Abstract
We describe the learner-centered design of an application for collocated collaborative writing on digital tabletops. Learning writing is an activity that is traditionally undertaken as a non-collaborative, non-visuospatial activity. We demonstrate how framing writing as a visuospatial manipulation of elements of writing sub-tasks can promote collaboration. While collaborative visuospatial activities lend themselves to digital tabletops in particular, not all activities naturally translate into such tasks. Our application allows for (or supports) writing as a collaborative task, as well as providing a platform for students to learn extended writing. We describe the mapping between the design principles used, and the pedagogical and thinking theories that are incorporated into the design. The design is described at each iteration, including the associated user studies, and we conclude with a discussion of more widely applicable design implications. This research shows how traditional non-collaborative learning activities can, using visuospatial representations, be reconfigured as collocated collaborative learning activities.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of IDC 2013 - The 12th International Conference on Interaction Design and Children |
| Pages | 36-45 |
| Number of pages | 10 |
| DOIs | |
| Publication status | Published - 29 Jul 2013 |
| Event | Interaction Design and Children (ACM) 2013 - New York, United States of America Duration: 24 Jun 2013 → 27 Jun 2013 Conference number: 12th |
Conference
| Conference | Interaction Design and Children (ACM) 2013 |
|---|---|
| Abbreviated title | IDC 2013 |
| Country | United States of America |
| City | New York |
| Period | 24/06/13 → 27/06/13 |
Keywords
- Collaboration
- Digital tabletops
- Distributed cognition
Cite this
}
Learning extended writing : Designing for children's collaboration. / Heslop, Philip; Kharrufa, Ahmed; Balaam, Madeline; Leat, David; Dolan, Paul; Olivier, Patrick.
Proceedings of IDC 2013 - The 12th International Conference on Interaction Design and Children. 2013. p. 36-45.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review
TY - GEN
T1 - Learning extended writing
T2 - Designing for children's collaboration
AU - Heslop, Philip
AU - Kharrufa, Ahmed
AU - Balaam, Madeline
AU - Leat, David
AU - Dolan, Paul
AU - Olivier, Patrick
PY - 2013/7/29
Y1 - 2013/7/29
N2 - We describe the learner-centered design of an application for collocated collaborative writing on digital tabletops. Learning writing is an activity that is traditionally undertaken as a non-collaborative, non-visuospatial activity. We demonstrate how framing writing as a visuospatial manipulation of elements of writing sub-tasks can promote collaboration. While collaborative visuospatial activities lend themselves to digital tabletops in particular, not all activities naturally translate into such tasks. Our application allows for (or supports) writing as a collaborative task, as well as providing a platform for students to learn extended writing. We describe the mapping between the design principles used, and the pedagogical and thinking theories that are incorporated into the design. The design is described at each iteration, including the associated user studies, and we conclude with a discussion of more widely applicable design implications. This research shows how traditional non-collaborative learning activities can, using visuospatial representations, be reconfigured as collocated collaborative learning activities.
AB - We describe the learner-centered design of an application for collocated collaborative writing on digital tabletops. Learning writing is an activity that is traditionally undertaken as a non-collaborative, non-visuospatial activity. We demonstrate how framing writing as a visuospatial manipulation of elements of writing sub-tasks can promote collaboration. While collaborative visuospatial activities lend themselves to digital tabletops in particular, not all activities naturally translate into such tasks. Our application allows for (or supports) writing as a collaborative task, as well as providing a platform for students to learn extended writing. We describe the mapping between the design principles used, and the pedagogical and thinking theories that are incorporated into the design. The design is described at each iteration, including the associated user studies, and we conclude with a discussion of more widely applicable design implications. This research shows how traditional non-collaborative learning activities can, using visuospatial representations, be reconfigured as collocated collaborative learning activities.
KW - Collaboration
KW - Digital tabletops
KW - Distributed cognition
UR - http://www.scopus.com/inward/record.url?scp=84880542782&partnerID=8YFLogxK
U2 - 10.1145/2485760.2485765
DO - 10.1145/2485760.2485765
M3 - Conference Paper
SN - 9781450319188
SP - 36
EP - 45
BT - Proceedings of IDC 2013 - The 12th International Conference on Interaction Design and Children
ER -