2,404 research outputs found
The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms
Recently, the HCI community has seen increased interest in the design of
teaching augmentation (TA): tools that extend and complement teachers'
pedagogical abilities during ongoing classroom activities. Examples of TA
systems are emerging across multiple disciplines, taking various forms: e.g.,
ambient displays, wearables, or learning analytics dashboards. However, these
diverse examples have not been analyzed together to derive more fundamental
insights into the design of teaching augmentation. Addressing this opportunity,
we broadly synthesize existing cases to propose the TA framework. Our framework
specifies a rich design space in five dimensions, to support the design and
analysis of teaching augmentation. We contextualize the framework using
existing designs cases, to surface underlying design trade-offs: for example,
balancing actionability of presented information with teachers' needs for
professional autonomy, or balancing unobtrusiveness with informativeness in the
design of TA systems. Applying the TA framework, we identify opportunities for
future research and design.Comment: to be published in Proceedings of the 2020 CHI Conference on Human
Factors in Computing Systems, 17 pages, 10 figure
Designing tabletop applications for collaboration in non-collaborative learning tasks in the classroom : learning persuasive writing
PhD ThesisLearning in a face to face collaborative setting can have many benefits, such as leveraging differing peer proficiency to obtain an outcome not reachable by the individuals involved. Including expertise provided by teachers decreases this gap between potential and current ability, while also providing opportunity for the expert to impart timely and appropriate assistance to the learners. In the fields of Human Computer Interaction and Educational Technology, digital tabletops have come to the fore as a medium for facilitating small groups of collaborative learners, and suitable applications can provide at least some of the support that the teacher’s expertise would in the learning process. Previously, most explorations in this area have concentrated on learning tasks that are already collaborative in nature, and have focused on single group deployments, and usually in controlled settings such as a research lab.
This thesis focuses on two main aims: (i) investigating the design of such applications, and how learning tasks not normally considered collaborative, such as Persuasive Extended Writing, might be adapted to a digital tabletop mediated collaborative learning task; and (ii), how to expand this application from a single group to a classroom scenario, and overcoming all the challenges that an “in the wild” deployment of this kind might entail. A review of previous literature on collaborative learning and collaborative learning technology inform a learner centred design process of an application for the collaborative learning of Persuasive Extended Writing. This design process was conducted with three groups of three learners aged 13 – 15 in the lab. Based on this investigation of the literature around collaborative learning, there is a potential learning impact from allowing collaboration in a usually non-collaborative learning setting. The application incorporates factors designed to elicit collaborative behaviours, such as visuospatial representations and decision points. The work then sets about identifying and evaluating these collaborative behaviours, with a view that they are potentially in line with this ultimate learning goal.
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The Collocated Collaborative Writing application (CCW) is deployed and evaluated in an “in the wild” classroom setting. This involved two studies in real classrooms in schools, with eight digital tabletops allowing for a class-wide deployment. In the first study, participants were students of mixed ability, year 8 (aged 13-14), studying English, Geography and History. In the second study, participants were mixed ability year 8 students (aged 13-14) studying English. Studies were facilitated by teachers who had created the material for the studies based on their current teaching and curriculum. The process identified the issues and challenges involved in this kind of “in the wild” deployment. The lessons learned from this process about the differing expectations of the stakeholders involved in the first study informed the second deployment. A combination of addressing the issues directly, forming a more equal partnership with the school and teacher, and differences in culture between the schools lead to a study in which the collaborative writing application is evaluated.
There are two main contributions of this work. Firstly, a set of design guidelines derived from lessons learned during the design process. Their intention is to assist in the process of making a normally non-collaborative learning task into a collaborative one, by exploiting affordances of the technology. The second contribution comes from lessons learned from two “in the wild” classroom studies. It outlines a deeper understanding of how this kind of application can be extended to the classroom by gaining insight into expectations of the parties involved, understanding the culture of the school and making the process a partnership rather than an imposition. The work also evaluated the Collaborative Writing Application in terms of the type and quality of the collaborative behaviours of the participants, and how they changed over time, as well as the adoption of the technology by the teacher, eventually being seen as a tool for their own agenda rather than an external element in the classroom
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Designing Activities for Collaboration at Classroom Scale Using Shared Technology
Although researchers, teachers and policy makers broadly agree on the benefits of collaborative learning, there appears to be less clarity regarding how effective collaboration can be realised at classroom scale.
