Computer-mediated environments such as social media create new social climates that impact communication interactions in un-mediated environments. This study examined social variables during conversations on Twitter through a qualitative document analysis that coded messages into affective, interactive or cohesive categories. Perceived social presence, participant satisfaction, and relationships between social presence and satisfaction among Twitter users during streaming conversations were examined through an online questionnaire that was created using qualtrics.com and made available to respondents over a one-week period. The researcher concluded that most social variables in the Twitter conversations of this study fall into the interactive social presence category. In addition, each category of responses functions in a different way to foster social presence. Two groups of survey respondents agreed with 10 out of 21 and 13 out of 21 statements about social presence and 10 out of 13 and 12 out of 13 statements about satisfaction. Findings indicated that positive and negative relationships exist between social presence and satisfaction. Both conversations in this study appeared to be successful. Therefore, agricultural communicators should feel comfortable using CMC more frequently to circulate agricultural information among populations across the globe. It was recommended that further research be conducted to examine social presence among new topics, populations, and other forms of CMC.

Σε αυτή την εργασία μελετώνται οι διαφορές μεταξύ της δια ζώσης και της εξ αποστάσεως συνεργασίας στα πλαίσια μιας υπολογιστικά υποστηριζόμενης άσκησης μοντελοποίησης. Ένα μαθηματικό πρόβλημα σχεδιάστηκε και δόθηκε στους συμμετέχοντες. Εξετάστηκε σε βάθος η διαδικασία μοντελοποίησης στο ModellingSpace, ένα υπολογιστικά υποστηριζόμενο και συνεργατικό περιβάλλον μάθησης. Δεκαέξι μαθητές γ’ Γυμνασίου συμμετείχαν στην έρευνα και δούλεψαν σε δυάδες. Οι μισές δυάδες εργάστηκαν δια ζώσης, ενώ οι υπόλοιπες δούλεψαν εξ αποστάσεως. Η ανάλυση δεδομένων εστίασε στην αναγνώριση γνωστικών στρατηγικών μοντελοποίησης. Τα αποτελέσματα προτείνουν ότι οι δυάδες που εργάστηκαν εξ αποστάσεως έδωσαν έμφαση στην ανάλυση και στη σύνθεση, καθώς παρουσίασαν υψηλότερη μαθησιακή απόδοση (διαφορά προτεστ και μετατεστ), ενώ οι δια ζώσης δυάδες χρειάστηκαν την υποστήριξη του δασκάλου και παρουσίασαν ισχυρότερες κοινωνικές αλληλεπιδράσεις. Παρόλο το γεγονός ότι οι ενέργειες των δυάδων δια ζώσης ήταν περισσότερες σε αριθμό, οι δυάδες που εργάστηκαν εξ αποστάσεως φαίνεται ότι εστίασαν περισσότερο στη δραστηριότητα. Σχετικά με τις αλληλεπιδράσεις και στις δύο ομάδες παρουσιάστηκε διερευνητική ομιλία προς την επίλυση του προβλήματος. Επιπλέον λιγότερες φάνηκαν να είναι οι διαφωνίες μεταξύ των συνεργατών. Τα αποτελέσματα μπορούν να δώσουν ερμηνείες για τη σχεδίαση μαθησιακών προγραμμάτων και για τη διευκόλυνση των συνεργατικών δραστηριοτήτων. / In this study, the differences between online and face-to-face collaboration in the context of a computer-supported modeling task are examined. A mathematical problem was designed and given to the participants. Their modeling process using ModellingSpace, a collaborative computer-supported educational environment, was closely monitored. Sixteen ninth grade students participated in the study, who worked in groups of two. Half of the groups worked face-to-face, whereas the rest collaborated online. The data analysis focused on the identification of cognitive modeling strategies. The obtained results suggest that pairs who worked online emphasized on analysis and synthesis and demonstrated a higher learning gain, whereas face-to-face pairs needed the teacher’s support and demonstrated stronger social interaction. Despite the fact that the actions of face-to-face dyads were more in number, the dyads that worked online seemed to present more task oriented actions. Regarding the interactions, in both groups a mutual exploration of the problem is depicted. Moreover, few disagreements were observed. The findings, which are discussed extensively, may have a number of implications for the design of learning programs and the facilitation of collaborative tasks.

