nach oben

Computer Supported Cooperative Work (CSCW)

Erschienen in:

01.06.2015

Deploying and Visualising Teacher’s Scripts of Small Group Activities in a Multi-surface Classroom Ecology: a Study in-the-wild

verfasst von: Roberto Martinez-Maldonado, Andrew Clayphan, Judy Kay

Erschienen in: Computer Supported Cooperative Work (CSCW) | Ausgabe 2-3/2015

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

There is a fast growing interest in the use of interactive surfaces in collaborative learning contexts. These devices hold the promise to enrich a typical collocated class by enabling learners to interact with digital content while maintaining face-to-face mutual awareness. However, little has been done to help teachers deploy and monitor the learning scripts for their planned small group activities in a classroom enhanced with these kinds of devices. We present an approach for deploying and visualising the teacher’s script for small group idea generation and problem solving activities in a multi-surface classroom ecology that is composed of multiple interactive tabletops, public vertical displays and a teacher’s dashboard. We frame our study by drawing on design guidelines for classrooms with multiple interactive surfaces and combine these with principles of scripting and orchestration of learning activities. The paper presents the results and experiences of the implementation of our approach, in an authentic deployment of our classroom ecology, held over 8 weeks in a semester, involving 150 university students and 4 teachers. The paper concludes with remarks about the strengths and shortcomings of our approach, to be taken into account by learning practitioners and designers.

Vorheriger Artikel Exploring Collaboration Patterns in a Multitouch Game to Encourage Social Interaction and Collaboration Among Users with Autism Spectrum Disorder

Nächster Artikel Blended Spaces for Collaboration

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abbott, Kenneth R., and Sunil K. Sarin. (1994). Experiences with workflow management: issues for the next generation. In Proceedings of the 1994 ACM Conference on Computer Supported Cooperative Work (CSCW), Chapel Hill, North Carolina, USA, 22–26 October 2012. New York: ACM. pp. 113–120.

Ackerman, Marks, Juri Dachtera, Volkmar Pipek, and Volker Wulf. (2013). Sharing Knowledge and Expertise: The CSCW View of Knowledge Management. Computer Supported Cooperative Work (CSCW), vol. 22, no. 4–6, August 2013, pp. 531–573.

AlAgha, Iyad, Andrew Hatch, Linxiao Ma, and Elizabeth Burd. (2010). Towards a teacher-centric approach for multi-touch surfaces in classrooms. In Proceedings of the International Conference on Interactive Tabletops and Surfaces 2010 (ITS 2010), Saarbrücken, Germany, 7–10 November 2010. New York: ACM. pp. 187–196.

Al-Qaraghuli, Ammar, Halimah Badioze Zaman, Azlina Ahmad, and Jihan Raoof. (2013). Interaction patterns for assessment of learners in tabletop based collaborative learning environment. In Proceedings of the 25th Australian Computer-Human Interaction Conference: Augmentation, Application, Innovation, Collaboration (OZCHI 2013), Adelaide, Australia, 26–29 November 2013. New York: ACM. pp. 447–450.

Baker, Ryan S., and Kalina Yacef. (2009). The State of Educational Data Mining in 2009: A Review and Future Visions. Journal of Educational Data Mining (JEDM), vol. 1, no. 1, Fall 2009, pp. 3–17.

Bellucci, Andrea, Alessio Malizia, and Ignacio Aedo. (2014). Light on horizontal interactive surfaces: Input space for tabletop computing. ACM Computing Surveys (CSUR), vol. 46, no. 3, January 2014, pp. 1–42.

Benko, Hrvoje, Meredith Ringel Morris, A.J. Bernheim Brush, and Andrew D. Wilson. (2009). Insights on interactive tabletops: A survey of researchers and developers, Report: MSR-TR-2009-22. Redmond, USA: Microsoft Research.

Berland, Leema Kuhn, and Brian J. Reiser. (2009). Making sense of argumentation and explanation. Science Education, vol. 93, no. 1, January 2009, pp. 26–55.

