Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/284
Title: Designing Spaces for Collaboration in Practice-Based Learning
Authors: Healion, Donal
Russell, Sam
Cukurova, Mutlu
Spikol, Daniel
Issue Date: Jul-2017
Publisher: Philadelphia, PA: International Society of the Learning Sciences.
Citation: Healion, D., Russell, S., Cukurova, M., & Spikol, D. (2017). Designing Spaces for Collaboration in Practice-Based Learning In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.
Abstract: In order to support equity and access in collaborative learning, it is important to understand the nature of collaborative learning itself. One approach is to look at the physical aspects of how students collaborate while engaged in open-ended group-work during Practice-Based Learning (PBL) activities. By analysing how students and teachers move and interact in relation to each other, the space they are in and the objects within it, we can gain a greater understanding of the physical nature of collaborative group-work. This understanding can help us to create a learning environment that intrinsically but unobtrusively supports access by all user profiles who seek to engage with it, thus promoting equity of engagement and participation. Using the example of the design of a Learning Analytics System (LAS) and the educational furniture in which it is implemented, we will show how the physical design of a CSCL implementation can support increased collaboration.
URI: https:dx.doi.org/10.22318/cscl2017.79
https://repository.isls.org/handle/1/284
Appears in Collections:CSCL 2017

Files in This Item:
File SizeFormat 
79.pdf724.24 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.