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Collaborative Learning through Creative Video Composition on Distributed User Interfaces

Dadzie, Aba-Sah; Müller, Maximilian ; Alissandrakis, Aris and Milrad, Marcelo (2015). Collaborative Learning through Creative Video Composition on Distributed User Interfaces. In: State-of-the-Art and Future Directions of Smart Learning, Lecture Notes in Educational Technology, Springer Singapore, pp. 199–210.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1007/978-981-287-868-7_23
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Abstract

We report two studies that fed into user-centred design for pedagogical and technological scaffolds for social, constructive learning through creative, collaborative, reflective video composition. The studies validated this learning approach, and verified the utility and usability of an initial prototype (scaffold) built to support it. However, challenges in interaction with the target technology, multi-touch tabletops, impacted ability to carry out prescribed learning activities. Our findings point to the need to investigate an alternative approach, and informed redesign of our scaffolds. We propose coupling of distributed user interfaces, using mobile devices to access large, shared displays, to augment capability to follow our constructive learning process.We discuss also the need to manage recognised challenges to collaboration with a distributed approach.

Item Type: Conference or Workshop Item
Copyright Holders: 2016 Springer Science+Business Media
ISBN: 981-287-866-1, 978-981-287-866-3
ISSN: 2196-4963
Project Funding Details:
Funded Project NameProject IDFunding Body
JuxtaLearn317964EU
Keywords: CSCL; creative video composition; reflective knowledge construction; shared displays; distributed UIs; process support
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
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Item ID: 44012
Depositing User: Kay Dave
Date Deposited: 18 Aug 2015 09:52
Last Modified: 06 Oct 2016 10:47
URI: http://oro.open.ac.uk/id/eprint/44012
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