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2010 International Conference on Intelligent Networking and Collaborative Systems

24-26 Nov. 2010

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  • [Front cover]

    Publication Year: 2010, Page(s): C1
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  • [Title page i]

    Publication Year: 2010, Page(s): i
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  • [Title page iii]

    Publication Year: 2010, Page(s): iii
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  • [Copyright notice]

    Publication Year: 2010, Page(s): iv
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  • Table of contents

    Publication Year: 2010, Page(s):v - xiii
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  • Welcome message from the INCOS 2010 Chairs

    Publication Year: 2010, Page(s):xiv - xv
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  • INCOS 2010 Committees

    Publication Year: 2010, Page(s):xvi - xx
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  • Workshop Committees

    Publication Year: 2010, Page(s):xxi - xxiii
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  • Welcome message from the WIND 2010 Chairs

    Publication Year: 2010, Page(s): xxiv
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  • Welcome message from the IWASCL 2010 Chairs

    Publication Year: 2010, Page(s): xxv
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  • Welcome message from the CIDM 2010 Chairs

    Publication Year: 2010, Page(s): xxvi
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  • Welcome message from the CINS 2010 Chairs

    Publication Year: 2010, Page(s): xxvii
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  • Plenary Talks

    Publication Year: 2010, Page(s):xxviii - xxx
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (133 KB)

    Provides an abstract for each of the plenary presentations and a brief professional biography of each presenter. The complete presentations were not made available for publication as part of the conference proceedings. View full abstract»

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  • Technical Co-sponsors and Sponsors

    Publication Year: 2010, Page(s):xxxi - xxxii
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  • Organized by

    Publication Year: 2010, Page(s): xxxiii
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  • Internet-Mediated Communities of Practice (IMCoPs): A Meta-analysis of Critical Elements

    Publication Year: 2010, Page(s):1 - 7
    Cited by:  Papers (1)
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (374 KB) | HTML iconHTML

    In order to realize specific goals on informal learning, knowledge management and professional identity reform and development, more and more people, groups and organizations are looking to develop Internet-mediated communities of practice (IMCoP). Harnessing the perceived values of communities across educational or business context requires well-designed settings and great efforts on cultivation ... View full abstract»

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  • Agency and the Virtual Campus: The TrAM Approach

    Publication Year: 2010, Page(s):8 - 15
    Cited by:  Papers (2)
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (331 KB) | HTML iconHTML

    The capture and analysis of requirements for virtual campus systems that employ emerging technologies is complex. Whilst the agent paradigm can assist the modelling of such systems, the variety, scope and volume of network interactions creates a scenario that is difficult to comprehend and analyse. Transaction Agent Modelling (TrAM) is an approach to early requirements capture that is particularly... View full abstract»

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  • A Multi-level Study of Free-Loading in Dynamic Groups: The Importance of Initial Network Topology

    Publication Year: 2010, Page(s):16 - 23
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (491 KB) | HTML iconHTML

    Free-loading (to be distinguished from free-riding) is a context-dependent emergent phenomenon that arises when an individual benefits disproportionately from an interaction relative to the other participant(s) of the interaction. We study the phenomenon of free-loading at three levels: (i) its emergence as a dominant interaction strategy at the individual level; (ii) its occurrence in spontaneous... View full abstract»

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  • Cognitive Processes Induced from Fading-out of the Collaboration Script During Argumentation

    Publication Year: 2010, Page(s):24 - 31
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (540 KB) | HTML iconHTML

    The purpose of this work is to present empirical data from a case study on the cognitive processes in the context of a web-based argumentation activity in a computer science course. Students used the iArgue web tool for argumentation and their interactions were structured by a collaboration script. The micro script supported argumentation and faded out while prompts reminded peers to check the val... View full abstract»

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  • Antecedents of Collaborative Learning: Insights from Massively Multiplayer Online Games

    Publication Year: 2010, Page(s):32 - 39
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (406 KB) | HTML iconHTML

    This study focuses on the investigation of features of Massively Multiplayer Online Games (MMOGs) relevant to the support of collaborative learning processes. Through qualitative research (interviews with players, participant observation in MMOGs, research in websites and for a) we identify and describe motivational, cognitive and social features of the tasks and the player interactions emerging w... View full abstract»

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  • Design and Execution of Dynamic Collaborative Learning Experiences

    Publication Year: 2010, Page(s):40 - 45
    Cited by:  Papers (1)
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (397 KB) | HTML iconHTML

    Computer Supported Collaborative Learning and Computer Supported Cooperative Work are research domains whose methodological instances are vaguely recognized and even more rarely modeled. The goal of this paper is to present a new approach for the construction of dynamic collaborative learning experiences and their devolution inside an Intelligent Tutoring System. The presented approach is based on... View full abstract»

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  • An Intelligent System for Monitoring and Supervising Lessons in LAMS

    Publication Year: 2010, Page(s):46 - 53
    Cited by:  Papers (3)
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (512 KB) | HTML iconHTML

    In this paper, we present an intelligent agent system to support teachers in efficiently supervising learners and activities of lesson implementations in LAMS. It consists of an intelligent agent that has been designed to collect and process information from LAMS database about the interaction of learners with lesson's activities. The agent diagnoses conflicts in the learning process and produces ... View full abstract»

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  • Collaboration as an Opportunity for Individual Development

    Publication Year: 2010, Page(s):54 - 61
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (958 KB) | HTML iconHTML

    In this paper we explore how specific individual and group characteristics may influence students' contribution in a collaborative task as well as their progress after collaboration. An empirical study is described, where students worked on concept mapping tasks, individually and in groups. Assessing, analysing and comparing the individual and group concept maps constructed, specific influences we... View full abstract»

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  • Understanding Networked Music Communities through a Practice-Lens: Virtual 'Tells' and Cultural Artifacts

    Publication Year: 2010, Page(s):62 - 69
    Cited by:  Papers (1)
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (362 KB) | HTML iconHTML

    The paper investigates how practice-based studies can provide a lens for understanding the life of virtual communities. The domain of investigation is music interpretation lessons as conducted using the DIAMOUSES system for networked music performance. The practice-based framework proposed is built around two notions: technology inscribed structures and cultural artifacts appropriated or enacted. ... View full abstract»

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  • Implementing Adaptive Techniques in Systems for Collaborative Learning by Extending IMS-LD Capabilities

    Publication Year: 2010, Page(s):70 - 77
    Cited by:  Papers (1)
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (410 KB) | HTML iconHTML

    In this article we present an architecture for the integration of external and independent software components into IMS-LD based courses that cater for adaptivity. The architecture allows combining existing research on explicit representations of collaborative learning processes (i.e. learning designs) with the availability of existing and tested collaborative learning tools (e.g. a forum in a VLE... View full abstract»

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