Betcher, Chris, and Mal Leicester. (2009). The interactive whiteboard revolution: Teaching with IWBs. Camberwell, Australia: ACER Press.

Bull, Susan, Barbara Wasson, Matthew D Johnson, Dean Petters, and Cecilie Hansen. (2012). Helping Teachers Effectively Support Group Learning. In Proceedings of the Workshop on Intelligent Support for Learning in Groups - Conference on Intelligent Tutoring Systems (ITS’12). Chania, Crete, Greece, 15 June 2012. pp. 1–4.

Cabitza, Federico, and Carla Simone. (2013). Computational Coordination Mechanisms: A tale of a struggle for flexibility. Computer Supported Cooperative Work (CSCW), vol. 22, no. 4–6, August 2013, pp. 475–529.

Chaka, Chaka. (2010). Collaborative Learning: Leveraging Concept Mapping and Cognitive Flexibility Theory. In P. L. Torres & R. d. C. V. Marriott (Eds.), Handbook of Research on Collaborative Learning Using Concept Mapping. Birmingham , UK: Idea Group Inc pp. 152–170.

Clayphan, Andrew, Christopher Ackad, Anthony Collins, Bob Kummerfeld, and Judy Kay. (2011). Firestorm: A brainstorming application for collaborative group work at tabletops. In Proceedings of the International Conference on Interactive Tabletops and Surfaces 2011 (ITS 2011), Kobe, Japan, 30 Oct - 2 Nov 2012. New York: ACM. pp. 162–171.

Clayphan, Andrew, Judy Kay, and Armin Weinberger. (2013a). Scriptstorm: scripting to enhance tabletop brainstorming. Personal and Ubiquitous Computing, vol. 18, no. 6, August 2014, pp. 1433–1453.

Clayphan, Andrew, Roberto Martinez-Maldonado, Christopher Ackad, and Judy Kay. (2013b). An approach for designing and evaluating a plug-in vision-based tabletop touch identification system. In Proceedings of the 25th Australian Computer-Human Interaction Conference (OZCHI 2013), Adelaide, Australia, 26–29 November 2013. New York: ACM. pp. 373–382.

Cohen, Elizabeth G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, vol. 64, no. 1, Spring 1994, pp. 1–35.

Cuban, Larry. (1986). The Classroom Use of Technology Since 1920. New York: Teachers College Press, Columbia University.

Cuban, Larry., Heather Kirkpatrick, and Craig Peck. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, vol. 38, no. 4, December 2001, pp. 813–834.

Dillenbourg, Pierre. (1998). What do you mean by ‘collaborative learning’? In P. Dillenbourg (Ed.), Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. Oxford: Elsevier Science, pp. 1–19.

Dillenbourg, Pierre. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL. Heerlen: Open Universiteit Nederland, pp. 61–91.

Dillenbourg, Pierre, and Michael Evans. (2011a). Interactive tabletops in education. International Journal of Computer-Supported Collaborative Learning, vol. 6, no. 4, December 2011, pp. 491–514.

Dillenbourg, Pierre., and Patrick. Jermann. (2010). Technology for classroom orchestration. In M. S. Khine & I. M. Saleh (Eds.), New science of learning. New York: Springer, pp. 525–552.

Dillenbourg, Pierre, Guillaume Zufferey, Hamed Alavi, Patrick Jermann, Son Do-Lenh, Quentin Bonnard, . . . Frédéric Kaplan. (2011b). Classroom orchestration: The third circle of usability. In Proceedings of the International Conference on Computer Supported Collaborative Learning 2011 (CSCL 2011), Hong Kong, China, 4–8 July 2011. ISLS. pp. 510–517.

Do-Lenh, Son. (2012). Supporting Reflection and Classroom Orchestration with Tangible Tabletops. PhD dissertation. École Polytechnique Fédérale de Lausanne, Switzerland: CRAFT group, School of Computer Science.

