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Bligh, Brett and Sharples, Mike
(2010).
DOI: https://doi.org/10.1007/978-3-642-16020-2_38
Abstract
Learning and teaching is often supported using presentation software to display pre-authored slides in sequence over time. We wish to consider the pedagogic implications of Multi-Display Learning Spaces (MD-LS), where multiple partitions of presented information overlay a larger area within the physical environment. We discuss the use in university teaching of the Multi-Slides plug-in for popular presentation software, along with multiple projectors, to cascade multiple slides of information simultaneously across two walls of a seminar room. We use examples derived from postgraduate teaching to argue that MD-LS allow for enabling juxtapositions of visual materials — such as evidence, results, conceptual frameworks and task specifications — which can be used by students and tutors as cognitive tools to promote reasoned, argumentational dialogue. We consider the spatial implications for learning, and relate MD-LS to attempts within the literature to conceive classrooms of the future.
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About
- Item ORO ID
- 31409
- Item Type
- Conference or Workshop Item
- ISSN
- 0302-9743
- Extra Information
- Published in Wolpers, M., Kirschner, P.A., Scheffell, M., Lindstaedt, S. & Dimitrova, V. (eds) Sustaining TEL: From Innovation to Learning and Practice. Proceedings of 5th European Conference on Technology Enhanced Learning, Barcelona, Spain, September/October 2010, p. 464-469 Lecture Notes in Computer Science 6383, 2010 DOI 10.1007/978-3-642-16020-2
- Academic Unit or School
- Institute of Educational Technology (IET)
- Copyright Holders
- © 2010 Springer
- Depositing User
- Mike Sharples