ABSTRACT
Who's Who is a single-display groupware application designed for use by an entire class of young students. Utilizing a shared display, each user controls the state of discrete display elements using a simple interface on a handheld device; however, the semantics of user operations are left unspecified and become the subjects of guided student discovery. Interference among users is leveraged in support of student learning about the scientific principle of "control of variables," in particular, the strategy of varying one independent variable at a time in multivariate systems. We present the experience of a third-grade classroom that used Who's Who, including both an account of learning outcomes and a description of the technology and social interactions that led to those outcomes.
- American Association for the Advancement of Science. 1993. Project 2061: Benchmarks for science literacy. New York: Oxford University Press.Google Scholar
- Chen, Z. and Klahr, D. 1999. All other things being equal: Acquisition and transfer of the control of variables strategy. Child Development 70, 1098--1120.Google ScholarCross Ref
- Ha, V., Inkpen, K., Whalen, T., and Mandryk, R. 2006. Direct Intentions: The Effects of Input Devices on Collaboration around a Tabletop Display. In Proceedings of Tabletop '06 (Mawson Lakes, Australia, January 2006). IEEE Press, 177--184. Google ScholarDigital Library
- Hornecker, E., Marshall, P., Dalton, N. S., and Rogers, Y. 2008. Collaboration and interference: awareness with mice or touch input. In Proceedings of CSCW 2008 (San Diego, CA, November 2008). ACM Press, 167--176. Google ScholarDigital Library
- Inkpen, K., McGrenere, J., Booth, K. S., and Klawe, M. 1997. Turn-Taking Protocols for Mouse-Driven Collaborative Environments. In Proceedings of Graphics Interface '97, (Kelowna, BC, May 1997), 138--145. Google ScholarDigital Library
- Klahr, D. & M. Nigam. 2004. The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning. Psychological Science 15, 10, 661--667 (2004).Google ScholarCross Ref
- Kuhn, D., Amsel, E., and O'Laughlin, M. 1988. The Development of Scientific Thinking Skills. Academic Press, San Diego, CA.Google Scholar
- Moher, T. 2006. Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. In Proceedings of CHI 2006 (Montreal, Canada, April 2006), 691--700. Google ScholarDigital Library
- Moher, T., Ding, X., Wiley, J., Conmy, D., Hussain, S., Singh, P., and Srinivasan, V. (2003). Combining Handhelds with a Whole-Class Display to Support the Learning of Scientific Control. In ACM Conference on Human Factors in Computing Systems Extended Abstracts (Ft. Lauderdale, FL, April 2003), 882--883. Google ScholarDigital Library
- National Research Council. 1996. National Science Education Standards. Washington, DC: National Academy Press.Google Scholar
- Ritter, S., Anderson, J. R., & Koedinger, K. R., Corbett, A. 2007. Cognitive Tutor: Applied research in mathematics education. Psychonomic Bulletin & Review 14, 249--255.Google Scholar
- Roschelle, J., and Pea, R. 2002. A walk on the wild side: How wireless handhelds may change CSCL. In Proceedings of CSCL 2002 (Boulder, CO, Jan. 2002). Lawrence Erlbaum: Hillsdale, NJ, 51--60. Google ScholarDigital Library
- Schauble, L. 1996. The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology 32, 102--109.Google ScholarCross Ref
- Slavin, R. 1990. Cooperative Learning: Theory Research and Practice. Allyn and Bacon.Google Scholar
- Soloway, E., Guzdial, M., and Hay, K. 1994. Learner-Centered Design: The Challenge for HCI in The 21st Century. interactions 1, 2, 36--48. Google ScholarDigital Library
- Stewart, J., Bederson, B., and Druin, A. 1999. Single display groupware: A model for co-present collaboration. In Proceedings of CHI '99 (Pittsburgh, PA, May 1999), ACM Press, 286--293. Google ScholarDigital Library
- Tsandilas T., Balakrishnan, R. 2005. An evaluation of techniques for reducing spatial interference in single display groupware. In Proceedings European Conference on Computer Supported Cooperative Work (Paris, France, September 2005), 225--245. Google ScholarDigital Library
- U.S. Department of Education, National Center for Education Statistics. 2001. Early Childhood Longitudinal Study, Percentage distribution of teachers' time spent on certain instructional approaches, by program and school type: Fall 1998.Google Scholar
- Wilensky, U., and Stroup, W. 2000. Networked Gridlock: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture. In Proceedings of ICLS 2000 (Ann Arbor, MI, June, 2000). Lawrence Erlbaum: Hillsdale, NJ, 282--289.Google Scholar
Index Terms
Putting interference to work in the design of a whole-class learning activity
Recommendations
Structuring group learning within a Web-based science inquiry program
CSCL '02: Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL CommunityWith an increased emphasis on inquiry in science education nationwide, we examined trends in the ways science teachers organized students into groups to implement one prominent one Web-based science inquiry program, Global Learning and Observations to ...
Scaffolding wiki-supported collaborative learning for small-group projects and whole-class collaborative knowledge building
While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature-based instructional methods, revised based on two expert instructors' input, presents the ...
Supporting Cooperative Learning in the Classroom: Exploiting Large Multi-Touch Displays
ICALT '11: Proceedings of the 2011 IEEE 11th International Conference on Advanced Learning TechnologiesThe main goal of our project is stimulating, by means of technology-enhanced tools, students' engagement and participation in the educational process. We exploit the affordances of large multi-touch displays in everyday classroom activities to allow new ...
Comments