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1. Exploring the process of group-based collaboration: A validation argument for a collaboration model and observation rubric for training explainable machine learning models.

   Alozie, N. M. ; Wingard, A. ; Fried, R. ; Lopez-Prado, B. ; Rachmatullah, A. ; Som, A. ; Hsiao, M. ; Yang, H. ; Kim, S. ( January 2022 , Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022)

   Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)

   Collaboration is an important learning process. During collaborative learning, students engage in group activities where they converge on goals, solve problems and make joint decisions. To understand the process of collaboration, we focused on how behavior and interaction patterns contribute to the social-relational space of collaboration. We have designed a multilayered conceptual model for the collaboration process and an observation rubric that identifies behaviors and interactions during collaboration that serves as the foundation for machine learning models that can provide behavioral insight into the process of collaboration. This study reports results on several validation studies performed to establish a validation argument for our collaboration conceptual model and collaboration rubric. Through disconfirming evidence, interrater reliability testing, expert reviews, and focus group interviews, we found that our stratified architecture of collaboration and rubric provide valid accounts and descriptions of human behavior and interactions that can be used to substantiate the collaboration process. 

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2. A "Distance Matters" Paradox: Facilitating Intra-Team Collaboration Can Harm Inter-Team Collaboration

   https://doi.org/10.1145/3512895  

   Hu, Xinlan Emily ; Hinds, Rebecca ; Valentine, Melissa ; Bernstein, Michael S ( March 2022 , Proceedings of the ACM on Human-Computer Interaction)

   By identifying the socio-technical conditions required for teams to work effectively remotely, the Distance Matters framework has been influential in CSCW since its introduction in 2000. Advances in collaboration technology and practices have since brought teams increasingly closer to achieving these conditions. This paper presents a ten-month ethnography in a remote organization, where we observed that despite exhibiting excellent remote collaboration, teams paradoxically struggled to collaborate across team boundaries. We extend the Distance Matters framework to account for inter-team collaboration, arguing that challenges analogous to those in the original intra-team framework --- common ground, collaboration readiness, collaboration technology readiness, and coupling of work --- persist but are actualized differently at the inter-team scale. Finally, we identify a fundamental tension between the intra- and inter-team layers: the collaboration technology and practices that help individual teams thrive (e.g., adopting customized collaboration software) can also prompt collaboration challenges in the inter-team layer, and conversely the technology and practices that facilitate inter-team collaboration (e.g., strong centralized IT organizations) can harm practices at the intra-team layer. The addition of the inter-team layer to the Distance Matters framework opens new opportunities for CSCW, where balancing the tension between team and organizational collaboration needs will be a critical technological, operational, and organizational challenge for remote work in the coming decades.

    

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3. Exploring the external domain: Describing the role of collaboration on teacher learning

   Southerland, S. A. ; Metcalf, A. ; Schellinger, J. ; Krishnan, H. ( January 2023 , National Association for Research in Science Teaching Annual Meeting 2023)

   Researchers of teacher education have long advocated that one of the most essential supports to teacher learning of novel instruction practices comes from collaboration. Much of the collaboration literature focuses on the outcomes of teacher collaboration without providing insight into the nature of collaborations. In this work, we seek to understand the collaboration that occurred between five school biology teachers as they designed, enacted, and reflected on a lesson emerging from professional development focused on productive talk. The questions guiding this work include: What was the focus of the LCD teacher group’s collaboration?, What was the nature of the LCD teacher group’s collaboration? and, What role did the group’s collaboration serve in supporting each teacher’s practice? We found that the collaborative space opened-up opportunities for teachers to discuss their practice for the lesson and outside of the lesson itself. Salient to the collaborative space was a sense of support between the teachers as teachers intensively listened to one another, normalized a problematic issue as well as the emotions that they were experiencing by relating to each other, providing advice and words of encouragement. Teachers’ collaboration eased the work of designing and enacting a conceptually challenging lesson. 

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4. Studying Interdisciplinary Collaboration as a Core Skill

   Vitiello, Rosanna ; Huang, Joey ; Speer, Samantha ; Yankova, Nickolina ; Peppler, Kylie ; Orta Martinez, Melisa ; Rosé, Carolyn ( January 2023 , International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2023)

   At its core, collaboration is about bringing diverse perspectives together to create something new. Diversity may arise along a multiplicity of dimensions, leading to some very similar challenges, and other dimension-specific challenges, each of which require discrete skills to address. Interdisciplinary collaboration, while understudied, has particular workplace relevance. This research seeks to understand what is specific to interdisciplinary collaboration as part of a broader agenda to operationalize key underlying skills that enable interdisciplinary collaboration and subsequently assess and support interdisciplinary collaboration, both in the classroom and in the workplace. The aim of this poster presentation is to engage the community in an intellectual exchange about underlying questions to inform work in progress. 

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5. Do U.S. Faith-Based Social Service Organizations Resist Collaboration? Examining the Role of Religiosity and Operational Capacity in Interorganizational Partnerships

   https://doi.org/10.1177/0899764020952167  

   Fu, Jiawei_Sophia ; Cooper, Katherine_R ; Shumate, Michelle ( August 2020 , Nonprofit and Voluntary Sector Quarterly)

   Although nonprofit collaboration is commonplace, recent research suggests that faith-based organizations (FBOs) are less likely to collaborate than other nonprofits. This study builds on prior FBO, collaboration, and nonprofit capacity research to examine the influence of religiosity and operational capacity on FBOs’ within- and cross-sector partnerships. Findings from a survey with 197 FBOs across the United States reveal a complex picture of how religiosity and operational capacity influence FBO collaboration. More specifically, staff religiosity was positively related to cross-sector partnerships. Service religiosity (i.e., religious elements in staff–client interactions) was negatively associated with collaboration with government agencies. Results also indicated that FBOs with higher operational capacity had more partners in the nonprofit, business, and public sectors. These findings suggest that FBOs generally lack the operational capacity for collaboration and that service religiosity creates additional barriers to it. This article concludes with implications for research in FBOs, interorganizational collaboration, and nonprofit capacity.

    

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