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The purpose of this study is to develop an environment where participants share a virtual workspace, which allows the participants to collaborate on a physical model as well as a digital model in a natural manner as if they were in a face‐to‐face meeting.

The idea of this study was designed and implemented as BOCOLLA system based on CELAVIS system. BOCOLLA system enables users to manipulate computer software on a conventional whiteboard using a marker pen during video conference with CELAVIS system.

BOCOLLA system shows the feasibility of the non‐IT interface with a conventional whiteboard as an IT‐based interface which enables telematic operation for video conferences.

Digital models plays a critical role in e‐manufacturing, but their physical models would enhance the collaboration in e‐manufacturing if it could be shared among the collaboration members over the network.

The study identifies the potential of conventional tools as an interface to the innovative technologies.

Using a physical model sharing example, this paper shows the feasibility of BOCOLLA to the application of e‐manufacturing.

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development project.

This qualitative case study presents findings from a professional development project serving rural educators interested in becoming literacy coaches. Using a peer coaching model, literacy coaching participants video recorded two literacy coaching cycles capturing pre-conferencing, lesson modeling, and post-conferencing. Reflection was facilitated through face-to-face discussion and online technologies (discussion forums and e-mail).

Face-to-face sessions were integral in fostering participant reflection. Technology challenges impacted the extent to which participants engaged in and valued video as a reflection tool. Participants repurposed video reflection for self-identified professional and pedagogical purposes.

Video reflection can be used as a part of multimodal set of tools to collaborate with teachers. Face-to-face interaction is important in supporting rural teachers’ use of video reflection. Teacher educators generally need more on-site authentic involvement to gain emic perspectives when working with the rural sites in order for the video tasks to be more effective and meaningful for the teachers. Repurposing video reflection can be an expression of agency in meeting teacher needs.

In today's globalized economy, distributed collaboration in engineering is important. Participants of engineering teams, with their specific knowledge situated in different locations, must be able to work together as efficiently and as comfortably as possible to provide an optimum contribution to product development. This paper aims to improve the effectiveness of internet based communication.

Analysis of the current situation was carried out from different perspectives. First, an in‐depth state‐of‐the‐art study of existing hardware and software concepts was done. Second, these tools were evaluated by collaboration experiments. Finally, a concept for improved internet collaboration was elaborated and implemented.

The main technical method used in this concept is a data overlay which allows different interactive information levels to be mapped on top of a video stream. In addition, eye‐to‐eye video conferencing hardware and a perceptive user interactions system are combined in an integrated system.

An application framework was developed, which integrates the different technologies. Using this framework, three application scenarios were implemented and tested. One focusing on brainstorming using the metaplan‐technique, second is used to build function‐structures and the third allows engineers to plan a plant on 2D, while it is shown in 3D.

Participants can now interact with digital information objects, yet being able to directly face their colleague and discuss simultaneously with the use of gestures such as pointing on objects. Users are free to adjust dynamically their focus between digital information and video by choosing transparency levels.

The traditional nature of conferences could change dramatically as video‐conferencing is more widely practised. This alternative is more economic, can be recorded for a permanent reference, is interactive and has novel impact. It is very versatile and new applications are continually being developed.

Provide insights on the feasibility of connecting classrooms at a number of universities in the Asia Pacific region in a sustainable and low cost manner through the use of video conferencing.

Collaborative project implemented by a network of universities in the region.

A new form of innovative educational program is feasible based on the effective use of technology which is now readily available as a result of university investment programs, but under utilized due to lack of familiarity or negative perceptions amongst faculty of how to effectively employ this technology in their teaching.

A viable model of university collaboration has been identified and there are no insurmountable barriers preventing other educational programs with the same design. A key limitation relates to whether or not other educational institutions would see the benefits of this model in a highly competitive education marketplace.

Collaborative approaches to teaching in an inter-university context could prove very effective especially when dealing with complex topics like climate change, energy, and food security where the sharing of knowledge is crucial. Social implications: A connected classroom in the inter-university context opens up students and faculty to a diversity of perspectives that may be more appropriate than the traditional way of teaching, especially in this rapidly globalizing world.

All too often educational projects are implemented as pilots and they are not sustained over prolonged periods of time. This project has been on-going for over a decade.

Reviews the advantages and disadvantages of various forms of desktop conferencing: telephone conferencing, audio conferencing, computer conferencing, desktop computer conferencing, and video conferencing.

Distance education has been an important research issue of multimedia computing and communication. Since the instructional activities are implemented on cyberspace, how to control behaviors of students and to increase the degree of communication awareness have been a challenging issue. We propose a system based on the scaffolding theory. Behaviors of students are supervised by an intelligent control system, which is programmed by the instructor under our generic interface. The interface is built based on virtual reality and real‐time communication technologies. Students and instructors have their individual avatars that are controlled by a video game like navigation. Those behaviors that violate virtual campus regulations are detected and interceptive actions are performed. The proposed system is implemented on a Windows system and can be used for general purpose of distance education.

This paper describes the importance of strategic community creation as a new management style. It verifies that video‐based information networks utilizing information and multimedia technologies enhance the quality of competencies and knowledge possessed by strategic communities, and it also verifies, through case studies, these networks are valid as organizational learning support systems within the strategic communities. Innovations in the area of veterinary medicine utilizing video‐based information networks over the past four years in Japan are taken as examples. This paper describes how knowledge and competencies within strategic communities comprising “industry, government, and academia” are enhanced, how the new virtual methods of telemedicine and distance learning are incorporated into the business process, and how “concepts of regionally linked cooperative bodies” are realized.

This paper aims to proffer a glimpse of diverse e-resources and materials accumulated by National Digital Library of India (NDLI) for facilitating open access resources (OARs) during the difficult times of global pandemic. Out of all the resources, an attempt has been made to place a focus on COVID-19 research repository maintained at NDLI platform to facilitate related research activities for envisaging experiments by scientists and researchers.

The study is based on COVID-19 research repository assimilated by NDLI, and a detailed investigative research has been made about various resources and materials available for research community. The official website of NDLI (direct link of NDLI website: https://ndl.iitkgp.ac.in/) has been referred for collection of requisite data for study. The collected information has been presented through eight tables, two charts and two figures, which have further been analyzed and interpreted to attain the objectives.

The brief examples in this paper indicates that a wealth of OARs related to COVID-19 such as scholarly communications, data sets, documents and videos and journals and conferences, etc. are available for access and research by scientists and researchers to expand their research during and also beyond this global crisis. Social distancing has forced academics to displace to online platform from physical deliverables. Institutions are forced to adopt new technologies for delivering education in online mode such as online teaching, online access of educational resources, online conferences, webinars and a host of such related activities. NDLI has been instrumental in this journey by accumulating providing research materials through its platform.

In addition to the blended learning process, this paper provides a structured overview about COVID-19 research repository facilitated by NDLI to provide access about related research activities by scientists and researchers. This investigative research on NDLI platform has been done originally by the author with a sacrosanct aim to help serious academia and has a high referral value for the scientific, technocratic and realistic researchers with deep thrust on availability of all materials under one roof, i.e. NDLI.