Pour la première fois dans l’histoire de l’écriture, plusieurs personnes peuvent modifier au même moment et à distance le même document. Cette nouvelle pratique d’écriture rendue possible par la technologie numérique est l’écriture numérique collaborative synchrone. La question que pose cette recherche est celle de savoir comment des textes cohérents et lisibles peuvent émerger de tels dispositifs. De plus, les textes qui résultent de ces pratiques semblent difficilement pouvoir être réduits à des intentions de communication qui préexisteraient « dans la tête » des participants. Le texte émerge au sein même des situations et cela soulève la question méthodologique de savoir comment rendre compte de ces émergences. Cette thèse propose par conséquent d’explorer une manière de l’aborder : une enquête de type pragmatiste, et plus spécifiquement, une approche transactionnelle. Elle se caractérise par l’exigence de penser la relation dans sa dimension constitutive en ne présupposant rien des entités avant leur mise en situation. Elle implique en outre de toujours tenir pour provisoires et révisables toutes les descriptions que l’on peut donner d’une situation. Il s’agit d’une approche philosophique dont une opérationnalisation en Sciences de l’Information et de la Communication est ici proposée. Elle est mise en œuvre pour deux catégories de terrains : des situations de production d’argumentation en contexte pédagogique et des situations de production de comptes-rendus collaboratifs présentiels. Cette mise à l’épreuve permet de conclure à l’intérêt de poursuivre cette enquête selon une approche transactionnelle et d’esquisser un modèle d’analyse destiné à faciliter sa poursuite. / For the first time in the history of writing, several people can edit the same document at the same time and from a distance. This new writing practice, made possible by digital technology, is called synchronous collaborative digital writing. The question posed by this research is how a consistent and readable text can emerge from such systems. In addition, the texts that result from these practices can hardly be reduced to communication intentions that pre-exist "in the head" of the participants. The text emerges within the situations. This raises the methodological question of how to account for this emergence. This thesis therefore offers to explore a way to tackle it: a pragmatist type of investigation, and more specifically, a transactional approach. It is characterized by the need to think the relationship in its constitutive dimension without presupposing any of the entities prior to their entry in situation. It also implies that all of the descriptions of a given situation always have to be considered as provisional and subject to revision. Here, an operationalization of this philosophical approach is proposed in the field of Information and Communication Sciences. It is implemented for two categories of case studies: situations of production of argumentation in an educational context and situations of collaborative production of meeting reports. This experimentation makes it possible to conclude that it would be interesting to continue this investigation in a transactional approach and it outlines an analysis model to facilitate this pursuit.