[pt] Os sistemas colaborativos presenciais para pessoas com Transtorno do Espectro Autista (SiCoP-TEA) possuem diferentes tipos de estratégias para motivar ou forçar a colaboração entre os usuários. Porém, mesmo os sistemas desenvolvidos para esse público, não consideram noções de suporte à percepção para esses usuários, que apresentam dificuldades no entendimento dos conceitos mais básicos de uma atividade colaborativa. Os usuários com TEA apresentam dificuldade para reconhecer e interpretar gestos e estados mentais dos outros, o que limita a sua capacidade de entender os sinais e informações implícitas que são essenciais para a percepção do que ocorre ao seu redor e, consequentemente, para a realização de atividades colaborativas. Nesta tese são investigadas algumas questões sobre como oferecer suporte à percepção, principalmente para usuários com níveis mais severos de TEA, com o intuito de formular e avaliar um conjunto de estratégias de colaboração para apoiar a concepção de SiCoP-TEA com características mais apropriadas para eles. Para tal fim, e utilizando a Pesquisa-Ação como método de pesquisa, foram realizados quatro ciclos de pesquisa de ação e reflexão sobre soluções propostas, levando à concepção das estratégias de colaboração pretendidas. Nesse processo cíclico, verificou-se que, para melhor apoiar o processo de colaboração, os SiCoP-TEA devem oferecer para os usuários elementos de percepção (baseados em determinados requisitos) em diferentes níveis de aproximação da colaboração, bem como atividades que incentivem gradativamente o conhecimento das dimensões que formam a colaboração. Esses aspectos compõem o conjunto das estratégias de colaboração concebido nesta tese. / [en] Face-to-Face collaborative systems for people with autism spectrum disorders use strategies to motivate/force the collaboration among users. However, even the collaborative applications developed for this public, still do not consider notions of awareness for these users that present difficulties to understand the most basic concepts of a collaborative activity. Users with autism present difficulties to recognize and to interpret gestures and mental states of others, which restricts their capacity to understand implicit information that are essential to being aware of what is happening around them, and consequently, to perform the collaborative activities. In this work, we investigate some questions about how to offer awareness support, especially for users with low-functioning autism, in order to formulate and evaluate a set of collaborative strategies to support the design of more appropriate collaborative systems. For this purpose, we used the research-action methodology. Following this methodology, we perform four research cycles of action and reflection about proposed solutions, so that we could conceive the set of collaborative strategies proposed. In this cyclic process, we verified that collaborative systems shall offer awareness mechanisms in the interface (based on certain requirements) in different levels of approximation of the collaboration as well as activities to get users to know each dimension of collaboration, and gradually understanding it as a whole. These aspects compose the set of collaborative strategies conceived in this work.

abstract: With the rapid growth of mobile computing and sensor technology, it is now possible to access data from a variety of sources. A big challenge lies in linking sensor based data with social and cognitive variables in humans in real world context. This dissertation explores the relationship between creativity in teamwork, and team members' movement and face-to-face interaction strength in the wild. Using sociometric badges (wearable sensors), electronic Experience Sampling Methods (ESM), the KEYS team creativity assessment instrument, and qualitative methods, three research studies were conducted in academic and industry R&D; labs. Sociometric badges captured movement of team members and face-to-face interaction between team members. KEYS scale was implemented using ESM for self-rated creativity and expert-coded creativity assessment. Activities (movement and face-to-face interaction) and creativity of one five member and two seven member teams were tracked for twenty five days, eleven days, and fifteen days respectively. Day wise values of movement and face-to-face interaction for participants were mean split categorized as creative and non-creative using self- rated creativity measure and expert-coded creativity measure. Paired-samples t-tests [t(36) = 3.132, p < 0.005; t(23) = 6.49 , p < 0.001] confirmed that average daily movement energy during creative days (M = 1.31, SD = 0.04; M = 1.37, SD = 0.07) was significantly greater than the average daily movement of non-creative days (M = 1.29, SD = 0.03; M = 1.24, SD = 0.09). The eta squared statistic (0.21; 0.36) indicated a large effect size. A paired-samples t-test also confirmed that face-to-face interaction tie strength of team members during creative days (M = 2.69, SD = 4.01) is significantly greater [t(41) = 2.36, p < 0.01] than the average face-to-face interaction tie strength of team members for non-creative days (M = 0.9, SD = 2.1). The eta squared statistic (0.11) indicated a large effect size. The combined approach of principal component analysis (PCA) and linear discriminant analysis (LDA) conducted on movement and face-to-face interaction data predicted creativity with 87.5% and 91% accuracy respectively. This work advances creativity research and provides a foundation for sensor based real-time creativity support tools for teams. / Dissertation/Thesis / Ph.D. Computer Science 2011

