2006
DOI: 10.1109/tsmca.2006.883173
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CoLab: A New Paradigm and Tool for Collaboratively Browsing the Web

Abstract: Abstract-Widespread adoption of Web technologies, particularly in professional and educational areas, has motivated new research efforts with the objective of designing new interaction mechanisms based on Web technologies. Within this framework, collaborative Web browsing (cobrowsing) aims at extending currently available Web browsing capabilities in order to allow several users to "browse together" on the Web. Such a browsing paradigm can have many useful applications, for instance, in e-learning, for collabo… Show more

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Cited by 14 publications
(12 citation statements)
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References 13 publications
(19 reference statements)
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“…In order to achieve the integration of existing collaborative systems without dealing with their lowlevel features, in [3] we proposed LEICA, a "Looselycoupled Environment for Integrating Collaborative 1 Researcher financially supported by a scholarship from CNPq, Brazil (#506789/04-7). 2 Cooperation between LAAS-CNRS and UFSC funded by grant from CAPES-COFECUB.…”
Section: Leicamentioning
confidence: 99%
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“…In order to achieve the integration of existing collaborative systems without dealing with their lowlevel features, in [3] we proposed LEICA, a "Looselycoupled Environment for Integrating Collaborative 1 Researcher financially supported by a scholarship from CNPq, Brazil (#506789/04-7). 2 Cooperation between LAAS-CNRS and UFSC funded by grant from CAPES-COFECUB.…”
Section: Leicamentioning
confidence: 99%
“…CoLab [1] is a co-browsing system based on a simple and a powerful synchronization model allowing the dynamic organization of users in a co-browsing session into workgroups. This is done by allowing users to create and to release synchronization relations among them.…”
Section: Colabmentioning
confidence: 99%
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“…Many approaches that deal with these needs have been presented; most of which focus mainly on specifying/directing the learning activities, including for instances (1) SCORM (SCORM 2004(SCORM , 2015SCORM, 2015) that uses sequencing control modes to represent the learning activities in an activity tree; (2) rule-based systems (Hoyos-Rivera, et al, 2006;Marinković and Tomaš, 2011) that use access rules to specify and direct a specific process of learning activities; (3) relationship-based systems (Romero, et al 2014) that use logic relationships to define a course structure with the relationships among its containing course components; and (4) workflow-based systems (Cao, et al, 2009) that employ the power of workflows to define a stream of activities that constitute a learning process.…”
Section: Introductionmentioning
confidence: 99%