Online Collaborative Platform Research Articles

Harmonizing Innovation: A Journey through the History of Computational Music

The history of computational music traces a fascinating journey of innovation and creativity, intertwining disciplines such as computer science, mathematics, music theory, and psychology. From its inception in the mid-20th century to its current state of sophistication, computational music has evolved into a multifaceted field encompassing algorithmic composition, digital signal processing, machine learning, and interactive music systems. Pioneering works such as Roads' "The Computer Music Tutorial" and Biles' "GenJam" exemplify the early endeavors in digital sound synthesis and algorithmic composition. The roots of computational music extend back to the 1950s and 1960s with the pioneering efforts of Max Mathews, John Chowning, and Lejaren Hiller, laying the groundwork for future advancements. Technological breakthroughs in the 1970s and 1980s, including the advent of digital audio workstations and FM synthesis, further propelled the field forward. The 1990s and 2000s witnessed democratization and accessibility with the rise of affordable software tools and online collaboration platforms. Today, computational music continues to evolve with the emergence of deep learning and generative AI techniques, albeit accompanied by ethical considerations regarding copyright ownership and algorithmic bias. In conclusion, the history of computational music underscores the transformative power of technology in shaping musical expression and invites us to explore new frontiers where creativity knows no bounds.

Unveiling the Impact of Communication Network on Engineering Project Team Performance: The Interplay of Centralization and Tie Strength.

Recent research has focused on the impact of communication networks on the performance of construction project teams, attempting empirical exploration from various social network analysis perspectives. However, there is still a significant gap in understanding the variations in performance and the mechanisms for teams using different communication networks. Drawing from organizational learning theory and social network theory, this study, based on the Input-Mediator-Output (IMO) model, explores the effects of the interaction between centralization and tie strength in communication networks on team performance, as well as the mediating mechanisms of knowledge sharing behavior and team resilience performance in engineering project teams. Drawing on classic group communication experiment, we design an online communication and collaboration platform to simulate the execution of a construction engineering project. Finally, data was collected through the communication experiment with 720 participants, and hypotheses were tested using ANOVA and PROCESS. The results indicate that under conditions of weak tie strength, centralized communication networks yield higher performance. Conversely, under conditions of strong tie strength, decentralized communication networks demonstrate superior performance. Furthermore, this study also verifies the mediating role of knowledge sharing behavior and team resilience performance when tie strength is strong. This study focuses on engineering project team, exploring the evolutionary development of knowledge sharing behavior and team resilience performance from the perspective of the interaction of communication network structural characteristics, as well as the paths to enhancing team performance. Our research results highlight the interactive effects of structural indicators and relational indicators of communication networks, revealing the mechanism by which the structure of communication networks impacts team performance. Additionally, from the perspectives of forming and timely adjusting team communication models, and motivating and supporting employee communication behavior, our study provides practical insights for project managers and relevant administrators.

Definition, Management, and Training in Impacted Fetal Head at Cesarean Birth: A National Survey of Maternity Professionals