Research in Computer-Supported Collaborative Learning (CSCL), Human-Computer Interaction (HCI), simulation-based learning and related fields has produced a considerable range of applications that aim to support collaboration in classrooms. Grounded in well-established theories of how humans learn, many such applications have shown promising results within the context of small research studies. However, most of those research-driven applications never matured beyond the prototype stage and few are available today as products that schools can easily use and adopt. Many systems lack flexibility or require too much time, hardware, technical skills or other resources to be effectively implemented. Furthermore, teachers can be overwhelmed by managing large groups of students engaged in complex, computer-supported tasks.
This thesis investigates how forms of whole-classroom activity can be supported by combining shareable technologies with simulation, team play and orchestration. New designs are explored to help large groups engage and discuss at multiple scales (from pairs and small groups to the entire classroom) in ways that effectively include each student and use the teacher's limited resources efficiently. Moreover, this research aims to devise and validate a conceptual framework that can guide future design, orchestration and evaluation of such activities. Three in-situ studies were conducted to address these goals.
The first study involved the design of a climate change simulation to support a professional training course. Iterative design and video analysis resulted in the formulation of the Collaborative Learning Orchestration for Verbal Engagement and Reflection (CLOVER) framework. This framework comprises a suite of conceptual tools and recommendations that aim to help designers and teachers create, orchestrate and evaluate decision-based simulations for whole-classroom use.
Two follow-up studies were conducted to validate the usability and usefulness of CLOVER. One of them aimed to replicate the previous findings in a similar context and resulted in the design of a sustainable, whole-classroom simulation for students to discuss finance decisions. The other used CLOVER to expand an existing desktop application (a~language comprehension task for children) to classroom scale.
In sum, the three studies provide substantial empirical evidence, suggesting that CLOVER-based applications can effectively reconcile learning needs (collaboration) and technological affordances (shareable devices) with the inherent benefits and constraints of teacher-driven, co-located environments. Furthermore, the findings contribute to a better understanding of what it means to design for sustainability in this context
Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop
In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as coresearchers
Orchestrating ubiquitous learning situations about Cultural Heritage with Casual Learn mobile application
Producción CientíficaCultural Heritage learners can highly benefit from ubiquitous learning approaches that connect in-classroom activities with active on-site learning opportunities. However, teachers face the problem that the current landscape of technological support for learning Cultural Heritage mostly consists of mobile applications for informal contexts, completely decoupled from curricular activities. This paper presents the results of an exploratory-sequential mixed-methods study that focuses on the feasibility, for non-technical expert teachers, of repurposing an existing mobile application in formal Cultural Heritage ubiquitous learning situations. Such feasibility is explored from the perspective of the orchestration metaphor. More specifically, we used the “5+3 aspects orchestration framework” to understand the orchestration challenges of four ubiquitous learning situations about Cultural Heritage carried out in two secondary schools. These situations involved five teachers and 139 students who used a mobile application called Casual Learn for several weeks. The results of the study suggest that, after a brief training, teachers can design, enact, and orchestrate ubiquitous learning situations that involve both in-classroom and out-classroom activities. The teachers were able to transfer to the students most of the orchestration load of out-classroom activities. The results also showed that the flow of learning artifacts and information between in- and out-classroom activities is a critical issue that needs to be addressed by developers of ubiquitous learning technological solutions.Junta de Castilla y Leon - Fondo Europeo de Desarrollo Regional (project VA257P18)Agencia Estatal de Investigación - Fondo Europeo de Desarrollo Regional (project TIN2017-85179-C3-2-R
Enhancing Free-text Interactions in a Communication Skills Learning Environment
Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs
Supporting orchestration of blended CSCL scenarios in distributed learning environments
El diseño y gestión en tiempo real de escenarios de aprendizaje colaborativo soportado por ordenador (en inglés, CSCL) es una tarea compleja y difícilmente realizable por profesores no expertos, que en los últimos años ha dado en denominarse "orquestación". La presente tesis doctoral profundiza en este concepto de orquestación, y de hecho la primera contribución de la tesis es un marco conceptual para caracterizar la orquestación, destinada a su uso por científicos en el campo del CSCL, validado mediante dos paneles de científicos del CSCL. La tesis también propone los "patrones atómicos" como herramientas conceptuales para que profesores no expertos realicen dicha orquestación, y que se han validado mediante cuatro talleres con profesores de educación primaria y superior. Finalmente, se propone GLUE!-PS, una infraestructura tecnológica para el despliegue y gestión en tiempo real de escenarios CSCL, validada a través de talleres y experiencias auténticas con profesorado universitario.Departamento de Teoría de la Señal y Comunicaciones e Ingeniería Telemática2012-11-2
The student-produced electronic portfolio in craft education
The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe
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