Dans cette thèse, nous abordons deux problèmes soulevés par les systèmes distribués décentralisés - le placement de réseaux logiques de façon compatible avec le réseau physique sous-jacent et la construction de cohortes d'éditeurs pour dans les systèmes d'édition collaborative. Bien que les réseaux logiques (overlay networks) été largement étudiés, la plupart des systèmes existant ne prennent pas ou prennent mal en compte la topologie du réseau physique sous-jacent, alors que la performance de ces systèmes dépend dans une grande mesure de la manière dont leur topologie logique exploite la localité présente dans le réseau physique sur lequel ils s'exécutent. Pour résoudre ce problème, nous proposons dans cette thèse Fluidify, un mécanisme décentralisé pour le déploiement d'un réseau logique sur une infrastructure physique qui cherche à maximiser la localité du déploiement. Fluidify utilise une stratégie double qui exploite à la fois les liaisons logiques d'un réseau applicatif et la topologie physique de son réseau sous-jacent pour aligner progressivement l'une avec l'autre. Le protocole résultant est générique, efficace, évolutif et peut améliorer considérablement les performances de l'ensemble. La deuxième question que nous abordons traite des plates-formes d'édition collaborative. Ces plates-formes permettent à plusieurs utilisateurs distants de contribuer simultanément au même document. Seuls un nombre limité d'utilisateurs simultanés peuvent être pris en charge par les éditeurs actuellement déployés. Un certain nombre de solutions pair-à-pair ont donc été proposées pour supprimer cette limitation et permettre à un grand nombre d'utilisateurs de collaborer sur un même document sans aucune coordination centrale. Ces plates-formes supposent cependant que tous les utilisateurs d'un système éditent le même jeu de document, ce qui est peu vraisemblable. Pour ouvrir la voie à des systèmes plus flexibles, nous présentons, Filament, un protocole décentralisé de construction de cohorte adapté aux besoins des grands éditeurs collaboratifs. Filament élimine la nécessité de toute table de hachage distribuée (DHT) intermédiaire et permet aux utilisateurs travaillant sur le même document de se retrouver d'une manière rapide, efficace et robuste en générant un champ de routage adaptatif autour d'eux-mêmes. L'architecture de Filament repose sur un ensemble de réseaux logiques auto-organisées qui exploitent les similarités entre jeux de documents édités par les utilisateurs. Le protocole résultant est efficace, évolutif et fournit des propriétés bénéfiques d'équilibrage de charge sur les pairs impliqués. / In this thesis, we address two issues in the area of decentralized distributed systems: network-aware overlays and collaborative editing. Even though network overlays have been extensively studied, most solutions either ignores the underlying physical network topology, or uses mechanisms that are specific to a given platform or applications. This is problematic, as the performance of an overlay network strongly depends on the way its logical topology exploits the underlying physical network. To address this problem, we propose Fluidify, a decentralized mechanism for deploying an overlay network on top of a physical infrastructure while maximizing network locality. Fluidify uses a dual strategy that exploits both the logical links of an overlay and the physical topology of its underlying network to progressively align one with the other. The resulting protocol is generic, efficient, scalable and can substantially improve network overheads and latency in overlay based systems. The second issue that we address focuses on collaborative editing platforms. Distributed collaborative editors allow several remote users to contribute concurrently to the same document. Only a limited number of concurrent users can be supported by the currently deployed editors. A number of peer-to-peer solutions have therefore been proposed to remove this limitation and allow a large number of users to work collaboratively. These decentralized solution assume however that all users are editing the same set of documents, which is unlikely to be the case. To open the path towards more flexible decentralized collaborative editors, we present Filament, a decentralized cohort-construction protocol adapted to the needs of large-scale collaborative editors. Filament eliminates the need for any intermediate DHT, and allows nodes editing the same document to find each other in a rapid, efficient and robust manner by generating an adaptive routing field around themselves. Filament's architecture hinges around a set of collaborating self-organizing overlays that utilizes the semantic relations between peers. The resulting protocol is efficient, scalable and provides beneficial load-balancing properties over the involved peers.

The overarching purpose of this study is to explore what perceived barriers that prevent Swedish fashion companies from implementing rental services to their current business model. A qualitative approach was adopted, where a single case study on the phenomenon of rental services, in the context of collaborative fashion consumption, CFC, was executed. CFC referrers to an alternative way of consumption where consumers have access to already existing garments. The focus of this study, rental services, is the action of providing and consuming products without any transfer of ownership. Multiple sources of data collection were used, consisting of semi-structured interviews with eight company executives representing Swedish fashion companies in three product segments; everyday fashion, performance wear and outdoor wear. The findings showed that six significant barriers were perceived as preventing implementation of rental services; economic, social, lack of information and technological know-how, supply chain, organizational and environmental impact. Moreover, the findings showed interrelated relationships between barriers. For instance, the perception of the social barrier affected the perception of the economic barrier, and the organizational barrier impacted companies’ perception of the informational and technological barrier. By exploring what perceived implementation barriers prevent Swedish fashion companies from adding rental services to their business model, this paper contributes with relevant knowledge to academia as well as to the fashion industry.

Cloud-based collaborative editors enable real-time document processing via remote connections. Their common application is to allow Internet users to collaboratively work on their documents stored in the cloud, even if these users are physically a world apart. However, this convenience comes at a cost in terms of user privacy. Hence, the growth of popularity of cloud computing application stipulates the growth in importance of cloud security. A major concern with the cloud is who has access to user data. In order to address this issue, various third-party services offer encryption mechanisms for protection of the user data in the case of insider attacks or data leakage. However, these services often only encrypt data-at-rest, leaving the data which is being processed potentially vulnerable. The purpose of this study is to propose a prototype software system that encrypts collaboratively edited data in real-time, preserving the user experience similar to that of, e.g., Google Docs.