ABSTRACT Impacted fetal head (IFH) is a complication that occurs in 10% of cesarean deliveries (CDs). Disimpacting the fetal head can have significant maternal risks, including trauma to the uterus, vagina, cervix, and bladder, postpartum hemorrhage, as well as neonatal risks, including skull fracture, intracranial hemorrhage, head and face trauma, low oxygen levels, admission to the neonatal intensive care unit, and death. Perinatal head injury due to IFH has resulted in increased litigation, with IFH identified as a contributing factor in nearly 10% of the most expensive maternity claims in the United Kingdom in 2018. International consensus on the most effective and safe management of IFH is lacking. Moreover, recent surveys of maternity professionals in the United Kingdom have reported a scarcity of training, lack of confidence, and underused techniques for IFH. Understanding how maternity professionals view the management of IFH during CD is helpful to improve care, training, and research. The aim of this study was to assess the views, understanding and practices to manage IFH during CD. This was a survey of health care professionals who provide maternity care or work in policy, research, or other areas of maternity care, using a secure online collaborative platform called Thiscovery. Participants included Thiscovery subscribers and members of clinical practice societies, such as the Royal College of Midwives, Royal College of Obstetricians and Gynecologists, and Royal College of Anesthetists. The survey analyzed responses for open-ended questions, with free-text entries, and closed-ended questions. A total of 419 participants were included in the analysis, including 144 midwives, 216 obstetricians, and 59 other maternity professionals. A high level of agreement was found among 79% of obstetricians who preferred a definition of IFH at CD that included “additional maneuvers and/or tocolysis to disimpact and deliver the fetal head.” About a third of free-text responses from 17 respondents noted a need to incorporate the difficulty or inability to get a hand below the fetal head for delivery. Approximately 95% of participants agreed or strongly agreed that management of IFH at CD requires a multiprofessional approach. When asked about communicating an IFH emergency, 55% preferred using the declaration, “This is an impacted fetal head.” Free-text responses from 57 participants emphasized the importance of clear communication and awareness of the emergency across all team members before and during the management of IFH as well as with the woman and birth partner. More than 70% found that a change of operator, manual cephalic extraction, tocolysis, operating changing hand, reserve breech extraction, Fetal Pillow, head-down tilt, and vaginal disimpaction were safe and effective techniques and adjunctive measures for managing IFH at CD. However, free-text responses from 56 participants found mixed views on the use of tocolysis, noting the risk of complications such as postpartum hemorrhage. The use of Fetal Pillow was positively accepted by 71 participants. Comparing obstetricians with midwives, approximately three quarters of obstetricians considered vaginal disimpaction before CD acceptable (72% preincision and 76% postincision). Fewer midwives favored this technique (25% preincision and 52% postincision), with 88% reporting that knowing the position of the fetal head would be helpful to know before undertaking vaginal disimpaction. Training in vaginal disimpaction was considered essential by 85% of midwives and obstetricians. Yet only 81% of midwives and 57% of obstetricians had received such training. The preferred method of training was hands-on training in simulation (91%), followed by animated video illustrating disimpaction techniques (73%) and small-group teaching (55%). Free text responses form 159 participants demonstrated a need and appetite for more training. The most frequent suggestions to improve care for IFH at CD included holding briefings and debriefings before and after the emergency and having robust plans for escalation and calling for help. This study identified high agreement among United Kingdom maternity professionals to define IFH at CD. The study authors suggested a standard definition as “a cesarean birth where the obstetrician is unable to deliver the fetal head with their usual delivering hand, and additional maneuvers and/or tocolysis are required to disimpact and deliver the fetal head.” In addition, using unambiguous language in the emergency, such as declaring “This is an impacted fetal head,” facilitates teamwork and collaboration and improves care.

Exploring college students’ depth and processing patterns of critical thinking skills and their perception in argument map(AM)-supported online group debate activities

Although argument maps (AM) have been proven to be an effective tool for visually presenting arguments and enhancing students’ critical thinking skills, the time available for argumentation in traditional face-to-face environments is often limited. Additionally, AMs are typically created by group members from the same side, with few conflicting views. In this study, 17 sophomores majoring in education were divided into four groups, with each group consisting of pros and cons. These groups participated in debates centred around analysing scientific papers. Using a collaborative online platform called ‘ZJUYuQue’, all the groups engaged in six online group debate activities, anonymously and simultaneously creating AMs. To examine the depth and processing patterns of college students’ critical thinking skills in these activities, both content analysis and lag sequence analysis (LSA) were employed to analyse the quality of the debates. Additionally, interviews were conducted with eight participants to explore their perceptions of this instructional design. Thematic analysis was used to analyse the interview data. Results indicated that: first, students’ depth of critical thinking skills increased gradually across the six activities, and second that three processing patterns of critical thinking skills emerged: Recognise→Understand, Evaluate→Recognise and Create→Understand. This suggests that students typically identified certain issues with supporting facts and criticised opposing arguments, while also proposing creative ideas during the debates. Lastly, the interviews showed the AM-supported online group debates were appreciated. The online environment provided ample time for students to express their thoughts, while the AMs encouraged clear articulation of arguments. Several implications were highlighted based on these findings. Instructors should provide timely feedback during students’ debate, the number of debate topics should be appropriate, and the value of professional knowledge and debating skills should be emphasized.

