Communication publiée dans un ouvrage (Colloques, congrès, conférences scientifiques et actes)
ORBIT - Overcoming Breakdowns in Teams with Interactive Tabletops
SUNNEN, Patrick; AREND, Béatrice; Maquil, Valérie
2018 • In Kay, Judy; Luckin, Rose (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018
collaboration; tangible user interface; joint problem solving; EM/CA; design based research; user centered design; adult education
Résumé :
[en] ORBIT implements and studies a joint problem-solving activity at an interactive tabletop providing participants with the opportunity to develop their collaboration methods by jointly overcoming breakdowns. The design and the research process relies on user-centered design methods and on an ethnomethodological conversation analytic framework. The project will generate scientific knowledge on participants’ collaboration methods and create a powerful collaborative learning tool.
Disciplines :
Arts & sciences humaines: Multidisciplinaire, généralités & autres
Auteur, co-auteur :
SUNNEN, Patrick ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
AREND, Béatrice ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Maquil, Valérie; Luxembourg Institute of Science & Technology - LIST > IT for Innovative Services department (ITIS)
Co-auteurs externes :
no
Langue du document :
Anglais
Titre :
ORBIT - Overcoming Breakdowns in Teams with Interactive Tabletops
Date de publication/diffusion :
juin 2018
Nom de la manifestation :
13th International Conference of the Learning Sciences (ICLS)
Lieu de la manifestation :
London, Royaume-Uni
Date de la manifestation :
from 23-06-2018 to 27-06-2018
Manifestation à portée :
International
Titre de l'ouvrage principal :
Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018
Auteur, co-auteur :
Kay, Judy
Luckin, Rose
Maison d'édition :
International Society of the Learning Sciences, London, Royaume-Uni
Collection et n° de collection :
Volume 3
Pagination :
1459-1460
Peer reviewed :
Peer reviewed
Projet FnR :
FNR11632733 - Overcoming Breakdowns In Teams With Interactive Tabletops, 2017 (01/09/2018-28/02/2022) - Patrick Sunnen
Arend, B., Sunnen, P., Fixmer, P. & Sujbert, M. (2014). Perspectives do matter – Expanding Multimodal Interaction Analysis with Joint Screen. Classroom Discourse, Special Issue Multimodality, 5, 1, 38-50.
Egbert, M. (2011). Conversation Analysis Applied to User-Centred Design: A Study of Who ‘The User Is’. In C. Antaki (ed.), Applied Conversation Analysis. Intervention and Change in Institutional Talk (pp. 207-221). New York: Palgrave Macmillan.
Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs/NJ: Prentice Hall.
Koschmann, T., Stahl, G. & Zemel, A. (2007). The Video Analyst’ Manifesto. In R. Goldman et al. (eds), Video Research in the Learning Sciences (pp. 133-143). Mahwah, NJ: LEA.
Reimann, P. (2011). Design-Based Research. In L. Markauskaite, P. Freebody & J. Irwin (eds.). Methodological Choice and Design (pp. 37-50). New York: Springer.
Sacks, H., Schegloff, E.A. & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 4, 696-735.
Schwarz, B.B., de Grootet, R., Mavrikis, M. & Dragon, T. (2015). Learning to learn together with CSCL tools, International Journal of Computer-Supported Collaborative Learning, 10, 3, 239-271.
Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom. Malden, MA: Blackwell.
Stahl, G. (2010). Group Cognition as a Foundation for the New Science of Learning. In M.S. Khine, & I.M. Saleh (eds.), New Sciences of Learning: Cognition, Computers and Collaboration in Education (pp. 23-44). New York: Springer.