<p> A student’s education should be reflective of the innovative and progressive nature of the professional world. While innovation was previously viewed as an economic driver or technological concept in the 20th century, modern times have innovation permeating into all branches of society, intending to seek and develop new knowledge and ideas across any academic and professional disciplines. With this inclusion of innovation in all aspects of society, students should be provided educational opportunities to develop innovation capabilities, skills, and mindsets that can better prepare them for the professional world as well as for making both societal and personal impact. Innovation-focused education has been positioned to aid in 1) developing social responsibility in students, 2) fostering innovative behaviors that can benefit the organizations in which students become part of in their future, 3) empowering students to pursue their own personal ventures, and 4) enhancing the economy of a nation. And, using a transdisciplinary approach to teaching innovation, can be one approach to bridge, or even break down, the silos that exist within modern higher education—creating a more authentic community of practice to nourish student learning and their innovative ideas. Researchers have found that innovation capabilities are not typically a by-product of traditional comprehensive education and without specific curriculum to cultivate innovation practices among students across majors, many may be missing out on valuable knowledge and skillsets. Addressing this concern, an undergraduate model at Purdue University has been developed to provide students with the time, resources, and opportunities to enhance their innovation capabilities through co-teaching and co-learning from faculty and students from differing academic units/colleges. This model brings together the disciplinary lenses from three different colleges, including engineering technology, business management, and liberal arts. Engaging students in a transdisciplinary, authentic learning experience across these academic units can allow them to form a community of practice by working on innovation projects over multiple semesters within an engaged network of faculty, peers, and mentors from a variety of disciplines. However, as this model is implemented there is a need to better understand how this collaborative approach to teaching innovation influences undergraduate learning. Therefore, this study 1) examined student perceptions of this innovation education model related to its co-teaching and co-learning pedagogical approach as well as 2) analyzed the influence of this model on student innovation skills (i.e., <em>integrative learning</em>, <em>teamwork</em>, and <em>problem solving</em>). To do so, data was collected from Likert-style prompts and open-ended survey responses and semi-structured interviews and analyzed using thematic coding and a non-parametric Wilcoxon signed-rank test. The results of this analysis revealed 1) working in teams is a necessary evil for many students, 2) cross-college collaboration enhances brainstorming and ideation in general, 3) a collaborative, transdisciplinary setting for learning allows for the application of prior knowledge, and 4) multiple instructors allowed for a greater range of feedback throughout the design process, among other findings in regard to student perceptions of the collaborative teaching and learning model. In addition, the results indicated that there was a statistically significant difference in the students’ perceptions of their innovation capabilities related to all sub-constructs of both <em>integrative learning</em> and <em>problem solving</em>, while students’ perceptions of their abilities relating to <em>teamwork</em> were less consistent. Leveraging these results, discussions around best ways to implement a similar model of teaching in other contexts, the benefits students identified from working collaboratively with individuals outside of their academic unit, and optimal strategies for developing this model have been brought to life. Also, aligning to the data collected in this study, recommendations for educational practice, such as consistency between instructors, alternative strategies for using a similar model in a different time-span, and students identified issues and potential solutions have been provided as well as continued needs for future research. All of this information is positioned to help inform future innovation education research, identifying benefits and drawbacks of the collaborative form of teaching and learning, and analyzing students’ self-perceptions of the skills they developed. Hopefully, this information will be valuable as more institutions look toward transforming teaching and learning practices to provide more engaging, cross-college models that enhance the value of the learning experiences they provide to students on their campuses.  </p>