Evans, Michael, and Jochen Rick. (2014). Supporting Learning with Interactive Surfaces and Spaces. In J. M. Spector, M. D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology. New York: Springer, pp. 689–701.CrossRef

Fabos, Bettina. (2001). Media in the Classroom: An Alternative History. In Proceedings of the Annual Meeting of the American Educational Research Association (AERA 2001), Seattle, USA, 10–14 April 2001. pp. 1–77.

Ganoe, Craig H., Jacob P. Somervell, Dennis C. Neale, Philip L. Isenhour, John M. Carroll, Mary Beth Rosson, and D. Scott McCrickard. (2003). Classroom BRIDGE: using collaborative public and desktop timelines to support activity awareness. In Proceedings of the 16th annual ACM symposium on User interface software and technology, Vancouver, Canada, 2–5 November 2003. New York: ACM. pp. 21–30.

Gao, Hong, E Shen, Susan Losh, and Jeannine Turner. (2007). A Review of Studies on Collaborative Concept Mapping: What Have We Learned About the Technique and What Is Next? Journal of Interactive Learning Research, vol. 18, no. 4, October 2007, pp. 479–492.

Goodyear, Peter, and Symeon Retalis. (2010). Learning, technology and design. In P. Goodyear & S. Retalis (Eds.), Technology-enhanced learning: design patterns and pattern languages. Rotterdam: Sense Publishers, pp. 1–28.

Graham, Charles, and Charles Dziuban. (2006). Blended Learning Systems. In D. H. Jonassen & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (Second edition). New York: Springer, pp. 269–276.

Gross, Tom. (2013). Supporting Effortless Coordination: 25 Years of Awareness Research. Computer Supported Cooperative Work (CSCW), vol. 22, no. 4–6, August 2013, pp. 425–474.

Gunter, Philip, Marti Venn, and John H Hummel. (2001). Improving the Dynamics of Academic Interactions: How to Script Lessons. Valdosta, GA: Valdosta State University.

Gutiérrez Rojas, Israel, Raquel Crespo García, and Carlos Delgado Kloos. (2011). Orchestration and Feedback in Lab Sessions: Improvements in Quick Feedback Provision. In C. Kloos, D. Gillet, R. Crespo García, F. Wild & M. Wolpers (Eds.), Towards Ubiquitous Learning. Berlin Heidelberg: Springer, pp. 424–429.

Higgins, Steven, Gary Beauchamp, and Dave Miller. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, vol. 32, no. 3, September 2007, pp. 213–225.

Higgins, Steven, Emma Mercier, Elizabeth Burd, and Andrew Hatch. (2011). Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review. International Journal of Computer-Supported Collaborative Learning, vol. 6, no. 4, December 2011, pp. 515–538.

Hornecker, Eva, Paul Marshall, Nick Sheep Dalton, and Yvonne Rogers. (2008). Collaboration and interference: awareness with mice or touch input. In Proceedings of the International Conference on Computer Supported Cooperative Work 2008 (CSCW 2008), San Diego, CA, USA, 8–12 November 2008. New York: ACM. pp. 167–176.

Jeong, Heisawn, and Cindy E. Hmelo-Silver. (2010). An Overview of CSCL Methodologies. In Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Chicago, USA, 29 Jun - 2 Jul 2010. ISLS. pp. 920–921.

Johnson, Roger T, and David W. Johnson. (1986). Action Research: Cooperative Learning in the Science Classroom. Science and Children, vol. 24, no. 2, October 1986, pp. 31–32.

Jones, Vicki, and Jun H Jo. (2004). Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology. In Proceedings of the 21st Australasian Society for Computers in Learning in Tertiary Education Conference, Perth, Australia, 5–8 December 2004. ASCILITE. pp. 468–474.

Kharrufa, Ahmed Sulaiman. (2010). Digital tabletops and collaborative learning. PhD dissertation. Newcastle University, UK: School of Computing Science.

