Social collaboration refers to processes that help multiple people or groups interact and share information to achieve common goals. Such processes find their 'natural' environment on the Internet, where collaboration and social dissemination of information are made easier by current innovations and the proliferation of the web. Sharing concepts on a digital collaboration environment often facilitates a "brainstorming" process, where new ideas may emerge due to the varied contributions of individuals. These individuals may hail from different walks of life, different cultures and different age groups, their diverse thought processes help in adding new dimensions to ideas, dimensions that previously may have been missed. A crucial concept behind social collaboration is that 'ideas are everywhere.' Individuals are able to share their ideas in an unrestricted environment as anyone can get involved and the discussion is not limited to only those who have domain knowledge. Social collaboration is also known as enterprise social networking, and the products to support it are often branded enterprise social networks (ESNs). It is important that we understand the rhythm of social collaboration. There needs to be a balance, with ease to move from focused solitary work to brainstorming for problem solving in group work. This critical balance can be achieved by creating structures or a work environment where it is not too rigid to prevent brainstorming in group work nor too loose to result in total chaos. Social collaboration should happen at the edge of chaos. Work practices should support social collaboration. The most effective environment is one that supports opportunistic planning. Opportunistic planning provides a general plan but then gives enough room for flexibility to change activities and tasks until the last moment. This way, people are able to cope up with unforeseen developments and not throwing away everything with one grand plan. == Comparison to social networking == Social collaboration is related to social networking, with the distinction that while social networking is individual-centric, social collaboration is entirely group-centric. Generally speaking, social networking means socializing for personal, professional or entertainment purposes, for example, LinkedIn and Facebook. Social collaboration, on the other hand, means working socially to achieve a common goal, for example, GitHub and Quora. Social networking services generally focus on individuals sharing messages in a more-or-less undirected way and receiving messages from many sources into a single personalized activity feed. Social collaboration services, on the other hand, focus on the identification of groups and collaboration spaces in which messages are explicitly directed at the group and the group activity feed is seen the same way by everyone. Social collaboration may refer to time-bound collaborations with an explicit goal to be completed or perpetual collaborations in which the goal is knowledge sharing (e.g. community of practice, online community). == Comparison to crowdsourcing == Social collaboration is similar to crowdsourcing as it involves individuals working together towards a common goal. Crowdsourcing is a method for harnessing specific information from a large, diverse group of people. Unlike social collaboration, which involves much communication and cooperation among a large group of people, crowdsourcing is more like individuals working towards the common goal relatively independently. Therefore, the process of working involves less communication. Andrea Grover, curator of a crowdsourcing art show, explained that collaboration among individuals is an appealing experience, because participation is "a low investment, with the possibility of a high return." == Social collaboration software == Notable social collaboration software includes Glip messaging, Google Apps, Knowledge Plaza Electronic Document System and Social Intranet, Microsoft Lync social collaboration tool for businesses, Slack, Weekdone for managers, and Wrike. == Future == Social collaboration is going to be used as a tool in companies to enhance productivity. Social workers could be able to use social collaboration tools to manage personal tasks, professional projects and social networks with other colleagues within the same organization. Social collaboration will serve as a platform to get people involved and connected. This kind of platform provides a spiritual training practice for social workers. Social collaboration software could help enhance the communication between customers and employees and build trust in the organization. When we need real-time chat, it would be excellent to include every participant in a shared and archived forum which keeps a record of important information and logs. So collaborators need not worry about losing important records while working towards the common goal. The interactive communication and synchronous environment promote understanding among colleagues. Collaboration helps in building strong relationships between workers, which in turn leads to faster problem solving. The close connection between workers and customers creates a scalable organization which naturally increases the trust and faith that customers have in the company. Therefore, the interactive customer relationship levels up customer satisfaction in ways that traditional collaboration methods cannot. Apart from its effect on the way work will be conducted in the future, social collaboration will also affect society. In the coming years social collaboration will be the driving force in societal change as more and more people work together to get their vision across to governments and governing agencies. An example of this is Change.org, an online petition tool where users can help bring their government's attention to pressing social issues that need to be addressed.