Mobila enheter är idag en stor del av våra liv och har förändrat hur vi gör många av våra vardagsaktiviteter, såsom att läsa en bok eller att se sitt favoritprogram. Detta har också lett till förändringar i våra utbildningar eller mer specifikt hur vi lär oss och lär ut till andra [1]. Den snabba tillväxten av teknologi har haft en stor påverkan på vår utbildning, vilket har lett till en anpassning av både strukturen av utbildningar och dess material [1, 2]. Teknologins utveckling har också möjliggjort den att kombineras med inlärningstekniker, som kollaborativ inlärning. Kollaborativ inlärning är baserat på konceptet att det naturliga sättet att lära sig är genom att kommunicera med varandra [4]. Kollaborativ inlärning är sammankopplat med de sociala aspekterna, där den stora uppgången av sociala plattformar har visat att de kan vara ett nytt och mer modernt utbildningsområde. Interaktionerna på dessa plattformarna har visat sig kunna skapa ett nytt digitalt område av kunskap [29].I denna uppsats så fortsatte utvecklingen av en Android-applikation kallad Vault. Vault är byggd på filosofierna mobile learning, relational learning och parkour. Mobile learning tillåter människor att lära sig var de än befinner sig [3]. I relational learning så existerar inte den traditionella student-lärarrelationen, där alla istället lär sig av varandra genom att dela med sig av sina idéer och erfarenheter [6]. Parkour, vilket även är känt som konsten av rörelse, är en filosofi där människor delar med sig av upplevelser medans de lär sig och hittar nya vägar att visa sina färdigheter [28]. Parkour har även ett fokus på att upprepa vad andra har gjort. Funktionerna som implementerades i Vault var baserade på en applikationsanalys där sociala och kollaborativa plattformar blev analyserade. Det undersöktes sedan hur dessa funktionerna kunde integreras med filosofierna som Vault är byggd på.Vault testades sedan av två idrottslärare under 10 dagar för att utvärdera applikationen med dess nya funktioner där de sedan intervjuades. Målet med intervjuerna var att få information om hur de nya funktionerna påverkade inlärningen samt användarupplevelsen jämfört med den gamla versionen som var producerad av Lindermans uppsats [5]. / Mobile devices is today a big part of our lives and it has changed how we do our everyday activities, such as reading a book or watching our favorite show. This has also caused changes in our education or more specifically how we learn and teach others [1]. The fast growth of technology has had a big effect on our education, which has led to the adaption of both the structure of education as well as the educational materials [1,2]. The development of technology has also allowed for it to combine with learning techniques, such as collaborative learning. Collaborative learning is based on the concept that the natural way to learn is by communicating with each other [4]. Collaborative learning is connected to the social aspects, where the big rise of social platforms have shown that they can be a new and more present-day education area. The interactions on these platforms have proved to be able to help create a new digital area of knowledge [29].In this thesis there was a continuation of development of the Android application Vault. Vault is built upon the philosophies of mobile learning, relational learning and parkour. Mobile learning allows for people to learn at any time wherever they are [3]. In relational learning the traditional student and teacher relationship doesn’t exist, where instead everyone learns from each other by sharing ideas and experiences [6]. Parkour, also known as the art of movement [27], is a philosophy where people share experiences as they learn and find different paths to display their skills [28]. Parkour also have a focus on repeating what other people have done. The features implemented in the further development of Vault was decided by an application analysis where social and collaborative platforms were analysed. It was then examined how these features could be integrated with the philosophies that Vault was built upon. Vault was later tested on two physical education teachers which both had ten days to test out the application with its new features after which a interview followed. The goal of the interviews were to get information about how the new features affected the learning and user experience compared to the old version produced by Linderman’s thesis [5].

Pendant très longtemps, l'automatisation a été assujettie à l'usage de robots industriels traditionnels placés dans des cages et programmés pour répéter des tâches plus ou moins complexes au maximum de leur vitesse et de leur précision. Cette automatisation, dite rigide, possède deux inconvénients majeurs : elle est chronophage dû aux contraintes contextuelles applicatives et proscrit la présence humaine. Il existe désormais une nouvelle génération de robots avec des systèmes moins encombrants, peu coûteux et plus flexibles. De par leur structure et leurs modes de fonctionnement ils sont intrinsèquement sûrs ce qui leurs permettent de travailler main dans la main avec les humains. Dans ces nouveaux espaces de travail collaboratifs, l'homme peut être inclus dans la boucle comme un agent décisionnel actif. En tant qu'instructeur ou collaborateur il peut influencer le processus décisionnel du robot : on parle de robots collaboratifs (ou cobots). Dans ce nouveau contexte, nous faisons usage de guides virtuels. Ils permettent aux cobots de soulager les efforts physiques et la charge cognitive des opérateurs. Cependant, la définition d'un guide virtuel nécessite souvent une expertise et une modélisation précise de la tâche. Cela restreint leur utilité aux scénarios à contraintes fixes. Pour palier ce problème et améliorer la flexibilité de la programmation du guide virtuel, cette thèse présente une nouvelle approche par démonstration : nous faisons usage de l'apprentissage kinesthésique de façon itérative et construisons le guide virtuel avec une spline 6D. Grâce à cette approche, l'opérateur peut modifier itérativement les guides tout en gardant leur assistance. Cela permet de rendre le processus plus intuitif et naturel ainsi que de réduire la pénibilité. La modification locale d'un guide virtuel en trajectoire est possible par interaction physique avec le robot. L'utilisateur peut déplacer un point clé cartésien ou modifier une portion entière du guide avec une nouvelle démonstration partielle. Nous avons également étendu notre approche aux guides virtuels 6D, où les splines en déplacement sont définies via une interpolation Akima (pour la translation) et une 'interpolation quadratique des quaternions (pour l'orientation). L'opérateur peut initialement définir un guide virtuel en trajectoire, puis utiliser l'assistance en translation pour ne se concentrer que sur la démonstration de l'orientation. Nous avons appliqué notre approche dans deux scénarios industriels utilisant un cobot. Nous avons ainsi démontré l'intérêt de notre méthode qui améliore le confort de l'opérateur lors de la comanipulation. / For a very long time, automation was driven by the use of traditional industrial robots placed in cages, programmed to repeat more or less complex tasks at their highest speed and with maximum accuracy. This robot-oriented solution is heavily dependent on hard automation which requires pre-specified fixtures and time consuming programming, hindering robots from becoming flexible and versatile tools. These robots have evolved towards a new generation of small, inexpensive, inherently safe and flexible systems that work hand in hand with humans. In these new collaborative workspaces the human can be included in the loop as an active agent. As a teacher and as a co-worker he can influence the decision-making process of the robot. In this context, virtual guides are an important tool used to assist the human worker by reducing physical effort and cognitive overload during tasks accomplishment. However, the construction of virtual guides often requires expert knowledge and modeling of the task. These limitations restrict the usefulness of virtual guides to scenarios with unchanging constraints. To overcome these challenges and enhance the flexibility of virtual guides programming, this thesis presents a novel approach that allows the worker to create virtual guides by demonstration through an iterative method based on kinesthetic teaching and displacement splines. Thanks to this approach, the worker is able to iteratively modify the guides while being assisted by them, making the process more intuitive and natural while reducing its painfulness. Our approach allows local refinement of virtual guiding trajectories through physical interaction with the robots. We can modify a specific cartesian keypoint of the guide or re- demonstrate a portion. We also extended our approach to 6D virtual guides, where displacement splines are defined via Akima interpolation (for translation) and quadratic interpolation of quaternions (for orientation). The worker can initially define a virtual guiding trajectory and then use the assistance in translation to only concentrate on defining the orientation along the path. We demonstrated that these innovations provide a novel and intuitive solution to increase the human's comfort during human-robot comanipulation in two industrial scenarios with a collaborative robot (cobot).