Kharrufa, Sulaiman, and Patrick Olivier. (2010b). Exploring the requirements of tabletop interfaces for education. International Journal of Learning Technology, vol. 5, no. 1, February 2010, pp. 42–62.

Kharrufa, Ahmed, David Leat, Paul Dolan, and Patrick Olivier. (2010a). Digital mysteries: designing for learning at the tabletop. In Proceedings of the International Conference on Interactive Tabletops and Surfaces (ITS 2010), Saarbrücken, Germany, 7–10 November 2010. New York: ACM. pp. 197–206.

Kharrufa, Ahmed, Madeline Balaam, Phil Heslop, David Leat, Paul Dolan, and Patrick Olivier. (2013a). Tables in the Wild: Lessons Learned from a Large-Scale Multi-Tabletop Deployment. In Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems (CHI’13), Paris, France, 27 Apr - 2 May 2013. New York: ACM. pp. 1021–1030.

Kharrufa, Ahmed, Roberto Martinez-Maldonado, Judy Kay, and Patrick Olivier. (2013b). Extending tabletop application design to the classroom. In Proceedings of the International Conference on Interactive Tabletops and Surfaces (ITS 2013), St Andrews, UK, 6–9 October 2013. New York: ACM. pp. 115–124.

Kollar, Ingo, Frank Fischer, and Friedrich W. Hesse. (2006). Collaboration scripts–a conceptual analysis. Educational Psychology Review, vol. 18, no. 2, June 2006, pp. 159–185.

Kottasz, Rita. (2005). Reasons for student non-attendance at lectures and tutorials: An analysis. Investigations in university teaching and learning, vol. 2, no. 2, Spring 2005, pp. 5–16.

Kreitmayer, Stefan, Yvonne Rogers, Robin Laney, and Stephen Peake. (2013). UniPad: orchestrating collaborative activities through shared tablets and an integrated wall display. In Proceedings of the Proceedings of the 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing (UBICOMP 2013), Zurich, Switzerland, 8–12 September 2013. New York: ACM. pp. 801–810.

Marshall, Paul, Eva Hornecker, Richard Morris, Nick Sheep Dalton, and Yvonne Rogers. (2008). When the fingers do the talking: A study of group participation with varying constraints to a tabletop interface. In Proceedings of the 3rd IEEE International Workshop on Horizontal Interactive Human Computer Systems, 2008 (TABLETOP 2008). Amsterdam, Netherlands, 1–3 October 2008. Los Alamitos, CA: IEEE. pp. 33–40.

Martinez-Maldonado, Roberto, Judy Kay, and Kalina Yacef. (2010). Collaborative concept mapping at the tabletop. In Proceedings of the International Conference on Interactive Tabletops and Surfaces (ITS 2010), Saarbrücken, Germany, 7–10 November 2010. New York: ACM. pp. 207–210.

Martinez-Maldonado, Roberto, Anthony Collins, Judy Kay, and Kalina Yacef. (2011a). Who did what? who said that? Collaid: an environment for capturing traces of collaborative learning at the tabletop. In Proceedings of the International Conference on Interactive Tabletops and Surfaces (ITS2011), Kobe, Japan, 30 Oct - 2 Nov 2012. New York: ACM. pp. 172–181.

Martinez-Maldonado, Roberto, Judy Kay, and Kalina Yacef. (2011b). Visualisations for longitudinal participation, contribution and progress of a collaborative task at the tabletop. In Proceedings of the International Conference on Computer Supported Collaborative Learning 2011 (CSCL 2011), Hong Kong, China, 4–8 July 2011. ISLS. pp. 25–32.

Martinez-Maldonado, Roberto, Judy Kay, and Kalina Yacef. (2012a). Analysing knowledge creation and acquisition from individual and face-to-face collaborative concept mapping. In Proceedings of the International Conference on Concept Mapping 2012 (CMC 2012), Valleta, Malta, 17–20 September 2012. IHMC. pp. 17–24.