Stixel
In computer vision, a stixel (portmanteau of "stick" and "pixel") is a superpixel representation of depth information in an image, in the form of a vertical stick that approximates the closest obstacles within a certain vertical slice of the scene. Introduced in 2009, stixels have applications in robotic navigation and advanced driver-assistance systems, where they can be used to define a representation of robotic environments and traffic scenes with a medium level of abstraction. == Definition == One of the problems of scene understanding in computer vision is to determine horizontal freespace around the camera, where the agent can move, and the vertical obstacles delimiting it. An image can be paired with depth information (produced e.g. from stereo disparity, lidar, or monocular depth estimation), allowing a dense tridimensional reconstruction of the observed scene. One drawback of dense reconstruction is the large amount of data involved, since each pixel in the image is mapped to an element of a point cloud. Vision problems characterised by planar freespace delimited by mostly vertical obstacles, such as traffic scenes or robotic navigation, can benefit from a condensed representation that allows to save memory and processing time. Stixels are thin vertical rectangles representing a slice of a vertical surface belonging to the closest obstacle in the observed scene. They allow to dramatically reduce the amount of information needed to represent a scene in such problems. A stixel is characterised by three parameters: vertical coordinate of the bottom, height of the stick, and depth. Stixels have fixed width, with each stixel spanning over a certain number of image columns, allowing downsampling of the horizontal image resolution. In the original formulation, each column of the image would contain at most one stixel, and later extensions were developed to allow multiple stixels on each column, allowing to represent multiple objects at different distances. == Stixel estimation == The input to stixel estimation is a dense depth map, that can be computed from stereo disparity or other means. The original approach computes an occupancy grid that can be segmented to estimate the freespace, with dynamic programming providing an efficient method to find an optimal segmentation. Alternative approaches can be used instead of occupancy grid mapping, such as manifold-based methods. The freespace boundary provides the base points of the obstacles at closest longitudinal distance, however multiple objects at different distances might appear in each column of the image. To fully define the obstacles, their height should be estimated, and this is accomplished by segmenting the depth of the object from the depth of the background. A membership function over the pixels can be defined based on the depth value, where the membership represents the confidence of a pixel belonging to the closest vertical obstacle or to the background, and a cut separating the obstacles from the background can again be computed effectively with dynamic programming. Once both the freespace and the obstacle height are known, the stixels can be estimated by fusing the information over the columns spanned by each stixel, and finally a refined depth of the stixel can be estimated via model fitting over the depth of the pixels covered by the stixel, possibly paired with confidence information (e.g. disparity confidence produced by methods such as semi-global matching).
