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Front Matter |
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Chapter 1 ---
Introduction |
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1.1 Importance of the Topic |
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1.2 Key Assumptions, Novelty, and Bias |
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1.2.1 Assumptions |
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1.2.2 Conflict with existing methods |
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1.2.3 Bias |
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1.3 Examples of Large-scale Collaboration |
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1.3.1 National Center for Geographic
Information and Analysis (NCGIA) |
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1.3.2 Cochrane Collaboration |
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1.3.3 MacArthur Foundation: Research Networks |
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1.3.4 Daimler-Benz Foundation |
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1.3.5 What's Missing? |
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1.4 Geographical Aspects of the Research |
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1.4.1 The Benefits of Collaboration for Geography |
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1.4.2 The Influence of Geographic Distance on Scientific Collaboration |
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1.4.3 The Influence of Geographic Differentiation on Collaboration |
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1.5 Contribution to Knowledge |
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1.6 Organization of Dissertation |
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Chapter 2 --- Models, Research Process, and Collaboration: A Review
of Literature |
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2.1 Scientific Realism and Models |
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2.1.1 The Source Model |
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2.1.2 The Descriptive Model |
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2.1.3 The Explanatory Model |
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2.1.4 The Simulation Model |
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2.1.5 Grounding of the Use of Models |
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2.1.6 Validation by Correspondence with
Systems Analysis Practice |
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2.2 Adapting the Existing Research Environment to
Collaboration |
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2.2.1 Research as a Literary
Enterprise |
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2.2.2 Research as a Dynamic and Open
System |
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2.2.3 Reward Systems in Research |
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2.2.3.1 Rewards in Practice
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2.2.3.1.1 Received Rewards
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2.2.3.1.2 Granted Rewards
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2.2.3.2 Determining and Distributing Rewards
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2.2.3.3 Penalties
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2.2.4 Participation and Collaboration |
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2.2.4.1 Participation as a Covering Term for Interaction
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2.2.4.2 Communication as Participation
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2.2.4.3 Cooperation as Participation
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2.2.4.4 Coordination as Participation
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2.2.4.5 Contribution as Participation
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2.2.4.6 Collaboration as Participation
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2.2.4.6.1 Contribution of Content
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2.2.4.6.2 Collaboration in Development of Content
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2.2.4.6.3 Collaboration for Labor-sharing
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2.2.4.6.4 Collaboration for Credibility
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2.2.4.6.5 Collaboration for Community
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2.2.4.6.6 Collaboration for Posterity
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2.2.4.6.7 Collaboration through Criticism
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2.2.4.6.8 Mandated Collaboration
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2.2.4.7 Cooperation in Supporting the RW
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2.2.4.7.1 Institutional Support
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2.2.4.7.2 Personal Support
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2.2.5 Barriers to Collaboration |
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2.2.5.1 Ownership
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2.2.5.2 Copyright
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2.2.5.3 Tenure and Promotion
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2.2.5.4 Institutional Barriers
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2.2.5.5 Scholarly Competition
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2.2.5.6 Funding Mechanisms
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2.2.5.7 Human Culture
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2.3 A Methodology for Framing a Collaborative
Research |
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2.3.1 VNS: An abstraction of an ideal research
process |
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2.3.2.1 The Substantive Domain |
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2.3.2.2 The Conceptual Domain |
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2.3.2.3 The Methodological Domain |
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2.3.2 The Research Domains |
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2.3.3 The Stages |
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2.3.3.1 Stage 1 |
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2.3.3.2 Stage 2 |
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2.3.3.3 Stage 3 |
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2.3.4 The Study Paths |
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2.4 Technology to Support Communication |
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2.4.1 Communication Modes |
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2.4.1.1 The Time/Place Collaboration Matrix |
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2.4.1.2 Synchronous modes |
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2.4.1.3 Asynchronous modes |
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2.4.2 Computer-Mediated Communication |
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2.4.2.1 Dialog |
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2.4.2.2 Criticism |
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2.5 A Conceptual Framework for Research
Collaboration |
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Chapter 3 --- The Research Web |
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3.1 The Concept |
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3.1.1 Defining the Issue Domain |
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3.1.2 Determining the Audiences |
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3.1.3 Defining the Vocabulary |
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3.2 Five Aspects of a Research Web |
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3.2.1 The Research Web as an Application of
Critical Social Theory |
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3.2.2 The Research Web as an Information
Product |
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3.2.3 The Research Web as a Knowledge
Transformation Process |
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3.2.4 The Research Web as a Genre
System |
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3.2.4.1 The Essay Genre |
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3.2.4.2 The Model Genres |
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3.2.4.2.1 Representation of
the Models |
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3.2.4.2.2 The Process of
Modeling in the Research Web |
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3.2.4.3 The FAQ Genre |
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3.2.4.4 The Home Page Genre |
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3.2.4.5 The Meeting Minutes
Genre |
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3.2.5 The Research Web as
Argumentation |
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3.2.5.1 Argumentation Capabilities in
the Research Web |
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3.2.5.2 Measurement of Quality of
Argumentation |
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3.3 Models as an Organizing Principle for
Navigation |
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3.3.1 The Descriptive model |
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3.3.2 The Explanatory Model |
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3.3.3 The Simulation Model |
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3.3.3.1 Validation in the Simulation Model |
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3.3.3.2 Hypothesis Investigation in
the Simulation Model |
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3.4 The Essays |
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3.4.1 Essays as a Communication Genre |
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3.4.2 Essays as Work Objects |
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3.4.3 Essays as Canonical Documents |
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3.4.4 The Integrated Structure of Essays |