Martinez-Maldonado, Roberto, Judy Kay, Kalina Yacef, Marie-Theresa Edbauer, and Yannis Dimitriadis. (2012b). Orchestrating a Multi-tabletop Classroom: from Activity Design to Enactment and Reflection. In Proceedings of the ACM International Conference on Interactive Tabletops and Surfaces 2012 (ITS 2012), Cambridge, USA, 11–14 November 2012. New York: ACM. pp. 119–128.

Martinez-Maldonado, Roberto, Kalina Yacef, Judy Kay, and Beat Schwendimann. (2012c). An interactive teacher’s dashboard for monitoring multiple groups in a multi-tabletop learning environment. In Proceedings of the International Conference on Intelligent Tutoring Systems 2012 (ITS 2012), Chania, Greece, 14–18 June 2012. Berlin Heidelberg: Springer. pp. 482–492.

Martinez-Maldonado, Roberto, Yannis Dimitriadis, Andrew Clayphan, Juan A. Muñoz-Cristóbal, Judy. Kay, Luis P. Prieto, and Maria. J. Rodríguez-Triana. (2013a). Integrating orchestration of ubiquitous and pervasive learning environments. In Proceedings of the 25th Australian Computer-Human Interaction Conference (OZCHI 2013), Adelaide, Australia, 26–29 November 2013. New York: ACM. pp. 189–192.

Martinez-Maldonado, Roberto, Yannis Dimitriadis, Judy Kay, Kalina Yacef, and Marie-Theresa Edbauer. (2013b). MTClassroom and MTDashboard: supporting analysis of teacher attention in an orchestrated multi-tabletop classroom. In Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL2013), Madison, USA, 15–19 June 2013. ISLS. pp. 119–128.

Martinez-Maldonado, Roberto, Yannis Dimitriadis, Alejandra Martinez-Monés, Judy Kay, and Kalina Yacef. (2013c). Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop. International Journal of Computer-Supported Collaborative Learning, vol. 8, no. 4, November 2013, pp. 455–485.

Martinez-Maldonado, Roberto, Kalina Yacef, and Judy Kay. (2013d). Data Mining in the Classroom: Discovering Groups’ Strategies at a Multi-tabletop Environment. In Proceedings of the International Conference on Educational Data Mining 2013 (EDM 2013), Memphis, USA, 6–9 July 2013. IEDMS. pp. 121–128.

Mercier, Emma, Steven Higgins, Elizabeth Burd, and Andrew Joyce-Gibbons. (2012). Multi-Touch Technology to Support Multiple Levels of Collaborative Learning in the Classroom. In Proceedings of the International Conference of the Learning Sciences 2012 (ICLS 2012), Sydney, Australia, 2–6 July 2012. ISLS. pp. 187–191.

Michaelsen, Larry K, L Dee Fink, and Arletta Knight. (1997). Designing effective group activities: Lessons for classroom teaching and faculty development. In D. DeZure (Ed.), To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. Stillwater, OK,USA: New Forums, pp. 373–398.

Morris, Meredith Ringel. (2006). Supporting Effective Interaction with Tabletop Groupware. PhD dissertation. Stanford University, Stanford: Computer Science Department.

Morris, Meredith Ringel, Anne Marie Piper, Anthony Cassanego, and Terry Winograd. (2005). Supporting Cooperative Language Learning: Issues in Interface Design for an Interactive Table, Stanford University Technical Report. Stanford, California: Stanford.

Muir-Herzig, Rozalind G. (2004). Technology and its impact in the classroom. Computers & Education, vol. 42, no. 2, February 2004, pp. 111–131.

Müller-Tomfelde, Christian, and Morthen Fjeld. (2012). Tabletops: Interactive Horizontal Displays for Ubiquitous Computing. Computer, vol. February, no. 1, February 2012, pp. 78–81.

