A Remote Multi-touch Experience to Support Collaboration between Remote Museum Visitors

Part 1: Long and Short PapersInternational audienceThis paper presents a collaborative experience designed to support learning in two remotely located museums sharing a common exhibition. A remote collaborative multi-touch experience offers an additional channel for museum visitors to explore the exhibition and increase the sense of connectedness and awareness between the two spaces. The experience flow includes stages offering opportunities for exploration, negotiation and cooperation. The paper describes the design and implementation of a system that allows simultaneous collaborative interaction and communication through two multi-touch surfaces augmented with videoconferencing. The system allows museum visitors to communicate with remote participants and with their peers. Finally, the paper discusses preliminary observations of end-users, and cultural organizations using the prototype. This work provides a use case for social interactive experiences that could draw museum visitors to further explore an exhibition and share their views and interpretation with others

But the learning has already passed: Rethinking the role of time in e-mediated learning settings

Time takes on a different character when online teachers take advantage of the possibilities for interactions occurring over different scales of time. Online teachers' pedagogical link-making becomes cumulative and progressive. This article reports on a qualitative case study of a fully online postgraduate course in Educational Research Methods within a New Zealand tertiary institution where the intention was to develop a learning communtity. The study was framed within a lecturer-researcher colllaborative approach to facilitate online lecturer devel;opment. Data collected from the online postings between lecturers and students, and among students and lecturer and student interviews, revealed how postings that point towards previous group ideas, current developing ideas and forward-focused ideas at pivotal points in the course supported student reflection, collaboration, and provided for socio-emotional support albeit in different ways and means. The authors argue that there is value in explicitly considering the mediating role of time when learning is understood as multidimensional and cumulative and provide implications for further research and practice