Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Computer Science.

<p>This report summarizes the work done to develop a 3D teleconferencing system, which enables remote participants anywhere in the world to be scanned in 3D, transmitted and displayed on a constructed 3D display with correct vertical and horizontal parallax, correct eye contact and eye gaze. The main focus of this report is the development of this system and especially how to in an efficient and general manner render to the novel 3D display. The 3D display is built out of modified commodity hardware and show a 3D scene for observers in up to 360 degrees around it and all heights. The result is a fully working 3D Teleconferencing system, resembling communication envisioned in movies such as holograms from Star Wars. The system transmits over the internet, at similar bandwidth requirements as concurrent 2D videoconferencing systems.</p> / Project done at USC Institute for Creative Technologies, LA, USA. Presented at SIGGRAPH09.

Video-mediated communication (VMC) is currently the prevalent mode of telecommunication for applications such as remote collaboration, teleconferencing, and distance learning. It is generally assumed that transmitting real-time talking-head videos of participants in addition to their audio is beneficial and desirable, enabling remote conferencing to feel almost the same as face-to-face collaboration. However, compared to being face-to-face, VMC still feels distant, artificial, cumbersome, and detached. One limitation of standard video-collaboration that contributes to this feeling is that the 3D context between people and their shared workspace given in face-to-face collaboration is lost. It is therefore not possible for participants to tell from the video what others are looking at, what they are working on, or who they are talking to. Video Collaborative Virtual Environments (video-CVEs) are novel VMC interfaces which address these problems by re-introducing a virtual 3D context into which distant users are mentally "transported" to be together and interact with the environment and with each other, represented by their spatially controllable video-avatars. To date, research efforts following this approach have primarily focused on the demonstration of working prototypes. However, maturation of these systems requires a deeper understanding of human factors that emerge during mediated collaborative processes. This thesis contributes to a deeper understanding of human factors. It investigates the hypothesis that video-CVEs can effectively support face-to-face aspects of collaboration which are absent in standard video-collaboration. This hypothesis is tested in four related comparative user studies involving teams of participants collaborating in video-CVEs, through standard video-conferencing systems, and being face-to-face. The experiments apply and extend methods from the research fields of human-computer interaction, computer-supported cooperative work, and presence. Empirical findings indicate benefits of video-CVEs for user experience dimensions such as social presence and copresence, but also highlight challenges for awareness and usability that need to be overcome to unlock the full potential of this type of interface.

Background Linkage and exchange refers to processes by which researchers and decisionmakers are engaged in ongoing interaction, collaboration, and the transfer of ideas and are a critical aspect of collaborative research partnerships (CHSRF, 2008). As healthcare groups continue to communicate and collaborate at a distance through linkage and exchange, Information and Communication Technology (ICT) has come to play an increasingly important role in supporting such interactions. However, to date, the literature on linkage and exchange appears disconnected from that of ICT. Research on the effects of ICT on linkage and exchange processes is needed for healthcare in general, but, more specifically, within the drug policy domain. This study examines the consequences of ICT on linkage and exchange processes within the drug policy domain. Methodology This study seeks to understand the effects of ICT on linkage and exchange processes. An initial conceptual framework emerged from the research literature of both ICT and linkage and exchange. The framework focused on describing inputs, processes, and outputs involved in linkage and exchange. The inputs were communication media, tasks, group characteristics, context, and culture. The processes included social iv interactions, facilitation, and information exchange. The outputs consisted of participant ratings of the technology-enabled linkage and exchange processes. Three different groups working within the drug policy domain were observed for over two years. Five different types of data were collected in the study: baseline interviews, observations, meeting transcripts, post-interviews, and surveys. Analysis of the study results in the context of the initial conceptual framework led to a more refined conceptual framework. Findings Three linkage and exchange processes were studied: social interaction norms, facilitation, and information exchange. The findings regarding social interaction norms suggest that: 1) groups developed different discussion and participation norms when using different communication media; 2) a rigid web-conferencing communication structure forced group members to introduce other tools for communication; 3) group discussions were perceived as best in face-to-face environments and worst in teleconferencing; 4) teleconferencing provided the most convenient method of participation; 5) web-conferencing was the most effective way to facilitate linkage and exchange for groups that had limited budgets, that were greatly dispersed, and that were highly collaborative; 6) web-conferencing forced group interaction within text. Findings regarding facilitation suggest that: 1) process facilitation skills were essential to the success of the group irrespective of technology; 2) more technological features required more effort from facilitators; 3) facilitator control of a meeting was highest during web-conferencing meetings; 4) disseminating research required little or no process facilitation expertise. v Findings regarding information exchange suggest that: 1) technology and presentation structure had a strong influence on information sharing, but little on evidence sharing; and 2) the research task had the strongest effect on the level of evidence used within the group. Conclusion ICT has a significant effect on linkage and exchange processes. This study discusses the implications of the thesis for both underlying theory and the practical development of technology to support linkage and exchange.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (p. 178).

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 16, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Ione M. Garcia, Ming-Gon John Lian. Includes bibliographical references (leaves 143-162) and abstract. Also available in print.

