Exploring synchronous, remote collaborative interaction between learners using multi‐touch tables and video conferencing in UK primary schools

Abstract

This study explores remote, non‐collocated collaboration via multi‐touch table (SynergyNet) and video conferencing software (Skype). Twenty‐four participants (aged 10‐11 years) in two locations—primary school classrooms located 300 miles apart in the UK—engaged in simultaneous collaborative activity to solve a History mystery task. Audio‐video data recorded in the first minute of the activity were analysed to explore the emergence of collaborative working practices both within groups in the same location (resizing for shared reading) and between the groups communicating via video conferencing software and through the “flick” multi‐touch gesture (sharing clues between groups). The results indicated that most groups focused first on the establishment of intra‐group collaboration before reaching out to their remotely located partners. However, when the second data set was analysed, audio data from delayed interviews conducted after the original study, participants reported that the discussion between groups supported by the “flick” gesture was the most important and memorable feature of the activity. The study relates these findings to the existing literature on collaborative learning using multi‐touch tables and considers how teachers are best able to help support the emergence of collaborative practices.

Cyd-ddylunio mannau dysgu gyda dysgwyr: Gwersi o ystafell ddosbarth ysgol gynradd Gymraeg

“…Mae pwnc dylunio man dysgu wedi dod yn fwyfwy perthnasol am ddau reswm: mae plant yn dychwelyd i 'normal' newydd ar ôl holl darfu cyfnod pandemig Covid-19 (Al-Ansi ac Al-Ansi, 2020;Marchant et al, 2022;Hulme et al, 2023;Knight et al, 2023); ac mae ysgolion yng Nghymru yn gweithredu'r Cwricwlwm newydd i Gymru, sy'n eu grymuso i wneud penderfyniadau mwy annibynnol ynghylch sut a beth sy'n cael ei addysgu ym mhob ystafell ddosbarth (Crick a Priestley, 2019;Harris et al, 2020;Llywodraeth Cymru, 2021). Wrth i athrawon ymdrechu i ymateb i wersi a ddysgwyd o'r cyfnod pan gafodd plant eu haddysgu gartref yn ystod y pandemig, a'u rolau newydd fel dylunwyr cwricwlwm, daw cwestiynau i'r fei am sut i ail-ddylunio amgylcheddau dysgu ffisegol ac ar-lein i ddarparu ar gyfer anghenion dysgu amrywiol y plant sy'n rhannu'r mannau hyn (Beauchamp et al, 2019;Sanger, 2020;Rick, 2020). Mae'r ymchwil hon yn dechrau ateb cwestiynau o'r fath ynghylch saf bwyntiau plant am eu hamgylcheddau dysgu.…”

“…Trwy osod addysgeg wrth galon y gwaith o ddylunio dysgu, mae Ferrell (2015) yn annog athrawon i addasu eu harddull addysgu a dyluniad eu hystafell ddosbarth yn ôl anghenion eu dysgwyr, yn hytrach na pharhau â'r hyn a allai fod yn 'norm'. Fodd bynnag, fel y mae Feyzi Behnagh ac Yasrebi (2020) yn ei awgrymu, mae'r defnydd cynyddol o dechnoleg mewn ystafelloedd dosbarth eisoes wedi arwain at weithredu addysgeg fwy lluniadaethol sy'n addas i ddysgwyr sy'n defnyddio eu mannau dysgu hyblyg i gyd-destunoli caffael gwybodaeth a gwella cofusrwydd oherwydd cysur y lleoedd hyn (Beauchamp et al, 2019). Trwy ddefnyddio rheolaeth ystafell ddosbarth sy'n canolbwyntio ar y plentyn i deilwra gweithgareddau ac ymgysylltiad dysgwyr â'u mannau dysgu hyblyg, gall athrawon addasu i anghenion ac ymddygiadau newydd eu disgyblion (Pereira a Smith-Adcock, 2011).…”

Modelling and Analysing Behaviours and Emotions via Complex User Interactions

“…HCI has found applications in a variety of fields, especially education [310,304,50,211,21]. A primary aim of HCI research is to make the interaction with users as pleasurable and effective as possible, allowing researchers to look at technology from the user's point of view.…”

Co-designing learning spaces with learners: Lessons from a Welsh primary school classroom

“…The topic of learning space design has become increasingly relevant for two reasons: children are returning to a new 'normal' after the disruptions of the Covid-19 pandemic (Al-Ansi and Al-Ansi, 2020;Marchant et al, 2022;Hulme et al, 2023;Knight et al, 2023); and schools in Wales are implementing the new Curriculum for Wales, which empowers them to make more autonomous decisions about how and what is taught in each classroom (Crick and Priestley, 2019;Harris et al, 2020;Welsh Government, 2021). In an effort for teachers to respond to lessons learned from the period when children were schooled from home during the pandemic, and their new roles as curriculum designers, questions emerge about how to redesign both online and physical learning environments to accommodate the diverse learning needs of children sharing these spaces (Beauchamp et al, 2019;Sanger, 2020;Crick, 2020). This research begins to answer such questions surrounding children's perspectives about their learning environments.…”