UTILISATION OF DIGITAL TECHNOLOGY: UNLOCKING COOPERATION OPPORTUNITIES FOR SOCIAL WORKERS

Today, digital technologies affect every aspect of our lives and transform the way we work, communicate, and collaborate. The field of social work can't avoid this change process. The COVID-19 pandemic has shown that the use of digital technology tools in the fields of expert-client relationships, social work education, communication, and cooperation between colleagues and institutions is mandatory in the social work profession. In this study, the use of digital technologies in social work is examined through remote collaboration and communication, cloud-based document management, online collaboration platforms, data analysis and visualization, social media, and online communities.
 In the rapidly changing world order, professional integration of digital technology tools should be made a part of the process in a fast but effective way. In this process, social workers have both personal and professional reservations about using digital technology tools that are not in widespread use. Social workers have doubts about the adequacy of personal competencies in the use of digital tools, as well as the problems experienced by clients in accessing technology-based tools, the size of the relationship to be established with the client in the use of these tools, and ethical concerns.

FLIPPED CLASSROOM METHOD AND COLLABORATIVE WRITING VIA GOOGLE DOCUMENTS TO IMPROVE STUDENTS' PARTICIPATION AND WRITING PERFORMANCE IN HIGHER EDUCATION

Flipped classrooms have been commonly used in educational settings after the pandemic. Schools provide a learning management system (LMS) to enhance the effectiveness of the learning process. Also, online platforms become popular among students, including online collaboration platforms like the Google document. The teaching method now could be more varied and flexible. This research focused on finding the impact of the flipped classroom method and collaborative writing through Google documents on students' active classroom participation and writing quality. The quasi-experimental study was designed to discover the significance of the impact in this case. Fifteen participants were given an IELTS writing pre-test and post-test at the beginning and the last meeting, and through the implementation of the method, the students were divided into five groups to write an essay collaboratively. The discussion and group work were applied during the classroom to observe active learning. The finding shows a significant impact on students' writing quality, especially the writing structure and coherence, and a positive impact on students' active learning concerning the students' initiative to contribute to the group work.

Encouraging diversity in family engagement in research: Reflections on the development of knowledge translation tools

BackgroundFamily engagement in research is crucial to generating relevant, impactful, and meaningful priorities and outcomes. Although there has been increased awareness and value for patient-oriented research, most patient partners in North America are from Western, educated, industrialized, rich and democratic societies. Encouraging underserviced and marginalized populations to join the partnerships is important. This project demonstrates the development of two knowledge translation tools created to encourage diversity in patient-family and researcher partnerships.Case studyOur diverse cross-Canadian team embodies the family-researcher partnership as it consists of two research personnel from non-Western origins with immigrant experiences, a parent with lived experience, and a project director. All group members have experience in the field of mental health and neurodevelopmental conditions. Four infographics were created: 3 patient-oriented ones (in English, Chinese, and Farsi) and 1 researcher-targeted one. Content for the infographics were generated to address common barriers to patient engagement identified from literature reviews, as well as key concepts discussed during the McMaster University Continuing Education Family Engagement in Research Certificate Course sponsored by CanChild & Kids Brain Health Network. Peer consultations helped to improve the infographics to be more culturally sensitive and appealing. The patient-oriented infographic presents concise bullet points about 5 main topics: (1) what is research, (2) reasons to join, (3) your role, (4) talking to researchers, and (5) how to join. The researcher-targeted infographic presents concise bullet points about 4 topics: 1) why team up with diverse patient partners, (2) ways to partner, (3) how to connect, and (4) talking to diverse partners.ConclusionInfographics were co-designed to encourage diversity in family engagement in research. Lessons learned throughout the project include barriers encountered (e.g., team collaboration considerations, design limitations) and strategies that facilitated the project (e.g., online collaboration platforms). Future directions include translations into other languages, increased dissemination across agencies, and evaluating the effectiveness of the infographic tools.

