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.

Content

Author and article information

Contributors

Philip Heslop

Anne Preston

Anna Reid

Ahmed Kharrufa

Conference

Publication date: July 2017

Publication date (Print): July 2017

Pages: 1-6

Affiliations

[0001]OpenLab

Newcastle University, UK

[0002]CHERP

Kingston University, UK

[0003]ECLS

Newcastle University, UK

Article

DOI: 10.14236/ewic/HCI2017.13

SO-VID: 7eb0ab72-c51d-4a37-a482-dfb494986cda

License:

This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: Proceedings of the 31st International BCS Human Computer Interaction Conference (HCI 2017)

Conference acronym: HCI

Conference number: 31

Conference location: Sunderland, UK

Conference date: 3 - 6 July 2017

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: digital make-believe, with delegates considering our expansive

History

Product

1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2017.13

Self URI (journal page): https://ewic.bcs.org/

references

L. W. AndersonD. R. KrathwohlB. S. Bloom 2001 A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn & Bacon
M. BakerK. Lund 1997 Promoting reflective interactions in a computer-supported collaborative learning environment Journal of Computer Assisted Learning 13 175 193
B. BloomD. KrathwohlB. Masia 1984 Bloom taxonomy of educational objectives Allyn and Bacon
B. S. BloomM. D. EngelhartE. J. FurstW.H. HillD. R. Krathwohl 1956 Taxonomy of educational objectives, handbook I: The cognitive domain. New York, New York, USA David McKay Co Inc
A. CollinsJ. S. Brown 1988 The Computer as a Tool for Learning Through Reflection Learning Issues for Intelligent Tutoring Systems, 1 18
S. CotterillM. HudsonK. LloydJ. OuttersideJ. PetersonJ. CoburnP. Heslop 2015 Co-Curate: working with schools and communities to add value to Open collections Open Educational Resources
P. DillenbourgM. Evans 2011 Interactive tabletops in education International Journal of Computer-Supported Collaborative Learning July
N. Falchikov 1991 Group process analysis: Self and peer assessment of working together Standing Conference on Self and Peer Assessment 8005 July 15 27
N. Falchikov 1995 Peer Feedback Marking:Developing Peer Assessment Innovations in Education & Training International 32 2 175 187
K. GrayC. ThompsonJ. SheardR. ClerehanM. Hamilton 2010 Students as Web 2.0 authors : Implications for assessment design and conduct Australasian Journal of Educational Technology 26 1 105 122
J. HattieH. Timperley 2007 The Power of Feedback Review of Educational Research 77 1 81 112
A. Kharrufa 2010 Digital tabletops and collaborative learning. International Journal
A. KharrufaP. OlivierD. Leat 2010 Digital Mysteries: Designing for Learning at the Tabletop ACM International Conference on Interactive Tabletops and Surfaces 197 206
A. KharrufaP. OlivierD. Leat 2010 Learning through reflection at the tabletop: A case study with digital mysteries World Conference on Educational Multimedia, Hypermedia and Telecommunications 665 674
D. R. Krathwohl 2002 A Revision of Bloom’s Taxonomy: An Overview Theory Into Practice, 41 4 212 218
D. LeatA. Nichols 1999 Theory into Practice: Mysteries Make You Think
D. LeatA. Nichols 2000 Brains on the table: Diagnostic and formative assessment through observation Assessment in Education: Principles, Policy & Practice 7 1 103 121
D. Nicol 2010 From monologue to dialogue:improving written feedback processes in mass higher education Assessment & Evaluation in Higher Education 35 5 501 517
L. Resnick 1987 Education and learning to think National Academies Press
J. RickA. HarrisP. MarshallR. FleckN. YuillY. Rogers 2009 Children Designing Together on a Multi-Touch Tabletop : An Analysis of Spatial Orientation and User Interactions IDC 106 114
S. ScottK. GrantR. Mandryk 2003 System guidelines for co-located, collaborative work on a tabletop display Supported Cooperative Work September 14 18
L. S. Vygotsky 1978 Mind in Society M. ColeV. John-SteinerS. ScribnerE. Souberman Harvard University Press
S. WheelerP. YeomansD. Wheeler 2008 The good, the bad and the wiki: Evaluating student-generated content for collaborative learning British Journal of Educational Technology 39 6 987 995
D. WoodJ. S. BrunerG. Ross 1976 The role of tutoring in problem solving Journal of Child Psychology and Psychiatry, and Allied Disciplines 17 2 89 100
D. WoodH. Wood 1996 Vygotsky, Tutoring and Learning Oxford Review of Education, 22 1 5 16

