Collaborative Learning in a Multitouch Classroom

• In Event: A Framework to Understand the Impact of Technology on Collaborative Learning

Abstract

Objectives
In this paper we examine how group interaction is supported within a multi-touch classroom (Figure 1), building on prior findings that multi-touch tables support the development of a joint problem space (Higgins et al, under review).

Figure 1: The SynergyNet classroom

Perspective
Research in collaborative learning indicates that developing a joint understanding of the task is necessary for successful collaborative learning (e.g. Barron, 2003; Roschelle, 1992). Our prior research (Higgins et al, under review), found that this easier for groups using a multi-touch table than for groups using a paper-based version of the same task. This is echoed in other work on interactive surfaces which suggests multi-touch tables support task-focused conversation (Harris et al, 2009) and more equitable participation in groups (Marshall et al, 2009).

Methods and Data
Participants were 6 classes of 16 ten year old children. Groups used introductory applications, then completed one history ‘mystery’ activity, and three math tasks. The data for this paper is drawn from the history task, which lasted about 30 minutes, with phases when groups worked with they mystery clues, and phases when the teacher projected the content of one table for a whole-class discussion.
Data was collected in the SynergyNet classroom, which consists of four networked multi-touch tables, whose output is recorded. Cameras recorded the students’ interactions. The video was transcribed in the SynergyNet Analysis Tool which shows the videos of the group and the table output. Each participant is represented as a line in the transcript, laid out as a timeline. Data was coded using an adapted version of the SOLO coding scheme (Biggs, 1995) to examine the levels of reasoning reached during the activity.

Results
Results indicated that student teams used the functionality of the multi-touch tables to help create a joint problem space, increasing the size of clues to facilitate joint attention while deciding on the value of the information, and using both size and position to indicate relative importance and group decisions on clues.
Initial analysis of the levels of reasoning over time in the task, suggests that whole-class discussions were essential in facilitating the move to a higher level of reasoning. In figure 1, the first phase of group work shows the students reading and beginning to consider the value of the clues. After the first whole-class discussion, the group returns to consider clues from the discussion. During the second whole-class discussion, the teacher begins to ask the students to make connections between the clues; in the group-time that follows, the group reach the highest level of SOLO, as they draw links between the content.

Figure 1: Example of video of one group, with coded transcript

Significance
In this symposium, we will consider how technology supports collaborative learning. Our findings indicate that the multi-touch tables support the creation of a joint problem space. However, the role of whole-class interaction in pushing the groups forwards indicates the importance of between-group interaction, and the value of being able to share each group’s table on a shared class display.

Authors

• Steven Edward Higgins, Durham University

• Emma M. Mercier, Durham University

• Elizabeth Louise Burd, Durham University