Visualizing argumentation: software tools for collaborative and educational sense-making
Visualizing argumentation: software tools for collaborative and educational sense-making
Learning and knowledge networks in interdisciplinary collaborations: Research Articles
Journal of the American Society for Information Science and Technology
The role of moderating factors in user technology acceptance
International Journal of Human-Computer Studies
Beyond binary choices: integrating individual and social creativity
International Journal of Human-Computer Studies - Special issue: Computer support for creativity
Walking the Tightrope: The Balancing Acts of a Large e-Research Project
Computer Supported Cooperative Work
Organizing and the Process of Sensemaking
Organization Science
Computer Supported Cooperative Work
International Journal of High Performance Computing Applications
Growing an infrastructure: the role of gateway organizations in cultivating new communities of users
Proceedings of the 2007 international ACM conference on Supporting group work
International Journal of Human-Computer Studies
Proceedings of the 2008 ACM conference on Computer supported cooperative work
Human-Computer Interaction
The Dynamics of Material Artifacts in Collaborative Research Teams
Computer Supported Cooperative Work
Collaborative knowledge visualization for cross-community learning
Knowledge and Information Visualization
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Collaboration within eScience teams depends on participants learning each others' disciplinary perspectives sufficiently to generate cross-disciplinary research questions of interest. Participants in new teams often have a limited understanding of each other's research interests; hence early team interactions must revolve around exploratory cross-disciplinary learning and the search for interesting linkages between disciplines. This article investigates group learning and creative processes that impact the efficacy of early team interactions, and the impact of those interactions on the generation of integrated conceptual frameworks from which co-created research problems may emerge. Relevant learning and creativity theories were used to design a management intervention that was applied within the context of an incipient eScience team. Project evaluation indicated that the intervention enabled participants to effectively cross disciplines, integrate conceptualizations, and generate research ideas. The findings suggest that attention to group learning and creativity issues may help overcome some barriers to collaboration on eScience teams.