Le secteur langagier vit actuellement un changement de paradigme. De nouvelles pratiques collaboratives facilitent les échanges entre des gens de partout dans le monde. Bien que certaines de ces pratiques, par exemple la traduction collaborative, ont suscité l'intérêt de nombreux chercheurs, d'autres, comme la terminographie collaborative, sont peu connues. Quel est le spectre de la terminographie collaborative? En quoi la terminographie collaborative se distingue-t-elle de la terminographie classique? Quelles sont leurs forces et leurs faiblesses respectives? La présente thèse définit la terminographie collaborative, identifie ses caractéristiques et ses divers modes et formes et présente ses outils afin de permettre une compréhension approfondie du phénomène. Nous comparons la terminographie classique et la terminographie collaborative au moyen d'une étude de cas d'un modèle classique (TERMIUM Plus) et d’un modèle collaboratif (TermWiki) afin de relever les ressemblances et les différences entre elles. Puis nous illustrons leurs forces et leurs faiblesses respectives. Nous concluons que la terminographie classique et la terminographie collaborative diffèrent principalement au niveau des participants, du style d'interaction et de l'infrastructure. The language industry is experiencing a paradigm shift. New collaborative practices facilitate exchanges between people from all around the world. Although some of these practices, such as collaborative translation, have attracted the interest of many researchers, others, such as collaborative terminography, are little known. What is the spectrum of collaborative terminography? How do collaborative terminography and traditional terminography differ? What are their respective strengths and weaknesses? This thesis defines collaborative terminography, identifies its characteristics and its various modes and forms, and presents collaborative tools to enable a thorough understanding of the phenomenon. We compare traditional and collaborative terminography through a case study of a traditional model (TERMIUM Plus) and a collaborative model (TermWiki) to identify similarities and differences between them. We then list their respective strengths and weaknesses. We conclude that traditional terminography and collaborative terminography differ mainly in terms of participants, interaction styles and infrastructure.

Management of Collaborative Networked Organizations faces various challenges in terms of decision-making. Particularly, in complex and multi-player environments, like healthcare, it is not easy to find the roots of low performance processes, and unmet goals. This research provides a framework, as well as associated techniques to analyze the value network, identify problematic actors, and consequently, find the best possible solution to change them. The proposed framework consists of two main components: Analyzing the value network, and Multi-Criteria Decision Making. To analyze the value network of a collaborative environment, in addition to the existing techniques, four complementary components are introduced: Actors’ value interchanges matrix, Value Gantt chart, Identifying problematic actors flowchart, and Actors’ ease of substitution table. Employing these hybrid analyses, decision makers gain a better understanding of the bottlenecks in the value network, current conditions and contributions of the involved actors, and the consequences of considering various alternatives. Then, by applying one of the Multi-Criteria Decision Making methods, and based on pre-defined criteria, possible alternatives are analyzed and outlined. As a proof of concept and validation of the proposed methods, we reviewed a scenario of patient flow and wait times in healthcare. We derive the value network for collaborative processes in a hospital, specify the roles’ of actors, identify the bottlenecks, then rank the solutions, and suggest possible changes to improve the performance of the collaborative environment.

Educational leaders are immersed in and arguably responsible for the construction of the delicate yet complex world of education. As such, Van der Mescht (2004) poignantly observes, “to develop a clearer picture of what it is that some leaders possess (or do, or are) that makes their leadership effective has perhaps never been more urgent” (p. 3). This research is a response to Van der Mescht’s observation. The purpose of this study is to engage prospective educational leaders in a deep interrogation of their personal, philosophical and pedagogical beliefs around leadership and its application in contexts representative of Canadian diversity and the complexity of the learning environments using collaborative inquiry (Bray, Lee, Smith & Yorks, 2000) as a methodology. The study is based on leadership as a practice where educational leaders enable, empower and support the diverse and complex learning community and where the application of leader extends beyond title and position to qualities and actions understood through collaborative reflection and dialogue. / Graduate / 0515 / 0514 / 0727 / lisa.starr2@mcgill.ca

