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This paper aims to clarify the meaning of children’s participation in the relationship between children’s individual action and the social treatment and consequences of this action. For this purpose, the paper explores the integration of different theoretical approaches that can shape research on children’s participation, looking at interactions, complex social systems that include interactions, and narratives that are produced in these complex social systems. This integration allows the understanding of the ways in which children actively participate in communication processes, social structures condition children’s active participation, and children’s active participation can enhance structural change in social systems, through the implementation of promotional communication systems. The paper highlights the following paradox: the relevance of children’s action for social change depends on the relevance of adults’ action in promoting children’s actions. This theoretical perspective is exemplified in the case of promotion of children’s active participation in the education system through the empirical analysis of cases of videotaped and transcribed interactions, highlighting facilitation systems of classroom communication. The analyzed data are based on a field research in Italian classrooms regarding a specific methodology of facilitation of communication. The analysis of these data shows the ways in which the facilitation system creates the paradoxical relationship between structures that condition children’s active participation and children’s active participation that enhances structural change. The paper highlights a new way of dealing with children’s participation, based on a social constructionist, systemic, and interactionist approach.

Given the rise of individuals who have complex communication needs (CCN), it is important to identify appropriate assistive technology systems that can support the individual's communication needs. Augmentative and alternative communication (AAC) systems can serve as a means to assist individuals to communicate independently. The goal of AAC is to enhance or replace the individual's current and limited verbal or written communication skills. This chapter focuses on feature matching, aided communication and the selection process for aided communication systems including low to high technology systems. It also emphasises other key considerations pertaining to person-centred planning such as conducting preference assessments and trial periods to minimise system abandonment.

The purpose of this paper is to provide an understanding of process improvement team member perceptions regarding the effectiveness of asynchronous e‐collaboration.

A field‐based, two‐phase canonical action research study was conducted at two different sites. Data were obtained from observations and interviews of all team members. Media synchronicity theory was utilized to hypothesize the interplay of media capabilities, task communication processes, and team functions.

Eight primarily virtual teams solved complex problems and provided feedback on the effectiveness of various communications media. The results support media synchronicity theory.

Media synchronicity theory provides an alternative explanation for studies both supporting and contradicting media richness theory. The teams in this study were newly formed. Further investigation of established teams and other contexts is warranted.

For complex problem‐solving tasks performed by newly formed teams, communications media with low synchronicity (e.g. listserv, e‐mail, bulletin board) may be appropriate for conveyance of information; whereas media with high synchronicity (e.g. face‐to‐face, telephone) may be more desirable for convergence on shared meaning.

As geographic, temporal, and cost constraints move organizations toward virtual team work for increasingly complex tasks, research is warranted on effective utilization of available communication technology for solving business problems without face‐to‐face communication. This research paper examines the issue through an emerging theoretical lens, media synchronicity theory, and suggests a new proposition.

The purpose of the paper is to emphasise the importance of a complex view of communication for the development of personal knowledge management (PKM) and for the technology that supports PKM.

This conceptual paper uses complex responsive process theory (CRP) to understand the communication and knowing processes that underpin PKM.

PKM could potentially avoid some of the problems of knowledge management by being open to interdisciplinarity. This paper introduces a theory that sees communication as a complex, adaptive process of relating. Applying CRP to PKM, this paper suggests how web and internet technology might support individuals in managing their knowing and communicating processes, as well as their accumulation of knowledge and information.

Understanding knowing and communicating as a complex process of relating offers a fresh perspective on the way that organisations might support PKM.

This paper offers a new way of thinking about PKM by introducing CRP's view of communication and how it relates to knowledge. In doing so it provides information scholars with ideas outside of their typical paradigm that invite a reconsideration of the role of technology in PKM.

The chapter focuses on how engaging undergraduate and graduate students at a metropolitan university through community-based experiential learning can help them make a difference in their personal relationships, in their workplaces and in their communities.

The chapter explores the University of Arkansas at Little Rock Department of Speech Communication’s integrated approach to undergraduate and graduate curriculum that focuses on four types of casing complex problems and making positive, ethical recommendations to make a difference. Specifically, the chapter explores how problem-based learning; service-learning; narrative ethnography; and research projects can be used as meaningful ways to case complex communication issues and to make ethical, theory-informed recommendations to not only do no harm but also affect positive change and promote social justice in students’ personal relationships, organizations, and communities.

Lessons learned from the programmatic approach are shared that include building a theoretical base for students to draw from, integrating case approaches into the curriculum, and engaging resistance and failure. Chapter recommendations promote using theory as a lever for learning, building meaningful relationships with stakeholders, and adopting a process orientation that embraces failure.

The chapter offers a review of four undergraduate courses and four graduate courses, with explicit applications of the four case approaches. Additionally, learning objectives, major assignment descriptions, and assessment approaches are detailed for each course.

Applying media synchronicity theory (MST) as a theoretical foundation, this paper aims to examine whether teams using multiple communication modes perform better on a complex intra-team task than those using a single mode.