THE IMPLEMENTATION OF INNOVATIVE TECHNOLOGIES IN TEACHING GEOGRAPHY

This abstract discusses the use of innovative technologies in geography teaching. It highlights how these technologies have transformed the learning experience and deepened students' understanding of the subject. The abstract mentions specific examples such as Geographic Information Systems (GIS), Virtual Reality (VR), Augmented Reality (AR), drones, online mapping platforms, data visualization tools, mobile applications, and online collaborative platforms. It emphasizes the benefits of using these technologies, including enhanced engagement, experiential learning, spatial analysis, and collaboration. The article concludes by noting that the integration of innovative technologies in geography teaching enables students to develop critical thinking, spatial reasoning, and a holistic understanding of the world.

Identification of New Approaches to Information Technology-Based Teaching for Successful Teaching of Millennial Generation Entering 21st Century Education

The millennial generation presents challenges and opportunities for educational institutions, including Perbanas Institute in Jakarta. To effectively educate millennials entering the 21st century, it is crucial to implement new approaches to information technology-based teaching that caters to their unique characteristics and learning preferences. This abstract summarizes the essential findings and recommendations regarding these new approaches. A comprehensive literature review has identified that gamification, blended learning, adaptive learning technologies, and online collaboration platforms effectively engage millennial learners and maximize their learning outcomes. Gamification incorporates game elements to motivate learners through rewards and interactive experiences. Blended learning combines online and face-to-face instruction, providing flexibility and personalized learning experiences. Adaptive learning technologies customize learning based on individual needs, while online collaboration platforms promote collaboration and effective communication skills. To successfully implement these new approaches, Perbanas Institute should invest in faculty development programs, upgrade technological infrastructure, and foster a culture of innovation and collaboration. Faculty members need the training to integrate technology effectively, while students require the necessary resources and support. By embracing these new approaches, Perbanas Institute can enhance the educational experiences of millennial learners and equip them with the skills required for the 21st-century workforce. Aligning teaching methods with the needs and preferences of millennials will prepare them for the evolving digital landscape and ensure their future success. Keywords: Technology-Based Teaching, Teaching of Millennial Generation, Succesfull Teaching

I Can Expand My Imagination: The Secondary Students’ Narrative in Creative Writing English Through Padlet

Abstract. This study investigates the impact of Padlet, an online collaborative platform, on the creative writing and imagination of students in an Islamic private school in Pasuruan, comprising 10th and 11th grade students. This study is a qualitative approach, specifically employing narrative inquiry. Data collection methods include observations and semi-structured interviews with the students. Furthermore, data analysis involves identifying key themes and patterns from the interview data, allowing for insight into the influence of Padlet on students’ creativity and imagination. The findings of this study elucidate the potential originality inherent in utilizing Padlet as a medium for amplifying students’ imaginative faculties within the context of writing instruction. Although encountered with some obstacles, most students exhibited adeptness in surmounting these challenges. consequently, this research substantiates our comprehension of how digital tools such as Padlet can be effectively employed within educational settings to nurture creativity and cultivate superior writing proficiencies. Moreover, this investigation addresses a significant research gap concerning Padlet’s influence on imagination within writing courses. The derived insights furnish valuable guidance for teachers and educational institutions seeking to integrate analogues platforms in order to foster imaginative cogitation and self-expression, thereby fostering an enriched academic milieu. Keywords: Creative Writing, Padlet Media, Students’ Imagination, EFL Learning

Leadership Development Strategies in Interprofessional Healthcare Collaboration: A Rapid Review.

Contemporary healthcare practitioners require leadership skills for a variety of professional roles related to improved patient/client outcomes, heightened personal and professional development, as well as strengthened interprofessional collaboration and teamwork. The aim of this study is to systematically catalogue literature on leadership in healthcare practice and education to highlight the leadership characteristics and skills required by healthcare practitioners for collaborative interprofessional service delivery and the leadership development strategies found to be effective. A rapid review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) diagram shows that the 11 databases, yielded 465 records. A total of 147 records were removed during the initial screening phase. The remaining 318 records were uploaded onto Rayyan, an online collaborative review platform. Following abstract level screening, a further 236 records were removed with 82 records meeting the eligibility criteria at full text level, of which 42 were included in the data extraction. The Mixed Methods Appraisal Tool (MMAT) was used for quality appraisal. Results showed variability in methodologies used, representing various healthcare disciplines with a range in population size (n = 6 to n = 537). Almost half of the results reported on new programs, with interprofessional collaboration and teamwork being the most frequently mentioned strategies. The training content, strategies used as well as the length of training varied. There were five outcomes which showed positive change, namely skills, knowledge, confidence, attitudes, and satisfaction. This rapid review provided an evidence-base, highlighted by qualitative, quantitative, and mixed methods research, which presents distinct opportunities for curriculum development by focusing on both content and the methods needed for leadership programs. Anchoring this evidence-base within a systematic search of the extant literature provides increased precision for curriculum development.