Muñoz-Cristóbal, Juan A., Luis P. Prieto, Juan I. Asensio-Pérez, Alejandra Martínez-Monés, Iván M. Jorrín-Abellán, and Yannis Dimitriadis. (2014). Deploying learning designs across physical and web spaces: Making pervasive learning affordable for teachers. . Pervasive and Mobile Computing, vol. 14, no. Special Issue on Pervasive Education, October 2014, pp. 31–46.

Novak, Joseph. (1990). Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science, vol. 19, no. 1, January 1990, pp. 29–52.

Novak, Joseph. (1995). Concept mapping to facilitate teaching and learning. Prospects, vol. 25, no. 1, March 1995, pp. 79–86.

Novak, Joseph, and Alberto Cañas. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them Technical Report IHMC CmapTools 2006–01. Pensacola, FL, USA: Florida Institute for Human and Machine Cognition.

Osborn, Alex. (1953). Applied Imagination: Principles and Procedures of Creative Problem Solving. New York: Charles Scribener’s Sons.

Phielix, Chris, Frans J. Prins, and Paul A. Kirschner. (2010). Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection. Computers in Human Behavior, vol. 26, no. 2, March 2010, pp. 151–161.

Piper, Anne Marie, and James D. Hollan. (2009). Tabletop displays for small group study: affordances of paper and digital materials. In Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems (CHI’09), Boston, MA, USA, 4–9 April 2009. New York: ACM. pp. 1227–1236.

Prieto, Luis Pablo, Martina Holenko-Dlab, Mahmoud Abdulwahed, Israel Gutiérrez, and Walid Balid. (2011). Orchestrating Technology Enhanced Learning: a literature review and a conceptual framework. International Journal of Technology-Enhanced Learning vol. 3, no. 6, February 2011, pp. 583–598.

Prieto, Luis Pablo, Juan Alberto Muñoz-Cristóbal, Juan Ignacio Asensio-Pérez, and Yannis Dimitriadis. (2012). Making Learning Designs Happen in Distributed Learning Environments with GLUE!-PS. In A. Ravenscroft, S. Lindstaedt, C. Kloos & D. Hernández-Leo (Eds.), 21st Century Learning for 21st Century Skills. Saarbrücken, Germany: Springer Berlin Heidelberg, pp. 489–494.CrossRef

Prieto, Luis P, Pierre Tchounikine, Juan I Asensio-Pérez, Pericles Sobreira, and Yannis Dimitriadis. (2014). Exploring teachers’ perceptions on different CSCL script editing tools. Computers & Education, vol. 78, no., September 2014, pp. 383–396.

Rogers, Yvonne, and Siân Lindley. (2004). Collaborating around large interactive displays: which way is best to meet. Interacting with Computers, vol. 16, no. 6, January 2004, pp. 1133–1152.

Roschelle, Jeremy, and Stephanie Teasley. (1995). The Construction of Shared Knowledge in Collaborative Problem Solving. In C. O’Malley (Ed.), Computer Supported Collaborative Learning. . Berlin Heidelberg: Springer, pp. 69–97.CrossRef

Ryall, Kathy, Clifton Forlines, Chia Shen, and Meredith Ringel Morris. (2004). Exploring the effects of group size and table size on interactions with tabletop shared-display groupware. In Proceedings of the 2004 ACM Conference on Computer Supported Cooperative Work (CSCW’04), Chicago, USA, 6–10 November 2004. New York: ACM. pp. 284–293.

Schmidt, Kjeld, and Liam Bannon. (2013). Constructing CSCW: The First Quarter Century. Computer Supported Cooperative Work (CSCW), vol. 22, no. 4–6, August 2013, pp. 345–372.

Scott, Stacey D., Karen D. Grant, and Regan L. Mandryk. (2003). System guidelines for co-located, collaborative work on a tabletop display. In Proceedings of the European Conference on Computer Supported Cooperative Work 2003 (ECCSCW 2003), Helsinki, Finland, 14–18 September 2003. Norwell, MA, USA: Kluwer Academic Publishers. pp. 159–178.

