four peer-reviewed papers.

This dissertation builds upon a 25-year old study by Mizrahi and Rosenthal (1993) which examined how coalition leaders defined and perceived success and failure in their respective coalitions. This study replicates the Mizrahi and Rosenthal study by returning to participants from the original study and, adapting the original instrument, interviewing those participants to examine their perceptions after 25 years has passed. Utilizing the same instrument, new coalition leaders from the originally studied coalitions which are still intact are also interviewed and their responses are compared against responses from leaders of coalitions which have since dissolved. The current study uses basic descriptive analysis for the structured survey items and grounded theory methodology for the qualitative analysis of open-ended questions. The analysis examines participant responses in the following areas: participant information; coalition information; demographic information of working group, board and constituency; characterization of coalition; internal and environmental predictors of dissolution; political and social climate during dissolution; political forces influencing dissolution; events in the lifespan; benefits and drawback of permanency; target information; definition of success; internal and environmental predictors of success; goals; strategies and tactics; decision-making processes; modes of communication; coalition resources; membership and participation; leadership; and practice wisdom. Utilizing organizational, ecological, social capital and collaboration literature and theory, indicators of coalition success are reviewed. Specifically, findings from this study confirm that coalition success should be defined multi-dimensionally and that coalitions should be operationalized as networks more than as organizations. Findings demonstrate that coalition success is predicted by the following internal factors: impetus to form and coalition purpose; goal-setting, identification of target and strategy; internal resources; leadership; power and decision-making; coalition structure; member contributions; diversity; and relationships, including dynamics of respect, trust, commitment and communication. Additionally, findings demonstrate that coalition success is predicted by the following environmental factors: external resource and resource dependence; goal-setting, identification of target and strategy; relationship with community and degree of coupling; and political, fiscal and social climate. Theoretical and practical implications for these findings are discussed along with limitations to current research and areas for potential future research.

Community connections play a vital role in strategies for intervention and prevention. An interactive presentation will focus on successful collaborations involving holistic approaches, service-learning and a comparison and contrast of communities (East Tennessee and the LA Watts District).

In response to increasing demands placed on public education, professional learning communities (PLC) have emerged as a means of providing teachers with opportunities to collaborate together. Collaboration has been shown to improve teaching practices and lead to better student outcomes. Many collaborative teams, however, struggle to reach their collaborative potential. Trust has been shown to be an important factor contributing to the success of collaborative efforts. Few studies exist that empirically assess the relationship between team functionality and team trust. This study examines the relationship between these two constructs. A measurement tool was developed by the author to measure PLC team functionality based on five domains of functionality. Team trust was measured by a preexisting tool developed by Costa & Anderson (2010) based on four dimensions of trust. Multiple regression analyses were performed to assess the strength of the relationship between PLC team functionality and team trust. Control factors such as team stability, years of teaching, and principal support were included in the analysis. Findings showed a positive, significant relationship between the five domains of PLC team functionality and the four dimensions of team trust. While individual relationships between domains of functionality and dimensions of trust varied, between 46%-60% of variability in team functionality was explained by team trust. This study demonstrates the importance of trust in collaborative efforts of PLC teams as well as highlights a more complex relationship between the two constructs than previously understood in the literature.

In today's competitive global market, there is an ever-increasing demand for highly skilled engineers equipped to perform in teams dispersed over several time-zones by geography. Aerospace Partners for the Advancement of Collaborative Engineering (AerosPACE) is a senior design capstone program co-developed by academia and industry to help students develop the necessary skills to excel in the aerospace industry by challenging them to design, build, and fly an unique unmanned aerial vehicle (UAV). Students with little to no experience designing UAVs are put together in teams with their peers from geographically dispersed universities. This presents a significant challenge for the students in assimilating and applying aircraft design principles, using and interpreting output from analysis tools in multiple disciplines, and communicating their findings with their team members in an effective way. This thesis documents the development of a collaborative design tool for the generation and evaluation of small-scale electric-powered UAV concepts in AerosPACE. The integrated design and optimization software CCADE (Collaborative Conceptual Aircraft Design Environment) enables the immersion of team members from different universities in a software environment which shares design information and analysis results in a central database. Input files for use by open-source analysis tools are automatically generated, and output files read in and displayed in a user-friendly graphical interface. Analysis codes for initial sizing, geometry, airfoil selection, aerodynamics, propulsion, stability and control, and structures are included in the software. Optimization methods are proposed for implementation in future versions of CCADE to explore the breadth of the design space and help students understand the sensitivity of their design to certain key parameters. Testing of CCADE by students during the 2014-2015 AerosPACE course showed an increased volume of explored concepts and prompted questions from students to fill gaps in understanding of fundamental principles. Suggestions for increased student acceptance and use of the software are given. Through its unique architecture and application, CCADE aims to increase productivity and teamwork among AerosPACE participants by increasing the number of concepts which can be fully analyzed, enabling broader exploration of the feasible design space to produce unique and innovative aircraft configurations, and allowing teammates to share thoughts and learning via a shared design and analysis work-space.

The final speaker was Nick Hagemeier, PharmD, PhD, Associate Professor of Pharmacy Practice at East Tennessee State University shared his research experience on drug abuse prevention and insight into coalition involvement and next steps for policy and practice advancement to reduce substance abuse and misuse. His presentation entitled “Community Activation, Collaboration, and Communication” took JCPP member organization representatives on a journey through his experience in the field of substance abuse disorder treatment and advocacy. Hagemeier spoke about his role with the Prescription Drug Abuse Working Group, which has an interprofessional focus with monthly meetings on-campus and at community-based sites. The working group has developed multiple products through active involvement. Some of the products include: Coordination of Regional Task Force on Naloxone 75+ Educational Presentations to Stakeholders Continuing Medical Education Collaboration NIH/NIDA – funded DIDARP Research Team Health System Collaboration: Overmountain Recovery Services (MAT) Collaboration to promote storage and disposal on campus Hagemeier then discussed the work of the ETSU Center for Prescription Drug Abuse Prevention and Treatment. The Center encompasses four main areas: Administration Core, Patient Care, Education & Outreach, and Research & Evaluation. From these core areas, more detailed work with state contracts, proposals for research, health professions education, clinical training curricula, counseling services, opioid treatment program management, dissemination of products, policy and advocacy, partnership, and dissemination of products occur. Hagemeier shared media articles on the implementation of work from the Center and highlighted how the work of the Center impacts each phase of the timeline of opioid use disorder from non-use to death. In closing, Hagemeier took the attendees back to school and walked through multiple case studies that highlight the research initiatives of the Center. One case study of note highlighted a pharmacist’s comfort in dispensing buprenorphine / naloxone, which noted only around half would dispense these items and even less would discuss addiction treatment goals with patients. He recapped the multiple policy, education, and practice issues that he has experienced and noted that much more work is needed to provide patients with adequate prevention and treatment programs.