The disconnect between the way CAD and analysis applications handle model geometry has long been a hindrance to engineering design. Current industry practices often utilize outdated forms of geometry transfer between these different engineering software applications such as neutral file formats and direct translations. Not only to these current practices slow the engineering design process but they also hinder the integration of design and analysis programs.This thesis proposes a new, multi-user, integrated design-analysis architecture which allows auxiliary functions such as analysis and computer-aided manufacturing to be better connected with the computer-aided design. It is hypothesized that this new architecture will reduce the time of design-analysis iterations and create more parallelization between CAD and auxiliary programs. A prototype of the proposed architecture was constructed and then tested to evaluate the hypotheses, from which it was discovered that the proposed architecture does indeed reduce the time of iterations in the design-analysis cycle and allows for the parallelization of some design and analysis tasks.

Thesis (M.Pharm. (Pharmacy Practice)) -- University of Limpopo, 2022 / Developing countries face huge challenges in provision of pharmaceutical care whereas some developed countries have developed and implemented measure to improve pharmaceutical care through collaborative practices. Collaborative patient care is referred to as the cooperative work or practice by healthcare professionals assuming complementary roles and sharing responsibilities for decision making and problem solving to formulate and furnish quality patient care. Pharmaceutical care is governed by the principles and philosophy of patient centred pharmacy practice, where the main responsibilities, roles or action of a pharmacist are based on patient care. Collaborative pharmaceutical care practice for outpatient requires collaborative action of a pharmacist with other healthcare practitioners. Pharmacist-medical practitioner collaborative care practice is one of the recently emerging aspects in developing countries’ hospitals such as in South Africa which can enhance patient care. Method A qualitative study using semi-structured interviews was conducted with a purposeful sample of 8 pharmacists and 9 medical practitioners at Mankweng Hospital in Limpopo province, South Africa. In the study we used audiotaped interviews that were transcribed exactly as said and analysed using thematic content analysis. Results Three main themes emerged from the study’s interview analysis, description of the current relationship and collaborative practices; the perspective of the pharmacists and medical practitioners on collaboration; the barriers affecting pharmacist-medical practitioner collaboration; and recommendations on the ways, strategy and model to improve pharmacists-medical practitioner collaboration. This highlighted that the relationship among pharmacists and medical practitioners is moderate and there a need for improvement in the relationship. The recommendations range from established xv educational and interactional platforms, improved resource supply, clarity in terms of roles and responsibilities and enhanced managerial structures and functions. Conclusion The current relationship among pharmacists and medical practitioners is moderate. There is still a need for improvement in the relationship to achieve quality collaborative practice for pharmaceutical care in outpatient.

No description available.