The authors adopted a mixed-methods explanatory design. Data were collected from 44 teams directly following participation in the Everest Leadership and Team Simulation. Teams were assigned a specific mode of communication: virtual (text-chat only), face-to-face (FTF) or dual (FTF and chat).

No significant differences in team goals achieved were found when comparing dual modes to single modes, counter to predictions based on MST. Qualitative data indicated that FTF communication is dominant and might lead to “medium inertia” when multiple modes are available. FTF teams reported higher perceptions of team effectiveness than text-chat-only teams.

This study was conducted on a small number of teams in an artificial environment; therefore, generalizability is limited. Future research should consider other measures of team performance and test teams in a virtual setting where distance, as well as time, are factors.

FTF communication tends to be dominant to a point where virtual options are ignored, suggesting that greater awareness around communication processes required for complex tasks, and ways to appropriate different media for conveyance or convergence, is key to team performance.

This study highlights the importance of determining processes by which teams shift between media to maximize conveyance and convergence processes. Additionally, distinguishing between objective performance and perceptions of performance highlight an additional challenge for teams that can be explored.

The purpose of this paper is to describe specific features of a Victorian (Australia) state-wide hub and spoke model of speech pathology provision established for adults with complex communication needs (CCN). Two case studies highlighting successful examples of services developed to enhance community inclusion will be described and the challenges discussed.

The route to community inclusion is described through a case study illustration of one communication accessible community site and one disability service study. The disability service research involved focus groups, survey and interview data and demonstrated the efficacy and sustainability of a support worker training model.

Sustainable change in the community and in disability services can occur through partnerships, training, and long-term commitment. Support workers who can facilitate interactions for people who have cognitive and communicative disabilities are an essential component of building the capacity of communities to include people with CCN. Collaboration between community members, specialised supports and people with disabilities enhances active community participation.

This innovative, state-wide model has the capacity to be replicated elsewhere. On-going speech pathology services are integral to support adults with CCN providing both short-term individualised services, sustainable staff training and community engagement.

Teleworkers need to use information and communication technology (ICT) to communicate and collaborate with their team members, however, when new and complicated information systems should be used, this can lead to stress. Receiving adequate information and emotional support from team members could reduce the stress caused by technological complexity and subsequent work and occupational strains.

Participants (N = 400) teleworked at least half of their working hours and were employed in organizations with a minimum of 250 employees. Data from the online survey were analyzed using structural equation modeling.

Results demonstrate that aspects of informational and emotional communication contribute to perceived social support from team members, with emotional communication explaining more variance. Stress from technological complexity is mitigated by both supportive team communication and the extent of telework. Perceived stress from technological complexity, however, still increases work and occupational strains.

The findings emphasize the importance of supportive internal communication to foster a collaborative telework environment. Practitioners in internal communication need to encourage teleworkers to help each other with adequate information and provide also emotional support to overcome the negative effects of complex ICT.

The study shows that supportive communication among team members is important for teleworkers to reduce work and occupational strains, especially when facing difficulties with complex ICT.

This naturalistic study adapted exploratory school practice in order to support empirically‐informed decision making in the provision of augmentative and alternative communication (AAC) technologies for children with autism.

Research was conducted with three boys with autism and little speech, as part of a curricular literacy lesson. A mixed method approach, involving observational coding and staff diaries, identified how the boys used computer‐based voice output communication aids (VOCAs), also called speech generating devices (SGDs) and how the technology impacted on their communication and language. The boys were observed in initial lessons (“baseline” sessions), without the VOCA present and in sessions in which the VOCA was available (“intervention” sessions).

VOCAs were used for two main communicative purposes; naming and giving information, with aids being used primarily to support curricular, task‐related communication. Existing modes of communication continued to be used when access to the VOCA was available. In addition, all three boys showed an increase in Mean Length of Utterance (MLU) after the VOCA was introduced. The findings suggest that computer‐based VOCA technology can augment children's communicative participation in lesson activities. Specific patterns of change were also recorded in the boys' communication, suggesting individualised responses to this technology.

This paper extends the empirical base for clinical decision making by reporting the use of high tech VOCAs by school age children with autism for additional forms of communication, beyond those described elsewhere. It adds to the evidence that interventions which include access to a computer VOCA can have a positive impact on the language complexity of children with autism. It describes the potential of VOCAs to provide an enabling and inclusive technology in a classroom setting.

Multiagent systems, in which independent software agents interact with each other to achieve common goals, complete concurrent distributed tasks under autonomous control. Agent Communication has been shown to be an important factor in coordinating efficient group behavior in agents. Most researches on training or evolving group behavior in multiagent systems used predefined agent communication protocols. Designing agent communication becomes a complex problem in dynamic and large‐scale systems. In order to solve this problem, in this paper we propose a new application of existing training methods. By applying Genetic Programming techniques, namely Automatically Defined Function Genetic Programming (ADF‐GP), in combination with pheromone communication features, we allowed the agent system to autonomously learn effective agent communication messaging for coordinated group behavior. A software simulation of a multiagent transaction system aiming at e‐commerce usage will be used to observe the effectiveness of the proposed method in the targeted environment. Using the proposed method, automatic training of a compact and efficient agent communication protocol for the multiagent system was observed.