Menu hack
A menu hack is a non-standard method of ordering food, usually at fast-food or fast casual restaurants, that offers a different result than what is explicitly stated on a menu. Menu hacks may range from a simple alternate flavor to "gaming the system" in order to obtain more food than normal. They are often spread on social media platforms such as TikTok, and are more popular with Generation Z, which has been known to customize their orders more than previous generations. Hacks are sometimes officially added to the menu after their popularity grows. However, in some cases, they have been criticized for overburdening fast food employees with outlandish requests, sparking debate as to whether certain menu hacks are unethical. The list of all possible menu hacks is called a secret menu. == History == The term "menu hack" stems from hacker culture and its tradition of overcoming previously imposed limitations. However, the tradition of ordering from a secret menu dates back to the early days of fast food. "Animal style" fries, a word of mouth menu item ordered from In-N-Out since the 1960s, was rumored to have been created by local surfers. In the Information Age, the rise of social media gave influencers the ability to communicate unique food combinations to their followers, which proved to go viral easily. Design mistakes in food ordering apps also proved to be easily exploitable. In some cases, these hacks boosted the profile of brands on social media, while in others, they caused financial harm when the company was unprepared to handle the sudden influx of unusual orders. One restaurant chain notable for the phenomenon is Chipotle Mexican Grill. A viral hack from Alexis Frost, suggesting a quesadilla with fajita vegetables inside, dipped in Chipotle vinaigrette mixed with sour cream, obtained 1.9 million views on TikTok, overloading the chain's workers, who had to work harder to prepare more vegetables and vinaigrette. Some restaurants began to deny the dish to customers, forcing them to only order meat and cheese on quesadillas. The company ultimately left the dish on the menu, but urged customers to stop ordering it via social media. When it later officially added the Fajita Quesadilla to the menu, digital sales nearly doubled. A method to order nachos, which are not officially on the menu, was also noted by customers. Starbucks is also famous for menu hacks, including the Pink Drink, a "Barbiecore" beverage in which coconut milk replaced the water in the strawberry açaí refresher. After it went viral, the company made it a permanent menu item and distributed it bottled in grocery stores. == Controversy == Menu hacks have been subject to a growing backlash, with employees stating that they "dread" younger customers due to the proliferation of unusual orders. Service industry workers, already overworked and underpaid, have called the rise of menu hacks and their difficulty to make an additional reason to unionize and demand higher wages.
Out-of-band control
Out-of-band control is a method used by network protocols for sending control information (commands, logins, or session signals) separately from the main data, improving reliability and preventing interference. File Transfer Protocol (FTP) employs an out-of-band approach, using one connection for control commands, like logging in or requesting files, and a separate connection for transferring the files themselves.
Embedded analytics
Embedded analytics enables organisations to integrate analytics capabilities into their own, often software as a service, applications, portals, or websites. This differs from embedded software and web analytics (also commonly known as product analytics). This integration typically provides contextual insights, quickly, easily and conveniently accessible since these insights should be present on the web page right next to the other, operational, parts of the host application. Insights are provided through interactive data visualisations, such as charts, diagrams, filters, gauges, maps and tables often in combination as dashboards embedded within the system. This setup enables easier, in-depth data analysis without the need to switch and log in between multiple applications. Embedded analytics is also known as customer facing analytics. Embedded analytics is the integration of analytic capabilities into a host, typically browser-based, business-to-business, software as a service, application. These analytic capabilities would typically be relevant and contextual to the use-case of the host application. == History == The term "embedded analytics" was first used by Howard Dresner: consultant, author, former Gartner analyst and inventor of the term "business intelligence" said Howard Dresner while he was working for Hyperion Solutions, a company that Oracle bought in 2007. Oracle started then to use the term "embedded analytics" at their press release for Oracle Rapid Planning on 2009 . == Considerations with embedded analytics == When evaluating embedding analytics, consideration would normally be given to integration at various levels, these would likely include: security integration, data integration, application logic integration, business rules integration, and user experience integration. This is in contrast to traditional BI, which expects users to leave their workflow applications to look at data insights in a separate set of tools. This immediacy makes embedded analytics much more intuitive and likely to be valued by users. A December 2016 report from Nucleus Research found that using BI tools, which require toggling between applications, can take up as much as 1–2 hours of an employee's time each week, whereas embedded analytics eliminate the need to toggle between apps.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
Data verification
Data verification is a process in which different types of data are checked for accuracy and inconsistencies after data migration is done. In some domains it is referred to Source Data Verification (SDV), such as in clinical trials. Data verification helps to determine whether data was accurately translated when data is transferred from one source to another, is complete, and supports processes in the new system. During verification, there may be a need for a parallel run of both systems to identify areas of disparity and forestall erroneous data loss. Methods for data verification include double data entry, proofreading and automated verification of data. Proofreading data involves someone checking the data entered against the original document. This is also time-consuming and costly. Automated verification of data can be achieved using one way hashes locally or through use of a SaaS based service such as Q by SoLVBL to provide immutable seals to allow verification of the original data.