Shaer, Orit, Megan Strait, Consuelo Valdes, Taili Feng, Michael Lintz, and Heidi Wang. (2011). Enhancing genomic learning through tabletop interaction. In Proceedings of the ACM SIGCHI Conference on Human Factors in Computing Systems (CHI’11), Vancouver, BC, Canada, 7–12 May 2011. New York: ACM. pp. 2817–2826.

Sharples, Mike. (2013). Shared orchestration within and beyond the classroom. Computers & Education, vol. 69, no. 1, November 2013, pp. 504–506.

Smith, Heather J, Steven Higgins, Kate Wall, and Jen Miller. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, vol. 21, no. 2, April 2005, pp. 91–101.

Stahl, Gerry. (2006). Group Cognition: Computer Support for Building Collaborative Knowledge. Cambridge, USA: MIT Press

Tchounikine, Pierre. (2008). Operationalizing macro-scripts in CSCL technological settings. International Journal of Computer-Supported Collaborative Learning, vol. 3, no. 2, June 2006, pp. 193–233.

Tchounikine, Pierre. (2013). Clarifying design for orchestration: orchestration and orchestrable technology, scripting and conducting. Computers & Education, vol. 69, no. 1, November 2013, pp. 500–503.

Twiner, Alison, Caroline Coffin, Karen Littleton, and Denise Whitelock. (2010). Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: a discussion. Technology, Pedagogy and Education, vol. 19, no. 2, July 2010, pp. 211–223.

Verma, Himanshu, Flaviu Roman, Silvia Magrelli, Patrick Jermann, and Pierre Dillenbourg. (2013). Complementarity of input devices to achieve knowledge sharing in meetings. In Proceedings of the 2013 ACM Conference on Computer Supported Cooperative Work (CSCW’04), San Antonio, Texas, USA, 23–27 February 2013. New York: ACM. pp. 701–714.

Villasclaras-Fernández, Eloy D, Julio A Hernández-Gonzalo, Davinia Hernández-Leo, Juan I Asensio-Pérez, Yannis Dimitriadis, and Alejandra Martínez-Monés. (2009). InstanceCollage: A Tool for the Particularization of Collaborative IMS-LD Scripts. Journal of Educational Technology & Society, vol. 12, no. 4, October 2009, pp. 56–70.

Weinberger, A., I. Kollar, Y. Dimitriadis, K. Mäkitalo-Siegl, and F. Fischer. (2009). Computer-supported collaboration scripts: perspectives from educational psychology and computer science. In N. Balacheff, S. Ludvigsen, T. d. Jong, A. Lazonder & B. Sally (Eds.), Technology-Enhanced Learning: Principles and Products. New York: Amsterdam University Press, Springer.

Yacef, Kalina. (2005). The Logic-ITA in the Classroom: A Medium Scale Experiment. International Journal of Artificial Intelligence in Education, vol. 15, no. 1, April 2005, pp. 41–62.

Titel: Deploying and Visualising Teacher’s Scripts of Small Group Activities in a Multi-surface Classroom Ecology: a Study in-the-wild
verfasst von: Roberto Martinez-Maldonado
Andrew Clayphan
Judy Kay
Publikationsdatum: 01.06.2015
Verlag: Springer Netherlands
Erschienen in: Computer Supported Cooperative Work (CSCW) / Ausgabe 2-3/2015
Print ISSN: 0925-9724
Elektronische ISSN: 1573-7551
DOI: https://doi.org/10.1007/s10606-015-9217-6

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 2-3/2015

Towards Concurrent Multi-Tasking in Shareable Interfaces

Exploring Collaboration Patterns in a Multitouch Game to Encourage Social Interaction and Collaboration Among Users with Autism Spectrum Disorder

Tracking Deictic Gestures over Large Interactive Surfaces

Blended Spaces for Collaboration

Supporting Collaboration on Very Large-Scale Interactive Wall Surfaces

Collaboration Meets Interactive Surfaces: A Brief Introduction