IT User Services at the University of Delaware offers students, faculty and staff large-format color printing to enhance presentations and graphic communication in a cost-effective manner. We offer support for their projects from start to finish. Extensive documentation and one-on-one help is available to assist users in designing their documents for large format color printing, configure their print drivers, and create and view their documents as PDF files before printing the final copy. The response to printing large-format color documents on campus has been overwhelming. We have seen an increase in volume due to contests, advertising for departments, campus-wide campaigns, conferences, and course-specific projects. Our convenient location, inexpensive pricing, and extensive support all contribute to the success of the service. This poster session will cover the hardware and software evaluation process, configuration, printing material selection and costs, cost comparisons and recovery, and ongoing support for this service.
{"title":"Bippity, boppity, boo: magical presentations using color and large format printing","authors":"Cindy Guerrazzi, Anita Z. Schwartz, Carol Jarom","doi":"10.1145/1294046.1294080","DOIUrl":"https://doi.org/10.1145/1294046.1294080","url":null,"abstract":"IT User Services at the University of Delaware offers students, faculty and staff large-format color printing to enhance presentations and graphic communication in a cost-effective manner. We offer support for their projects from start to finish. Extensive documentation and one-on-one help is available to assist users in designing their documents for large format color printing, configure their print drivers, and create and view their documents as PDF files before printing the final copy. The response to printing large-format color documents on campus has been overwhelming. We have seen an increase in volume due to contests, advertising for departments, campus-wide campaigns, conferences, and course-specific projects. Our convenient location, inexpensive pricing, and extensive support all contribute to the success of the service. This poster session will cover the hardware and software evaluation process, configuration, printing material selection and costs, cost comparisons and recovery, and ongoing support for this service.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"1108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116058753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital storytelling at Williams has become a standard part of how ITech introduces the use of video to faculty, staff, and students. From 2002 to the present, Williams College has invited Joe Lambert and others from the Center for Digital Storytelling [1] at least once a year to conduct three-day workshops for eight to twelve faculty and staff on digital storytelling. Participants create a three to five minute video from still images, audio narratives, music, and sometimes video. Though learning the technology necessary to create and edit the final videos is definitely part of the workshop, a greater emphasis is placed on the art of storytelling and script writing. The culminating event of the workshop is the movie showing at the end of the three days. The Office for Information Technology at Williams College has in turn used the Center for Digital Storytelling model of teaching digital storytelling to train students how to work with audio/video hardware; collect high quality audio, video, and still images; work with video editing and project management; and get to know each other in a new way. This paper covers the process of teaching digital storytelling and examines the outcomes from providing this training to the faculty, staff, and students of Williams College through interviews with past workshop participants.
{"title":"A tale of 101 digital stories","authors":"Trevor M. Murphy","doi":"10.1145/1294046.1294109","DOIUrl":"https://doi.org/10.1145/1294046.1294109","url":null,"abstract":"Digital storytelling at Williams has become a standard part of how ITech introduces the use of video to faculty, staff, and students. From 2002 to the present, Williams College has invited Joe Lambert and others from the Center for Digital Storytelling [1] at least once a year to conduct three-day workshops for eight to twelve faculty and staff on digital storytelling. Participants create a three to five minute video from still images, audio narratives, music, and sometimes video. Though learning the technology necessary to create and edit the final videos is definitely part of the workshop, a greater emphasis is placed on the art of storytelling and script writing. The culminating event of the workshop is the movie showing at the end of the three days. The Office for Information Technology at Williams College has in turn used the Center for Digital Storytelling model of teaching digital storytelling to train students how to work with audio/video hardware; collect high quality audio, video, and still images; work with video editing and project management; and get to know each other in a new way. This paper covers the process of teaching digital storytelling and examines the outcomes from providing this training to the faculty, staff, and students of Williams College through interviews with past workshop participants.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121219974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Managing the software license in PCs is very important and difficult. Many companies pay much attention to making sure the software is used legally even using expensive tools to verify this. In universities, it is not easy for teachers and students to manage the software license because students graduate every year, they do not like the centralized control for their PCs. Teachers and students need easy and reliable tools to find the status of software in PCs. We implemented the Software License Management Support (SLMS) system to improve the situation. We implemented a program in Visual Basic 6 that provides the name of all software installed in PCs easily. Users can upload the software information to the license management server via a Web interface, register, update, and display the license information of software via this interface in the system. As a result, users can confirm the software license that they are using in their PCs. We are operating the software license management support (SLMS) system in our laboratory. It provides us with enough information about the software installed in PCs. Users can set the license information in the database of the SLMS system and check them. The administrator can also check the license status such as no license and the multiple use of one license certainly. It helps users and administrators to make clear which software is installed and which license is used in the PC.