Implementing shared decision making for early-stage breast cancer treatment using a coproduction learning collaborative: the SHAIR Collaborative protocol

BackgroundShared decision making (SDM) in breast cancer care improves outcomes, but it is not routinely implemented. Results from the What Matters Most trial demonstrated that early-stage breast cancer surgery conversation aids, when used by surgeons after brief training, improved SDM and patient-reported outcomes. Trial surgeons and patients both encouraged using the conversation aids in routine care. We will develop and evaluate an online learning collaborative, called the SHared decision making Adoption Implementation Resource (SHAIR) Collaborative, to promote early-stage breast cancer surgery SDM by implementing the conversation aids into routine preoperative care. Learning collaboratives are known to be effective for quality improvement in clinical care, but no breast cancer learning collaborative currently exists.Our specific aims are to (1) provide the SHAIR Collaborative resources to clinical sites to use with eligible patients, (2) examine the relationship between the use of the SHAIR Collaborative resources and patient reach, and (3) promote the emergence of a sustained learning collaborative in this clinical field, building on a partnership with the American Society of Breast Surgeons (ASBrS).MethodsWe will conduct a two-phased implementation project: phase 1 pilot at five sites and phase 2 scale up at up to an additional 32 clinical sites across North America. The SHAIR Collaborative online platform will offer free access to conversation aids, training videos, electronic health record and patient portal integration guidance, a feedback dashboard, webinars, support center, and forum. We will use RE-AIM for data collection and evaluation. Our primary outcome is patient reach. Secondary data will include (1) patient-reported data from an optional, anonymous online survey, (2) number of active sites and interviews with site champions, (3) Normalization MeAsure Development questionnaire data from phase 1 sites, adaptations data utilizing the Framework for Reporting Adaptations and Modifications-Extended/-Implementation Strategies, and tracking implementation facilitating factors, and (4) progress on sustainability strategy and plans with ASBrS.DiscussionThe SHAIR Collaborative will reach early-stage breast cancer patients across North America, evaluate patient-reported outcomes, engage up to 37 active sites, and potentially inform engagement factors affecting implementation success and may be sustained by ASBrS.

ACTIVE ENGAGEMENT IN COLLABORATIVE ENGINEERING DESIGN: HOW TO MEASURE AND USE IT IN A FEEDBACK SYSTEM?

AbstractEngineering design is typically a collaborative process, and in the era of digital engineering, online collaboration platforms are increasingly being used to perform the work. Despite the development of e-collaboration technologies, there is a significant gap between actual collaboration and what is really needed. However, improving collaboration requires a proper measurement system. Yet, the common methods to measure and improve collaboration are challenging, usually not compatible with digitalized collaboration, and have limited scalability. This paper presents a new data-driven method for measuring, visualizing, and monitoring Active Engagement (AE) in web-based teamwork, which is a key element of effective collaboration. We applied the method in a case study of four engineering teams during a Technology Planning and Road-mapping course. The results suggest that measuring AE in web-based teams, with an available history log, is technically feasible and can meaningfully represent the team's collaboration. The presented approach can be used to upgrade e-collaboration platforms as a toolkit or for further investigation on improving web-based collaborative design and learning through monitoring dashboards and feedback systems.

