Jacob Davidsens presentation at CAL 2011

1. Learning Futures:
Education, Technology &
Sustainability
Jacob Davidsen &
Marianne Georgsen
Aalborg University
Department of
Communication &
Psychological

2. Agenda
• Presenting ”Interaction between learners in an
interactive learning environment”
 Working question – how can teachers facilitate interaction
and interactivity between learners in design and action?
• Aim of this presentation is to identify some of the
levels of interaction between learners in the
technology rich environment we have studied.

3. A design for learning
• By design for learning we mean the
totality of three elements (Davidsen &
Georgsen, 2010):
The physical surroundings and layout of
the classroom;
the digital resources and technological
framework;
and finally the learning materials and
activities designed by the teacher.

4. Classroom design

5. Situations from the classrooms

6. Pedagogical design
Concept
formation
Interactivity Interaction

7. Contemporary research
Interactive technology Interactive dialogue
• IWB, software, touch- • Pedagogy, design,
screens, Smart-phones, infrastructure, teacher
Ipads, resources, and student roles,
games etc. partcipation patterns
and forms.

8. Levels of
collaboration
A model developed in the CSCW field
by Neale et al 2004.
Use for describing and analysing
computer mediated group work.
These levels of interaction can be
modified for face-to-face learning
situations.
Depending on theoretical standpoint
you can argue wether collaboration
or cooperation is the highest level.
Neale et al.: ”if the proper levels of
communication and coordination is
supported, groups achieve common
ground and acquire activity
awareness critical for effective group
functioning.”

9. Findings
• Presenting three levels of interaction:
 Level 1: Lets learn together now
 Level 2: The right answers is there, lets find it
 Level 3: Follow the plan

10. Lets learn together now
Loosely coupled
Information sharing
Light-weight interactions
Coordination

11. The right answer is there,
lets find it?
Loosely coupled  tighter coupled
Information sharing
Light-weight interactions
Coordination
Collaboration

12. Follow the plan
Tighter coupled  tightly coupled
Information sharing
Light-weight interactions
Coordination
Collaboration

13. Conclusions
• A need to focus on interaction levels
between learners for developing learning
activities and designs supporting interaction
• Learning is more than facts and concepts –
it is important to focus on and teach
collaborative skills
• The technological setup gives an excellent
opportunity for studying children's
collaboration and negotiation processes

14. New questions
• What are the classroom dynamics in a
technology rich environment?
• How can designs for learning promote
a high level of interaction between
learners?