{"title":"Implementation of software license management support system","authors":"Naomi Fujimura, Katsuya Nagaishi","doi":"10.1145/1294046.1294074","DOIUrl":"https://doi.org/10.1145/1294046.1294074","url":null,"abstract":"Managing the software license in PCs is very important and difficult. Many companies pay much attention to making sure the software is used legally even using expensive tools to verify this. In universities, it is not easy for teachers and students to manage the software license because students graduate every year, they do not like the centralized control for their PCs. Teachers and students need easy and reliable tools to find the status of software in PCs. We implemented the Software License Management Support (SLMS) system to improve the situation. We implemented a program in Visual Basic 6 that provides the name of all software installed in PCs easily. Users can upload the software information to the license management server via a Web interface, register, update, and display the license information of software via this interface in the system. As a result, users can confirm the software license that they are using in their PCs. We are operating the software license management support (SLMS) system in our laboratory. It provides us with enough information about the software installed in PCs. Users can set the license information in the database of the SLMS system and check them. The administrator can also check the license status such as no license and the multiple use of one license certainly. It helps users and administrators to make clear which software is installed and which license is used in the PC.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125275717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At the University of Rochester, Classroom Technology is responsible for technology support for over 80 rooms, as well as computing/printing support for more than 400 computers and 24 printers spread across 15 buildings on two different campuses. All of this is accomplished by a small compliment of staff that at any given time answer the phones, deliver equipment, offer "walk-in" support, and provide the more time-consuming support "in the field". As the technical complexity of the teaching environment has increased, we are faced with the challenge of how to remain available to provide support without adding staff. The solutions have all involved reducing the need to run across campus for routine support matters such as turning a projector on, or installing software. Most supported rooms are part of a centralized system that allows our helpdesk staff to monitor and control key room functions, such as turning the projector on, controlling volume, and switching between media types. Most of the tools used for this integration were built in-house and work seamlessly with existing commercial packages to allow for a consistent interface, regardless of how the rooms are actually configured. In a similar vein, all of the computers we support can be accessed and monitored centrally. We know what software is being used, patches and entire software packages can be deployed on the fly, and the integrity of the machine is maintained. The result is an (almost) magical 'immediate' response, regardless of the problem.