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

This thesis examines how a new media technology becomes entrenched into the fabric of society – in particular how the mobile phone was incorporated into the existing communications landscape of a local voluntary community group: an Irish sports club. In the past, face-to-face interaction formed the basis of all social relations and strong local collectives were seen to provide a positive and supportive social environment, generating strong social capital. Today’s mediated communication enables the ‘networked individual’ who can choose when, where and with whom they share their lives. This has implications for the persistence and strength of local associations. Writers like Putnam (2000) have expressed concerns about the attenuation of local communities. However, others propose that communications technologies can provide new additional ways for individuals to link with each other in a ‘glocalised’ society (Hampton and Wellman, 2003) and this has the potential to overcome some of the limitations of the communicators not being in the same physical space. This thesis critically examines the applicability of these partly competing theses in the period in which mobile telephony became widely embedded in Irish society. Through 21 detailed interviews and a survey of 57 players, administrators and supporters, the study examines the choices made by club members in adopting and using the mobile phone. It further explores the changes they have made in their communication patterns and considers the implications of these for the cohesion and persistence of the community group as an entity and also the social capital it engenders. The study draws upon existing theories of human-technology interaction, in particular the Social Shaping of Technology perspective (Williams and Edge, 1996), to examine how club members weave their phone use into their everyday practices. Silverstone and Haddon’s (1996) Domestication approach, with its steps of appropriation, objectification and incorporation provide the detailed framework in mapping out this process. The study findings reveal that community members have all adopted the mobile phone and are heavy users of both text and voice calls. Membership of the sports club has eased the adoption process by providing examples of the artefact in use and a supporting environment when problems arise. Although use is now universal and intensive, there was a differential appropriation of the phone, with male club members being the first purchasers and females often being brought into the circle of users through a gifted or handed-down model. Users have devised strategies to manage their multiple overlapping sets of social relationship. They report that their use of technology has enabled a widening of their social circle while also bringing it closer, literally at the touch of a button. Contrary to the expectations of those analysts and policymakers who have foreseen technology causing local engagement to diminish, the clubs in my study have endured and are thriving; the social capital of their members is still strong and growing. This informs a critical reappraisal of such theories of community attenuation and the policies they have engendered.

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

As novas demandas de públicos solicitam relacionamentos contíguos com gestores, dirigentes e representantes formais das organizações nas relações entre elas e as comunidades participantes de sua rede de relacionamentos. A pesquisa conduzida neste estudo projeta indicativos sobre modos e usos da oralidade na comunicação com empregados e delineia um elenco de posturas verificadas entre gestores que adotam a oralidade como estratégia relacional com suas equipes. Busca identificar e dimensionar o emprego de postulados da oralidade para compreender em que grau lhes pode ser conferido um caráter estratégico quando se trata de atingir resultados e agilizar processos de comunicação com público interno. O corpus empírico foi constituído no ambiente da comunicação interna de uma empresa pública, Embrapa Soja, na unidade localizada em Londrina-PR, uma das 47 unidades de pesquisa da estatal Empresa Brasileira de Pesquisa Agropecuária - Embrapa. Uma pluralidade de métodos foi adotada como estratégia de pesquisa e orientou os procedimentos de coleta e análise de dados que também foram extraídos e tratados de modo fenomenológico, qualitativo e quantitativo. Quatro eixos temáticos foram estabelecidos com base na fundamentação desse método: comunicação interna, comunicação oral, uso do diálogo e comunicação face a face. A oralidade revelou-se marcante na prática de trabalho dos sujeitos entrevistados, está absorvida em todas as formas de comunicação interna e promove integração entre funcionários e administração. Pelos fortes indicativos de sua influência nos resultados do grupo e seu impacto positivo no relacionamento com o público externo, pode-se afirmar a presença desse componente na cultura organizacional e seu alto teor de contribuição como elemento de gestão estratégica. / New demands on publics require closer relationships with managers, directors and formal representatives of organizations to their connection between themselves and the communities participating in their networking. The research conducted in this study raised indications as to how oral speech is used in the communication with employees and reveals the conducts verified among administrators who adopt oral speech as relational strategy when dealing with their teams. It aims to identify and evaluate the utilization of oral speech postulates in order to understand the degree to which they can be strategically considered when it comes to achieving results and speeding communication processes with the internal public. Data were gathered in the internal communication environment of a public enterprise, the Embrapa Soja, in its unit located in Londrina-PR, one of the 47 research units of the state owned Empresa Brasileira de Pesquisa Agropecuária - Embrapa. Miscellaneous procedures were used in the research orientation, with data collection and analysis being treated through phenomenological principles, both qualitatively and quantitatively. Four thematic axes were established within the selected method: internal communication, oral communication, use of dialogue, and face-to-face communication. Oral speech showed prominent in the work practices of the interviewees, it is absorbed in all internal communication actions and fosters integration among employees and administration. Through the strong evidence of its participation in group results and its positive impact on the relationship with external publics, the firm presence of this component in the organizational culture can be stated as well as the high contribution it can provide as element of strategic management.

Denna kandidatuppsats undersöker eventuella risker för person till person kommunikation som kan härstammar i användning av moderna tekniken och de sociala medierna. Syftet är att ta reda på vilka konsekvenser som förekommer när man överkonsumerar modern teknik och diverse sociala medier (t.ex. Facebook, Twitter, instagram och Myspace). Undersökningen kommer sedan ligga till grund för ett gestaltningsarbete där fokusen ligger på att söka en teknik som kan förbättra kommunikationen person till person genom att introducera personer inför ett problem som enbart kan lösas genom person till person kommunikation inom gruppen. / This bachelor thesis examines the potential risks of face to face communication that may occur during the use of modern technology and social media. The aim is to find out what kind of impact may occur when people over consume modern technology and various types of social media (e.g. Facebook, twitter, Instagram and Myspace). The study will then form a base for a digital game witch will focus on finding a way technology can improve communication face to face. The game will introduce the players to a problem that only can be solved by working and communicate with each other.