The intellectual contribution of this thesis lies within the area of computer supported co-operative work (CSCW), and more specifically, computer supported co-operative design (CSCD). CSCW is concerned with the development of information systems and technological support for multi-participant work activities. Research into CSCW seeks to understand how people and organisations interact with one another, and to integrate this understanding with the development of computer based tools to support real world settings. Much of the technology developed to support the work of designers has been developed to aid individuals working alone, with tools like computer aided drafting (CAD), scheduling, and database software. The growth of interest in ‘groupware’ has led many technology developers to adapt these design tools for use in group situations. However, joint activities are different from those performed alone, and organisational structures can both interfere with, and supplement co-operative work practices in a way that the current technologies cannot provide support for. To develop effective group design tools, we need to understand more about collaborative processes in design. This thesis draws from the theoretical underpinning of cognitive science and the methods of anthropology and sociology, in an interdisciplinary study of design performance in the construction industry. Fieldwork is used as a method of qualitative data collection and this is examined within the analytic framework of distributed cognition. The results of this analysis provide a useful and usable description of the work of design that technology developers can use to support collaborative design work. In line with the methods of distributed cognition, the activities observed in the workplace studies are examined in terms of their processes and representations. The resources that were available to the design participants are made explicit, as are their situation-specific work patterns. Two case studies of design are examined. The first of these describes design work in a civil engineering project, which involves a number of different design activities. The second describes the work of consulting engineers in building design, focusing on a more limited design role, which is used to back up and supplement areas of the first study that were understood to be particularly relevant. The findings of the study demonstrate how design processes operate simultaneously at personal, organisational and inter-organisational levels. The distinction between the formal, organisational procedures, and the informal, social processes that compliment them is examined to show how these are interrelated in the performance of the design task and their importance to the mechanisms used to co-ordinate actions. The findings of the study have implications for the development of novel technologies to augment the engineering design process, and have already been used in the development of assistive design technologies. The thesis demonstrates that the framework of distributed cognition can be used in the analysis of cognition within a setting, involving multiple individuals, in concert with 'natural' and 'artificial' artefacts. The thesis makes clear a number of processes in design that can only be examined from a perspective which includes the social dimensions of work. The methods of study focus on the resources in collaborative activities, whilst the analysis, structured in terms of the representations and processes of collaborative activity, shows that the method can be used effectively in the development of CSCW and CSCD technologies.

No description available.

While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.

While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.

While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it. A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of nonpedagogical social exchanges occur in both virtual task-related as well as non-taskrelated spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others??? experiences and ideas.

Doctor of Philosophy (PhD) / Up till now, architects collaborating with other colleagues did so mostly face-to-face (FTF). They had to be in the same space (co-located) at the same time. Communi-cation was ‘spontaneous’ and ideas were represented, whether verbal or non-verbal, by talking and using ‘traditional drawing tools’. If they were geographically displaced, the interaction was then space affected as well as the probability of being time affected. In this case communication was usually mediated through the tele-phone, and graphically represented ideas were sent by Fax or posted documents. Recently, some architectural firms started using modems and Internet connections to exchange information, by transferring CAD drawings as well as design informa-tion, through e-mail and file transfer protocol (FTP). Discussing ideas in architecture, as a more abstract notion, is different from discuss-ing other more concrete arguments using video conferencing. It is more important to ‘see’ what is being discussed at hand than ‘watch’ the other person(s) involved in the discussion. In other words the data being conveyed might be of more impor-tance than the mode of communication. Taking into consideration recent developments in computer and communication technologies this thesis investigates different communication channels utilised in architectural collaboration through Computer Mediated Collaborative Design (CMCD) sessions as opposed to FTF sessions. This thesis investigates the possi-ble effects these different channels have on collaborative design in general and col-laborative design communication in particular. We argue that successful CMCD does not necessarily mean emulating close prox-imity environments. Excluding certain communication channels in a CMCD envi-ronment might affect the flow and quantity of synchronous collaborative communica-tion, but not necessarily the quality and content of mutually communicated and rep-resented design ideas. Therefore different communication channels might affect the type of communication and not necessarily the content of the communication. We propose that audio and video are not essential communication channels in CMCD environments. We posit that architects will collaborate and communicate design representations effectively although with some differences, since those two chan-nels might cause interruptions and successful collaborative sessions can take place without them. For this purpose we conducted twenty-four one-hour experiments involving final year architecture students all working to the same design brief. The experiments were divided into three categories, FTF, full computer mediated collaborative design sessions (CMCD-a; audio-video conferencing plus whiteboard as a shared drawing space) and limited computer mediated collaborative design sessions (CMCD-b; with Lambda MOO used as a chat medium plus whiteboard as a shared drawing space). The experiments were video and audio taped, transcribed and coded into a custom developed coding scheme. The results of the analysed coded data and observations of the videotapes provided evidence that there were noticeable differences between the three categories. There was more design communication and less communication control in the CMCD-b category compared to the FTF and CMCD-a categories. Verbal communi-cation became shorter and straight to the point in CMCD-b as opposed to spontane-ous non-stop chat in the other two categories. Moreover in CMCD-b the subjects were observed to be more reflective as well as choosing and re-examining their words to explain ideas to their partners. At times they were seen scrolling back through the text of the conversation in order to re-analyse or interpret the design ideas at hand. This was impossible in FTF and CMCD-a sessions, since the sub-jects were more spontaneous and audio representations were lost as soon as they were uttered. Also the video channel in the CMCD-a category was ignored and hardly used except for the first few minutes of the experiments, for a brief exchange of light humour on the appearance of each subject. The results obtained from analysing the experiments helped us conclude that differ-ent communication channels produce different collaborative environments. The three categories of communication for architectural collaboration explored in our ex-periments are indicative of the alternatives available to architects now. What is not clear to architects is why they would choose one category over another. We pro-pose that each category has its own strengths and difficulties for architectural col-laboration, and therefore should be selected on the basis of the type of communica-tion considered to be most effective for the stage and tasks of the design project.