Comments

Comment on this article

[1] L. W. AndersonD. R. KrathwohlB. S. Bloom 2001 A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn & Bacon

[2] M. BakerK. Lund 1997 Promoting reflective interactions in a computer-supported collaborative learning environment Journal of Computer Assisted Learning 13 175 193

[3] B. BloomD. KrathwohlB. Masia 1984 Bloom taxonomy of educational objectives Allyn and Bacon

[4] B. S. BloomM. D. EngelhartE. J. FurstW.H. HillD. R. Krathwohl 1956 Taxonomy of educational objectives, handbook I: The cognitive domain. New York, New York, USA David McKay Co Inc

[5] A. CollinsJ. S. Brown 1988 The Computer as a Tool for Learning Through Reflection Learning Issues for Intelligent Tutoring Systems, 1 18

[6] S. CotterillM. HudsonK. LloydJ. OuttersideJ. PetersonJ. CoburnP. Heslop 2015 Co-Curate: working with schools and communities to add value to Open collections Open Educational Resources

[7] P. DillenbourgM. Evans 2011 Interactive tabletops in education International Journal of Computer-Supported Collaborative Learning July

[8] N. Falchikov 1991 Group process analysis: Self and peer assessment of working together Standing Conference on Self and Peer Assessment 8005 July 15 27

[9] N. Falchikov 1995 Peer Feedback Marking:Developing Peer Assessment Innovations in Education & Training International 32 2 175 187

[10] K. GrayC. ThompsonJ. SheardR. ClerehanM. Hamilton 2010 Students as Web 2.0 authors : Implications for assessment design and conduct Australasian Journal of Educational Technology 26 1 105 122

[11] J. HattieH. Timperley 2007 The Power of Feedback Review of Educational Research 77 1 81 112

[12] A. Kharrufa 2010 Digital tabletops and collaborative learning. International Journal

[13] A. KharrufaP. OlivierD. Leat 2010 Digital Mysteries: Designing for Learning at the Tabletop ACM International Conference on Interactive Tabletops and Surfaces 197 206

[14] A. KharrufaP. OlivierD. Leat 2010 Learning through reflection at the tabletop: A case study with digital mysteries World Conference on Educational Multimedia, Hypermedia and Telecommunications 665 674

[15] D. R. Krathwohl 2002 A Revision of Bloom’s Taxonomy: An Overview Theory Into Practice, 41 4 212 218

[16] D. LeatA. Nichols 1999 Theory into Practice: Mysteries Make You Think

[17] D. LeatA. Nichols 2000 Brains on the table: Diagnostic and formative assessment through observation Assessment in Education: Principles, Policy & Practice 7 1 103 121

[18] D. Nicol 2010 From monologue to dialogue:improving written feedback processes in mass higher education Assessment & Evaluation in Higher Education 35 5 501 517

[19] L. Resnick 1987 Education and learning to think National Academies Press

[20] J. RickA. HarrisP. MarshallR. FleckN. YuillY. Rogers 2009 Children Designing Together on a Multi-Touch Tabletop : An Analysis of Spatial Orientation and User Interactions IDC 106 114

[21] S. ScottK. GrantR. Mandryk 2003 System guidelines for co-located, collaborative work on a tabletop display Supported Cooperative Work September 14 18

[22] L. S. Vygotsky 1978 Mind in Society M. ColeV. John-SteinerS. ScribnerE. Souberman Harvard University Press

[23] S. WheelerP. YeomansD. Wheeler 2008 The good, the bad and the wiki: Evaluating student-generated content for collaborative learning British Journal of Educational Technology 39 6 987 995

[24] D. WoodJ. S. BrunerG. Ross 1976 The role of tutoring in problem solving Journal of Child Psychology and Psychiatry, and Allied Disciplines 17 2 89 100

[25] D. WoodH. Wood 1996 Vygotsky, Tutoring and Learning Oxford Review of Education, 22 1 5 16

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