{"title":"Save the sprint across campus: bring the classroom to the helpdesk","authors":"Mat Felthousen","doi":"10.1145/1294046.1294067","DOIUrl":"https://doi.org/10.1145/1294046.1294067","url":null,"abstract":"At the University of Rochester, Classroom Technology is responsible for technology support for over 80 rooms, as well as computing/printing support for more than 400 computers and 24 printers spread across 15 buildings on two different campuses. All of this is accomplished by a small compliment of staff that at any given time answer the phones, deliver equipment, offer \"walk-in\" support, and provide the more time-consuming support \"in the field\". As the technical complexity of the teaching environment has increased, we are faced with the challenge of how to remain available to provide support without adding staff. The solutions have all involved reducing the need to run across campus for routine support matters such as turning a projector on, or installing software. Most supported rooms are part of a centralized system that allows our helpdesk staff to monitor and control key room functions, such as turning the projector on, controlling volume, and switching between media types. Most of the tools used for this integration were built in-house and work seamlessly with existing commercial packages to allow for a consistent interface, regardless of how the rooms are actually configured. In a similar vein, all of the computers we support can be accessed and monitored centrally. We know what software is being used, patches and entire software packages can be deployed on the fly, and the integrity of the machine is maintained. The result is an (almost) magical 'immediate' response, regardless of the problem.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122826890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Integrated Technology Services Department (ITS) at the University of New Brunswick recently started implementing unit work planning. Traditionally ITS has done high level work planning only at budget time. This case study will show how the Client Services Unit of ITS implemented work planning for its teams in an environment where this has never been done before. Client Services is responsible for 5 teams, Hardware Support and Repair Services, Publications and Communications, Client Support, IT Procurement, and Account Administration. The work planning process included: developing team mission statements and management plans; prioritizing the team's work and developing tools to find out how busy we are; determining cyclical activities; tying work plans to team management plans and mission statements; and finally reporting and reviewing team work plans. The Client Services work planning process was implemented in September of 2006. A number of challenges were faced as the process moved forward. Team managers had to be on-board with the process and steps taken to address their issues. Work planning takes time and there was some resistance to its implementation. This presentation will cover both the challenges and successes of the implementation as well as where we are today. Finally, a number of next steps will be reviewed. The implementation of work planning has been an eye-opener to all members as the learning process continues.
{"title":"Client services work planning","authors":"Janice G. El-Bayoumi","doi":"10.1145/1294046.1294065","DOIUrl":"https://doi.org/10.1145/1294046.1294065","url":null,"abstract":"The Integrated Technology Services Department (ITS) at the University of New Brunswick recently started implementing unit work planning. Traditionally ITS has done high level work planning only at budget time. This case study will show how the Client Services Unit of ITS implemented work planning for its teams in an environment where this has never been done before. Client Services is responsible for 5 teams, Hardware Support and Repair Services, Publications and Communications, Client Support, IT Procurement, and Account Administration. The work planning process included: developing team mission statements and management plans; prioritizing the team's work and developing tools to find out how busy we are; determining cyclical activities; tying work plans to team management plans and mission statements; and finally reporting and reviewing team work plans. The Client Services work planning process was implemented in September of 2006. A number of challenges were faced as the process moved forward. Team managers had to be on-board with the process and steps taken to address their issues. Work planning takes time and there was some resistance to its implementation. This presentation will cover both the challenges and successes of the implementation as well as where we are today. Finally, a number of next steps will be reviewed. The implementation of work planning has been an eye-opener to all members as the learning process continues.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"286 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131501361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What do you say when a user asks you why your university doesn't have a license for product xxx? To address the need to make high cost statistical and mathematical Windows software titles available to the maximum number of researchers, a Citrix Presentation Server was installed and concurrent use licenses for multiple software products were licensed and configured. Citrix Presentation Server is an application delivery system. The applications are installed and managed on the server which we named "app2go". The end-users can access the applications from any location via clients on the Windows, Mac and Linux platforms. The target audience is researchers and graduate students. For Mac and Linux users, titles only available on the Windows platforms can be used. A group of researchers interested in obtaining access to software available on the "app2go" server began testing in March 2007. University wide roll out will be the summer of 2007. The expectation is that this Citrix Presentation Server will greatly reduce the overall cost of software for research and significantly increase access to a wider variety of software for researchers.