A paradigm shift in studio pedagogy during pandemic times: An international perspective on challenges and opportunities teaching design online

This study advances the debate over the role of technology-enhanced teaching in the practice-based design studio. Framed by the exigencies of the early stages of the COVID-19 pandemic, a detailed survey and follow-up interviews illuminate the transformative experiences among 90 experienced design educators from seven countries. At the heart of this study is the question: where did design educators succeed in trying to approximate a physical studio using online technologies and where did technology-enhanced teaching fall short? Content analysis of qualitative data and reflective remarks provide a window into what educators see as the concrete pedagogical challenges and opportunities they have encountered. Their responses are analysed using the four major characteristics of the practice-based design studio: dialogical learning, the critique, studio culture and studio class size. The results clearly demonstrate that the social aspects of the physical studio with its informal learning opportunities are difficult to replicate online and dialogical learning could not be effectively established online unless classes were smaller. There were also positive responses, particularly using online collaboration platforms for online critiques. Design educators can now prototype a new studio pedagogy that incorporates online elements that potentially enhance the learning and teaching experience in the physical design studio, while rejecting those that do not work for their domain.

How have views on Software Quality differed over time? Research and practice viewpoints

Context:Over the years, there has been debate about what constitutes software quality and how it should be measured. This controversy has caused uncertainty across the software engineering community, affecting levels of commitment to the many potential determinants of quality among developers. An up-to-date catalogue of software quality views could provide developers with contemporary guidelines and templates. In fact, it is necessary to learn about views on the quality of code on frequently used online collaboration platforms (e.g., Stack Overflow), given that the quality of code snippets can affect the quality of software products developed. If quality models are unsuitable for aiding developers because they lack relevance, developers will hold relaxed or inappropriate views of software quality, thereby lacking awareness and commitment to such practices. Objective:We aim to explore differences in interest in quality characteristics across research and practice. We also seek to identify quality characteristics practitioners consider important when judging code snippet quality. First, we examine the literature for quality characteristics used frequently for judging software quality, followed by the quality characteristics commonly used by researchers to study code snippet quality. Finally, we investigate quality characteristics used by practitioners to judge the quality of code snippets. Methods:We conducted two systematic literature reviews followed by semi-structured interviews of 50 practitioners to address this gap. Results:The outcomes of the semi-structured interviews revealed that most practitioners judged the quality of code snippets using five quality dimensions: Functionality, Readability, Efficiency, Security and Reliability. However, other dimensions were also considered (i.e., Reusability, Maintainability, Usability, Compatibility and Completeness). This outcome differed from how the researchers judged code snippet quality. Conclusion:Practitioners today mainly rely on code snippets from online code resources, and specific models or quality characteristics are emphasised based on their need to address distinct concerns (e.g., mobile vs web vs standalone applications, regular vs machine learning applications, or open vs closed source applications). Consequently, software quality models should be adapted for the domain of consideration and not seen as one-size-fits-all. This study will lead to targeted support for various clusters of the software development community.

Accessibility of national cultural heritage to deaf tourists

Individuals with hearing impairments face numerous obstacles when engaged in touristic activities or using infrastructure and services in touristic spots. When tourism is considered a social good of first necessity, new concerns arise and pressure for inclusion in the sector stimulates the advance of innovative solutions for inclusive tourism. There are also economic interests in inclusive tourism, an unexplored market niche that might compensate the expected drop on the tourism growth rate in comparison to recent years in Portugal. The ICHT project – Inclusive Cultural Heritage Tourism – aims to promote the accessibility of deaf tourists to cultural heritage by embedding new technology-aids, online and on-site, to raise awareness, to attract deaf tourists, to assist them while visiting us, and to exploit their experience as a new dissemination channel. ICHT is focused on creating digital tools and digital content in sign language to be available online, on mobile devices and on-site at cultural touristic attractions in the North of Portugal through innovative channels like games, holography, and collaborative platforms. ICHT advocates the integration of novel high-tech sign language user interfaces in tourism destinations and stimulates local operators to learn the basics of sign language communication to welcome deaf tourists in Portugal. ICHT brings in R&D world-class results in the field of automatic sign language translation qualifying Portugal to guide Inclusive Tourism worldwide and become a pioneer leading the Tourism of the Future. The full system includes an on-site application using holography, a game to play on a mobile device (before, during, and after visiting the attraction), an online collaborative platform to assist deaf and non-deaf tourists, and a set of International Sign training courses. The ICHT system will be available in five pilot installations at Torre dos Clérigos, Lello bookshop, Maia Zoo, Port wine cellars, and Viseu thermae. ICHT brings a new approach to teach sign language to the professionals in the touristic sector opening new opportunities for a more inclusive society. The sign language training together with the assistive technology tools developed by ICHT generate inclusive environments for the deaf. ICHT has the potential to become a PIN project in the Tourism sector.

