An Interaction Study of Learning with Handhelds and Large Shared-Displays in Technology-Enriched Collaborative Classroom
ABSTRACT Collaborative learning is widely used in classroom activities. The screens of handheld devices, being designed for individual-user mobile application, limit promotive interaction among groups of learners. The small size of screen may lead to fragmented and tete-a-tete communication pattern, and frequently obstacle the externalization of student learning process. This study proposes a shared display groupware with handheld devices in order to support the externalization and articulation of student thinking. The groupware is designed for exploring whether the shared display system in classrooms can augment the handheld devices to promote the student articulation process and communication among participants.
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ABSTRACT: Abstract Often with large classes of students it is difficult to cater for individual needs. Large classes hold many students, some of whom may be under-prepared for the course they are taking and some who will already have a high degree of familiarity with much of the planned content and learning outcomes. In catering for the diversity of students, teachers often teach to the lowest common denominator, catering for the former, but failing to provide a challenging and fulfilling learning programme for the latter. This paper describes a project undertaken in an Australian university where students enrolled in a large class were provided with the opportunity and incentive to undertake a technology-facilitated individual authentic learning project in place of the more structured coursework pathway. The purpose of the activity was to enable advanced students to extend their learning through an independent project. An inquiry was undertaken to explore the effectiveness of such an approach as a means to cater for diversity in the cohort and to investigate the factors influencing the learning outcomes that were achieved.Journal of Computer Assisted Learning 01/2006; 22(1):1 - 12. · 1.63 Impact Factor
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ABSTRACT: S.R.I. International Abstract Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, 'wireless, mobile learning' is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, 'pedagogical applications' are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, 'large scale' impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment 'wireless mobile technologies for education' are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation.Journal of Computer Assisted Learning - JCAL. 01/2003;