Students’ Perceptions of Learning Processes as Co-Authors of Digital Tabletop Activities

We conducted a small-scale study in order to explore students’ perceptions of the learning processes when engaged as co-authors of content for collaborative higher order thinking skills learning tasks. We specifically designed the process to allow for self-critique – where authors can observe their creations being solved and therefore understand where they may improve their design. We collected data over a three-day period from a sample of twelve thirteen year olds, working in teams, authoring content for Digital Mysteries (a higher order thinking skills collaborative learning application based on the digital tabletop). The study was structured to follow Bloom’s taxonomy, a continuum of cognitive skills that develop during a learning process. We found that 1) rather than follow this continuum, skills developed in a non-linear manner due to the abstract nature of the authoring activity, and 2) the students’ demonstrated good metacognitive insights into the authoring task, technology and collaborative learning as a whole

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

Congestion control in wireless sensor and 6LoWPAN networks: toward the Internet of Things

The Internet of Things (IoT) is the next big challenge for the research community where the IPv6 over low power wireless personal area network (6LoWPAN) protocol stack is a key part of the IoT. Recently, the IETF ROLL and 6LoWPAN working groups have developed new IP based protocols for 6LoWPAN networks to alleviate the challenges of connecting low memory, limited processing capability, and constrained power supply sensor nodes to the Internet. In 6LoWPAN networks, heavy network traffic causes congestion which significantly degrades network performance and impacts on quality of service aspects such as throughput, latency, energy consumption, reliability, and packet delivery. In this paper, we overview the protocol stack of 6LoWPAN networks and summarize a set of its protocols and standards. Also, we review and compare a number of popular congestion control mechanisms in wireless sensor networks (WSNs) and classify them into traffic control, resource control, and hybrid algorithms based on the congestion control strategy used. We present a comparative review of all existing congestion control approaches in 6LoWPAN networks. This paper highlights and discusses the differences between congestion control mechanisms for WSNs and 6LoWPAN networks as well as explaining the suitability and validity of WSN congestion control schemes for 6LoWPAN networks. Finally, this paper gives some potential directions for designing a novel congestion control protocol, which supports the IoT application requirements, in future work