Accelerating Learning Health Systems Using Alicanto Collaboration Platforms

PURPOSE Global health challenges require systematic approaches that bring together a wide range of stakeholders and experts unevenly distributed worldwide. We saw an even greater need to find novel ways to collaborate during the pandemic due to limited in-person meetings and travel restrictions. The purpose of this project is to accelerate collaborations in learning health systems with online technologies to improve communication, education, and knowledge management. METHODS We developed Alicanto Cloud, an online collaboration platform for healthcare professionals to support learning health systems. Alicanto aims to help groups communicate, share educational resources, discuss complex clinical cases across institutions and countries. Alicanto provides multiple ways for users to create synchronous and asynchronous discussions. Alicanto was developed by the BIDMC Division of Clinical Informatics in collaboration with local and international colleagues with a specific focus on global health and capacity building. RESULTS Alicanto is being used worldwide for cancer, pediatrics, and diabetes collaborations. Online communities use Alicanto to standardize care guidelines, disseminate clinical care best practices, provide online training, conduct virtual tumor boards, and improve knowledge management. Beth Israel Deaconess Medical Center has used Alicanto to connect 13 hospitals and has completed over 600 virtual tumor board case discussions. Dana-Farber Cancer Institute uses Alicanto as an online cancer training network for sub-Saharan Africa. Doctors from Joslin Clinic have used Alicanto to create a global diabetes education network. We will discuss lessons learned in implementing these networks and best practices for accelerating the process of evidence synthesis to dissemination and capacity building. CONCLUSION Communities of practice can accelerate their communications and collaborations with the appropriate tools and platforms tailored to their network needs. Further research is needed to understand the optimal ways to create sustained growth and support of communities of practice in learning health systems.

Does green morality lead to collaborative consumption behavior toward online collaborative redistribution platforms? Evidence from emerging markets shows the asymmetric roles of pro-environmental self-identity and green personal norms

The collaborative consumption toward online collaborative redistribution platforms can potentially ease sustainability problems. Although it has attracted the attention from academics and practitioners, research on its determinants and influencing mechanism is limited. This study develops an integrated theoretical framework to explore the impact of green morality and platform quality as potentially essential yet previously unexamined antecedents of collaborative consumption behavior toward online collaborative redistribution platforms. A questionnaire survey was conducted in a crucial emerging market, and consumer responses were assessed using a structural equation model. The results reveal that the green morality motive (i.e., pro-environment self-identity and green personal norms) and platform quality are determinants of collaborative consumption behavior. Second, platform quality moderate the relationship between green personal norms and attitude. Accordingly, the asymmetric roles of pro-environmental self-identity and green personal norms as green morality components are revealed. Third, attitude and intention play mediating roles in the relationship between collaborative consumption actions and antecedents. Finally, implications for both research and practice are discussed.

Collaborative online assignments for an introductory course in musical acoustics

Hands-on activities are a valuable component of any introductory course in physical science, especially a course in musical acoustics that attracts students who are not majoring in a physical science. Tasks that require active engagement, both physical and cognitive, have been shown to improve retention of new concepts [Am. J. Phys. 80, 478 (2012)]. Such tasks also provide an opportunity for students to improve collaboration skills and to learn from each other. The development of a well-vetted library of interactive online physics simulations, such as PhET (https://phet.colorado.edu), and recent improvements in online collaboration platforms have enabled collaborative active learning to occur in a structured way outside the classroom. This presentation will describe three collaborative tasks for a general education course in musical acoustics at Central Washington University that were adapted for online and hybrid versions of thecourse. Each task makes use of freely available software. Examples of how the collaboration can be structured using Zoom and Gather.town will be provided.

A Modern Support For Training Geodetic Students In Romania

Through the e-learning system called “geodesyinstruct”, Technical University of Civil Engineering Bucharest offers its students a modern learning tool in geodetical domain, an online collaboration platform integrated with an e-Learning system, allowing the use of digital course modules, interactive teaching and student centered learning, thus ensuring potential to enhance access and participation in higher education.