Applied Psychology - Book chapters

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    Computer-supported cooperative work
    (Springer, 2023-05) Ciolfi, Luigina; Lewkowicz, Myriam; Schmidt, Kjeld; Vanderdonckt, Jean; Palanque, Philippe; Winckler, Marco
    Computer-supported cooperative work (CSCW) is an interdisciplinary research area concerned with developing computing technologies that facilitate, mediate, or regulate interaction between people engaged in cooperative work or similar kinds of sustained social activities. CSCW is a heterogeneous enterprise, addressing a motley of computational technologies and assimilating contributions from a host of scientific disciplines. What unites CSCW research is a shared concern with the fundamental problem of incorporating models of coordinative practices in computational artifacts and to do so in such a way that actors are able to deal with contingencies and are supported in that by the functionalities of the computational artifacts. Reflecting this shared concern, CSCW research is also united in a symmetrical commitment to ground design efforts in studies of actual work practices and to orient studies of actual work practices towards informing the development of collaborative technologies. As a field, CSCW focuses on a variety of domains where complex cooperative practices occur. Due to the heterogeneity of the field and of such domains, a range of approaches and frameworks are applied to CSCW research. A notably established approach that has shaped a substantial part of CSCW scholarship and had influence beyond the discipline is in-depth ethnographic studies of actual practices in their naturally occurring settings. In this regard, CSCW has been influential in championing a hybrid approach to the study of computing systems encompassing concerns for understanding and for designing.
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    Introduction: Ethnographies of Collaborative Economies across Europe
    (Ubiquity Press, 2022-12) Travlou, Penny; Ciolfi, Luigina; European Cooperation in Science and Technology
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    Using technology platforms for work-integrated learning
    (Routledge - Taylor & Francis Group, 2021-09-30) Bayerlein, Leopold; Dean, Bonnie A.; Perkiss, Stephanie; Jeske, Debora; Ferns, Sonia J.; Rowe, Anna D.; Zegwaard, Karsten E.
    This chapter establishes technology-based WIL as a potential solution to meet the growing demand for sustainable and accessible WIL in education. E-internships, digital service learning and simulated work placements are introduced as examples of technology-based activities that enable WIL, and their respective benefits and limitations are discussed. The chapter finds that student learning outcomes created in technology-based WIL can be similar to those of traditional placement WIL. However, the attainment of some learning outcomes is highly context specific, and additional student, educator and placement provider support activities may be required to maximise the benefits of technology-based WIL for all stakeholders. Based on these findings, the chapter provides guidance for stakeholders interested in developing or adopting technology-based WIL activities and outlines future areas of research.
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    "Uczeń posiada wąskie horyzonty myślowe" - jak przekazywane są informacje o uczniu w opiniach psychologiczno-pedagogicznych
    (Wydawnictwo Uniwersytetu Podlaskiego, 2012) Pietras, Izabela; Szczerbinski, Marcin; Gardzińska, J.; Maciejewska, A.
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    Hybrid interactions in museums: Why materiality still matters
    (Ubiquity Press, 2021-07) Ciolfi, Luigina; Horizon 2020
    The importance of physical and tangible qualities in museum visits has been established by extensive literature exploring the importance of materiality (Dudley 2013) and multisensory experiences (Levent & Pascual-Leone 2014) of heritage. A challenge for digital technology design is to ensure that these dimensions are not lost to visually heavy virtual experiences. This chapter examines hybrid interactions in museums, outlining exemplars of successful physical-digital installations and defining the key aspects to consider for their design and evaluation. The goal is to complement chapters on virtual approaches to heritage with insights on how and why to successfully bridge the physical and the digital in hybrid designs.