{"title":"Centralized windows application deployment app2go","authors":"Joanne Einsmann, Mayura Patel","doi":"10.1145/1294046.1294064","DOIUrl":"https://doi.org/10.1145/1294046.1294064","url":null,"abstract":"What do you say when a user asks you why your university doesn't have a license for product xxx? To address the need to make high cost statistical and mathematical Windows software titles available to the maximum number of researchers, a Citrix Presentation Server was installed and concurrent use licenses for multiple software products were licensed and configured. Citrix Presentation Server is an application delivery system. The applications are installed and managed on the server which we named \"app2go\". The end-users can access the applications from any location via clients on the Windows, Mac and Linux platforms. The target audience is researchers and graduate students. For Mac and Linux users, titles only available on the Windows platforms can be used. A group of researchers interested in obtaining access to software available on the \"app2go\" server began testing in March 2007. University wide roll out will be the summer of 2007. The expectation is that this Citrix Presentation Server will greatly reduce the overall cost of software for research and significantly increase access to a wider variety of software for researchers.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132248835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper provides a background overview of the inception, design, build and implementation of Seneca College's customized lab management service featuring a multitude of computer lab tools in the support of the teaching and learning process. Based on numerous identified needs and designed for our environment, with continuous input from the college instructors, this work in progress continues to be modified and updated with new services.
{"title":"Computer lab solutions for everyday problems","authors":"Clare Vozza, Louis Koutsovitis, Sean Bababeigi","doi":"10.1145/1294046.1294129","DOIUrl":"https://doi.org/10.1145/1294046.1294129","url":null,"abstract":"This paper provides a background overview of the inception, design, build and implementation of Seneca College's customized lab management service featuring a multitude of computer lab tools in the support of the teaching and learning process. Based on numerous identified needs and designed for our environment, with continuous input from the college instructors, this work in progress continues to be modified and updated with new services.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124305579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Usage data captured and logged by computers has long been an essential source of information for software developers, support services personnel, usability designers, and learning researchers [1, 2]. Whether from mainframes, file servers, network devices, or workstations, the user event data logged in its many forms has served as an essential source of information for those who need to improve software, analyze problems, monitor security, track workflow, report on resource usage, evaluate learning activities etc. With today's generation of open and community source web-based frameworks, however, new challenges arise as to how, where, and when user activity gets captured and analyzed. These frameworks' flexibility in allowing easy integration of different applications, presentation technologies, middleware, and data sources has side effects on usage data: fragmented logs in a wide range of formats often bestrewn across many locations. This paper focuses on common issues faced especially by academic computing support personnel who need to gather and analyze user activity information within heterogeneous, distributed open source web frameworks like Sakai and uPortal. As described in this paper, these kinds of challenges can be met by drawing upon techniques for coordinated distributed event monitoring along with some basic data mining and data visualization approaches. In particular, this paper describes a work-in-progress to develop an approach towards building a distributed capture and analysis systems for a large production deployment of the Sakai Collaboration and Learning Environment in order to meet a wide range of tracking, monitoring, and reporting log analysis in one university setting.
{"title":"Seeking activity: on the trail of users in open and community source frameworks","authors":"Owen G. McGrath","doi":"10.1145/1294046.1294103","DOIUrl":"https://doi.org/10.1145/1294046.1294103","url":null,"abstract":"Usage data captured and logged by computers has long been an essential source of information for software developers, support services personnel, usability designers, and learning researchers [1, 2]. Whether from mainframes, file servers, network devices, or workstations, the user event data logged in its many forms has served as an essential source of information for those who need to improve software, analyze problems, monitor security, track workflow, report on resource usage, evaluate learning activities etc. With today's generation of open and community source web-based frameworks, however, new challenges arise as to how, where, and when user activity gets captured and analyzed. These frameworks' flexibility in allowing easy integration of different applications, presentation technologies, middleware, and data sources has side effects on usage data: fragmented logs in a wide range of formats often bestrewn across many locations. This paper focuses on common issues faced especially by academic computing support personnel who need to gather and analyze user activity information within heterogeneous, distributed open source web frameworks like Sakai and uPortal. As described in this paper, these kinds of challenges can be met by drawing upon techniques for coordinated distributed event monitoring along with some basic data mining and data visualization approaches. In particular, this paper describes a work-in-progress to develop an approach towards building a distributed capture and analysis systems for a large production deployment of the Sakai Collaboration and Learning Environment in order to meet a wide range of tracking, monitoring, and reporting log analysis in one university setting.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125935394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is now commonplace to note that society is in the midst of an economic shift that is as dramatic as the shift that occurred in the industrial revolution of the 19th century. At first glance, the emergence of the "knowledge economy" would seem to be good news for higher education. After all, as the pressure to deliver lifelong learners who are ever more sophisticated and facile in knowledge manipulation increases, so too should the value of education increase. Ironically, though, universities today find themselves confronted by a variety of technical, legal, and cultural forces that threaten to relegate us to the backwaters of the knowledge economy. Consider just a two of these forces: * The commoditization of ideas - Within our academic community, we typically see intellectual progress as requiring the free exchange of ideas. Outside our community, the legal/cultural climate is rapidly moving toward a model in which ideas are owned and jealously guarded. How will academic communities operate in a world where students and colleagues seek to protect their ideas from cradle to grave? * Learning by doing - "Rip, mix, and burn" is the hallmark of the current generation of students and it is very much about learning by doing. But rip, mix, and burn stands in fairly stark contrast to much of our undergraduate curriculum where the dominant approach is still the "sage on the stage". Will universities be able to attract the very best minds of future generations if their models of learning remain static. Where there is threat, there is opportunity. In this session, we will discuss those forces and the threats and opportunities they provide.