This dissertation is both an analytical life history of Stó:lō Elder Archie Charles (1922-2010) as well as an academic reflection on the process of collaborating to record and write this told-to narrative. Grand Chief Archie Charles left a profound social, political and cultural legacy within the Stó:lō community. He is broadly acknowledged as one of the community’s most respected modern leaders. My examination of the way Archie strategically accepted and rejected elements of the teachings of his ancestors and the lessons learned from newcomers serves to enrich a growing body of post-colonial scholarship that challenges long-standing assumptions about what it means to be Aboriginal. The agency revealed through his life experience alerts us to the dynamic way in which Archie and certain others of his generation balanced innovation with tradition. This study of Archie’s life therefore, contributes to an emerging scholarship that challenges still lingering racist myths and faulty dualisms that position Native people as either “assimilated” or “resisting”. Through Archie’s story, I reveal the way in which he applied knowledge and skills he gained via the acculturation process (and his lifelong reflections on this process) to foster particular cultural continuities within areas of Stó:lō life. Archie successfully did this by enacting his own personal ethos of “protection through inclusion and education”. This research chronicles and interprets the genesis and evolution of his leadership strategy by tracing it back to his adaptive interpretations of his ancestral and familial teachings and highlighting key times in Archie’s life history when he worked to find a balance between innovation and tradition. Thus it foregrounds his formative experience with Xwelítem (newcomers) and Stó:lō society and cosmology, particularly his adoption, time spent attending Kamloops Indian Residential School, and involvement as a soldier and veteran of the Canadian Armed Forces. It highlights how he derived meaning out of these experiences, which in turn guided his actions in the public sphere and shaped his policies as a community leader –in particular as elected Chief of his community of Seabird Island British Columbia and as a Sia:teleq (a hereditary caretaker) of his family fishcamp in the Fraser Canyon. This research draws upon my own sustained dialogue with Archie Charles and his immediate family, secondary and primary sources, and previous oral history interviews conducted with Archie and his family members. It explicates Archie’s role as a man who was known more for his actions than his words and the ways in which silence may be interpreted and made meaningful in the told-to genre. In terms that reflect the subtleties of collaborative dynamics that play out in told-to narratives, it likewise examines his role as narrator and authority of his life experience and my role as chronicler, then interpreter. As such, it provides glimpses into specific time periods and aspects of Archie’s life, but does not seek to be fully chronologic and comprehensive. As a result, I seek to contribute to collaborative historiography by sharing the way in which my collaboration with Archie shifted from a dialogue, particularly following his death in 2010, to a “polylogue”: an engagement of multiple voices of family and extended community members to support this telling of his life narrative. Moving from hearing to a more engaged form of “listening” as we did – the kind which allows for silences to exist – reinforced for me that knowledge, expressed through words, gestures, actions as well as silences are not things we can go into a community or individual’s life and “get”. Rather, they are shared as gifts, and as such come with obligations of reciprocity. This dissertation aspires to reciprocate the sharing that Archie did with me by providing his community and my scholarly community with not only an account of his life, but with an assessment of what his life reveals about pertinent issues in Aboriginal and Native-Newcomer history – and through this process to hopefully contribute to the ongoing efforts at building reconciliation between settler and Indigenous societies.