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3.4.4.1 The HyperDocument Format |
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3.4.4.2 High Performance Scholarship |
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3.5 Web Site Architecture |
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3.5.1 Functional Partitions |
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3.5.2 The Team's Private Working
Area |
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3.5.2.1 Home Page and Internal Link |
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3.5.2.2 Infrastructural Pages |
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3.5.2.2.1 Introductory Material |
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3.5.2.2.2 Services |
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3.5.2.2.3 Minutes,
Reports and Plans |
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3.5.2.2.4 Discussion
Groups and Discussion Archives |
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3.5.2.3 Searching |
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3.5.2.4 Scholarly Content |
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3.5.2.4.1 Models |
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3.5.2.4.2 Research Web
Essays |
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3.5.2.4.3; Data Resources |
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3.5.2.4.4 Authoring
Partitions |
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3.5.3 Information Design |
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3.6 The Research Team |
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3.6.1 Abstract Roles (Styles) |
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3.6.2 Functional Roles |
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3.6.2.1 Convener |
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3.6.2.2 Scientific Coordinator |
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3.6.2.3 Project Leader |
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3.6.2.4 The Collaborator |
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3.6.2.4.1 Responsibility for personal
participation |
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3.6.2.4.2 Team member |
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3.6.2.4.3 Invited peer |
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3.6.2.4.4 Member of
scientific community (literature) |
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3.6.2.5 Lead Author |
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3.6.2.6 Facilitator |
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3.6.3 Potential Rewards |
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Chapter 4 --- The Tools of the Research Web |
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4.1 E-Mail |
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4.1.1 Searchable E-mail Archives |
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4.1.2 MailRoom |
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4.1.3 Listserver |
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4.2 The World Wide Web |
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4.2.1 Browsers |
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4.2.2 CGI programs |
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4.2.3 Helpers, plug-ins, and other
programming |
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4.2.4 Calendar |
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4.2.5 Discussion Groups |
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4.2.6 Development Tools |
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4.3 DocReview |
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4.3.1 Universal Commenting Facility |
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4.3.2 Applying DocReview to Documents |
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4.3.3 Managing the DocReviews |
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4.4 The Annotated HyperBibliography |
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4.4.1 Preparing the Bibliography |
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4.4.2 The Interface File |
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4.4.3 Creating, Updating and Maintaining the
AHB |
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4.4.4 Uses for the AHB |
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4.5 The Annotated HyperGlossary |
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4.6 The EssayAssistant |
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4.7 What's New? |
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4.8 Lexicon |
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4.9 Other Tools |
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4.9.1 PicReview |
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4.9.2 The Landscape of Reason |
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Chapter 5 --- Empirical Investigations |
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5.1 Case Studies of DocReview Installations |
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5.1.1 Research Questions |
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5.1.2 Design of Data Collection
System |
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5.1.3 Quantitative Descriptive
Statistics |
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5.1.4 Qualitative Coding Systems |
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5.1.5 Qualitative Coding Reliability |
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5.1.6 Analytical Results |
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5.1.7 Conclusions |
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5.2 Case Studies of Research Webs |
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5.2.1 History of Research Web
Technology |
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5.2.2 Research Questions |
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5.2.3 Design of Data Collection System |
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5.2.4 The Research Webs |
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5.2.4.1 Migration Prototype Research Web |
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5.2.4.2 CREAT and The Chromium VI Research Web |
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5.2.4.2.1 Mission and RW Topic |
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5.2.4.2.2 Organization |
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5.2.4.2.3 Focus |
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5.2.4.2.4 Case Study Data |
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5.2.4.2.5 The Web Site |
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5.2.4.2.6 Conscription Devices |
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5.2.4.2.7 Participation Profile |
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5.2.4.3 Soil Crusts RW |
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5.2.4.3.1 Mission and Topic |
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5.2.4.3.2 Organization |
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5.2.4.3.3 Focus |
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5.2.4.3.4 Case Study Data |
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5.2.4.3.5 The Web Site |
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5.2.4.3.6 Conscription Devices |
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5.2.4.3.7 Participation Profile |
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5.2.4.4 Earthquake Disaster Mitigation |
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5.2.4.4.1 Mission and Topic |
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5.2.4.4.2 Organization |
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5.2.4.4.3 Process |
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5.2.4.4.4 Case Study Data |
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5.2.4.4.5 The Web Site |
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5.2.4.4.6 Conscription Devices |
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5.2.4.4.7 Participation Profile |
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5.2.5 Case Study Analysis |
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5.2.5.1 Research Question 1: A diffuse focus for the RW will
likely result in little participation. |
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5.2.5.2 Research Question 2: What were the geographic
distribution effects on the RW? |
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5.2.5.3 Research Question 3: How many people were invited to
participate in the Research Web? |
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5.2.5.4 Research Question 4: What incentive(s) did each of the
participants have to participate? |
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5.2.6 Conclusions |
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5.3 Discussion |
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5.3.1 The Optimal Environment for a Research
Web |
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5.3.2 The Research Web Compared to
Conventional Research Teams |
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5.3.3 The Tools of the Research Web |
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Chapter 6 --- Conclusions and Prospects for Research Using Research
Webs |
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6.1 Contribution to Knowledge |
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6.2 Conclusions from Empirical Findings About Research Webs and
Tools |
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6.3 Prospects for Research Using the Research Web Contribution
to Knowledge |
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6.4 Prospects for Research About Research
Webs |
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6.5 Concluding Remarks |
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List of References |