{"title":"Sunrise or perfect storm: technology, education, and the knowledge economy","authors":"J. Hilton","doi":"10.1145/1294046.1294087","DOIUrl":"https://doi.org/10.1145/1294046.1294087","url":null,"abstract":"It is now commonplace to note that society is in the midst of an economic shift that is as dramatic as the shift that occurred in the industrial revolution of the 19th century. At first glance, the emergence of the \"knowledge economy\" would seem to be good news for higher education. After all, as the pressure to deliver lifelong learners who are ever more sophisticated and facile in knowledge manipulation increases, so too should the value of education increase. Ironically, though, universities today find themselves confronted by a variety of technical, legal, and cultural forces that threaten to relegate us to the backwaters of the knowledge economy. Consider just a two of these forces: * The commoditization of ideas - Within our academic community, we typically see intellectual progress as requiring the free exchange of ideas. Outside our community, the legal/cultural climate is rapidly moving toward a model in which ideas are owned and jealously guarded. How will academic communities operate in a world where students and colleagues seek to protect their ideas from cradle to grave? * Learning by doing - \"Rip, mix, and burn\" is the hallmark of the current generation of students and it is very much about learning by doing. But rip, mix, and burn stands in fairly stark contrast to much of our undergraduate curriculum where the dominant approach is still the \"sage on the stage\". Will universities be able to attract the very best minds of future generations if their models of learning remain static. Where there is threat, there is opportunity. In this session, we will discuss those forces and the threats and opportunities they provide.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128913267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At the beginning of 2007 the University of Washington opened the Odegaard Videoconference Studio which allowed groups on campus to communicate with colleagues that were physically in different locations. The opening of this facility inspired all sorts of collaborating on a more frequent basis as traveling, and more importantly the time and expense involved with traveling, was now not as necessary in order to have a meeting. Many boundaries for collaboration were removed through the use of different types of technology that allowed for video and audio conferencing, and, data and application sharing. This provided for a way to share ideas in more detail, make decisions, and receive feedback quicker, making the overall process more efficient, personal, and overall more effective.
{"title":"Inspiring collaboration through the use of videoconferencing technology","authors":"A. R. TenCate","doi":"10.1145/1294046.1294125","DOIUrl":"https://doi.org/10.1145/1294046.1294125","url":null,"abstract":"At the beginning of 2007 the University of Washington opened the Odegaard Videoconference Studio which allowed groups on campus to communicate with colleagues that were physically in different locations. The opening of this facility inspired all sorts of collaborating on a more frequent basis as traveling, and more importantly the time and expense involved with traveling, was now not as necessary in order to have a meeting. Many boundaries for collaboration were removed through the use of different types of technology that allowed for video and audio conferencing, and, data and application sharing. This provided for a way to share ideas in more detail, make decisions, and receive feedback quicker, making the overall process more efficient, personal, and overall more effective.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127077117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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