This report summarizes the work done to develop a 3D teleconferencing system, which enables remote participants anywhere in the world to be scanned in 3D, transmitted and displayed on a constructed 3D display with correct vertical and horizontal parallax, correct eye contact and eye gaze. The main focus of this report is the development of this system and especially how to in an efficient and general manner render to the novel 3D display. The 3D display is built out of modified commodity hardware and show a 3D scene for observers in up to 360 degrees around it and all heights. The result is a fully working 3D Teleconferencing system, resembling communication envisioned in movies such as holograms from Star Wars. The system transmits over the internet, at similar bandwidth requirements as concurrent 2D videoconferencing systems. / Project done at USC Institute for Creative Technologies, LA, USA. Presented at SIGGRAPH09.

Orientadores: Luiz Carlos de Freitas, Jose Armando Valente / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T02:25:10Z (GMT). No. of bitstreams: 1 Augusto_CacildaEncarnacao_M.pdf: 20567985 bytes, checksum: 34f7bbd2eb39fb13152d7ddd41f67e60 (MD5) Previous issue date: 2004 / Resumo: O presente estudo teve os objetivos de: estudar como as Tecnologias da Informação e Comunicação - computador, teleconferência e videoconferência - foram usadas no ensino, mais especificamente no curso de formação de professores PEC-Formação Universitária (pólo Campinas-SP), que aconteceu no período de julho de 2001 a dezembro de 2002; analisar a lógica de produção e linguagem do conteúdo disponibilizado para os alunos nos recursos tecnológicos e verificar se os participantes do estudo entendem que as tecnologias contribuíram para a formação do público alvo, qual a percepção que eles têm em relação as tecnologias no ensino. Participaram do estudo: alunos, tutores, professores e profissionais (estagiários, desenvolvedores de conteúdo, coordenadores e assistentes) do PEC-Formação Universitária. Os dados foram coletados, principalmente, por meio de questionários, entrevistas semi-estruturadas e observações. O procedimento para a análise de dados consistiu em uma organização quantitativa dos dados do questionário, seguida de uma análise qualitativa de todos os dados coletados. Os resultados mostram que o uso de tecnologias interativas não foi suficiente para garantir a interação entre alunos e professores. As aulas de teleconferência foram apontadas como de melhor qualidade técnica e pedagógica do que as aulas de videoconferência. Aparece nas falas dos participantes a consciência de que, as aulas ministradas por tecnologias requerem uma metodologia diferenciada da utilizada no ensino presencial e que elas contribuem no processo de ensino e aprendizado, mas a figura do professor sempre será necessária. O computador contribuiu no processo de "inclusão digital", mas não foi utilizado considerando efetivamente o seu potencial de interação. Esses resultados sugerem que se repense novos métodos ,de ensino para a educação mediada por tecnologias. Para que seu uso seja adequado é necessário uma formação para professores e também para alunos. O ensino mediado por tecnologias requer não só manutenção de equipamentos e capacitação para que aqueles que farão ou ministrarão o curso saibam manuseá-Ias, mas cuidados pedagógicos, ou seja, preocupação com a qualidade da informação trabalhada e da interação entre alunos e professores / Abstract: The objectives of the following study were to study how the Infonnation and Communication Technologies - computer, teleconference and videoconference - were used for teaching, specificalIy for the teachers training course PEC- Formação Universitária (Campinas-SP), which took place from July 2001 until December 2002, to analyse the logical production and language of the contents available to the students in the technological resources and to verifj; if the participants understand that technology contributed for the training of the target group and which perception they have towards the technologies in the teaching. The participants in the training were: students, tutors, professors and other professionals (apprentices, developers, coordinators and assistants) from the PEC-Formação Universitária. The data were collected, mainly through surveys, semi-structured interviews and some observation. The procedures for the evaluation of the data consisted in a quantitative organization of the survey data, folIowed by a qualitative analysis of all the collected data. The results show that the use of interactive technology was not enough to guarantee the interaction between students and teachers. The teleconference classes, compared to the videoconference classes, were pointed out as the best ones in tenns of technical and pedagogical quality. Among the opinions of the participants it is clear that the classes given with the use of technology contribute to the learning process and require a different method in relation to the standard teaching, but the presence of the teacher will always be essential. The computer contributed in the process of "digital inclusion", but it was not efficient1y used considering its potential of interaction. The results suggests the rethinking of new methods of teaching with the use of technology and the necessity of adequate preparation for teachers and students involved. Teaching through the use of technology demands not only maintenance of equipment and training for those who will take or teach the course, but awareness and careful preparation in relation to pedagogy and quality of the studied information and the interaction between teachers and students / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

No description available.

This case study examined three listservs as follow-up activities for STARLINK® (State of Texas Academic Resources Link) satellite teleconferences for community college faculty development during the 1993-94 season. Purposes included determining through self report and other data: (a) appropriateness of listservs as follow-up activities for teleconferences, (b) if combining video satellite teleconferences with a listserv satisfied perceived needs, (c) purposes of accessing a listserv and if listservs facilitated changes in the performance of work, were supportive of teaching, and provided resources beyond teleconferences' content, (d) what aspects of listservs are helpful or not helpful to participants.