This paper presents the concept of a collaborative computer integrated classroom (CiC) specially designed to achieve a unique combination of interactive and collaborative software with spatial arrangements, special furniture, and new peripherals including furniture ("roomware").Although, technologically innovative, the CiC approach respects grown pedagogical traditions and classroom procedures. In-line with the notion of ubiquitous computing it tries to augment the real classroom instead of defining a virtual learning environment.Based on these principles, the European NIMIS project has put into practice a specific classroom environment for early learning with general tools and specijic applications supporting literacyrelated activities. In addition to the collaborative nature of the classroom scenario as such, specific mechanisms for eo-construction in shared workspaces are provided.
This paper describes a collaborative experiment in an early learners' classroom, equipped with special software and hardware to support the acquisition of initial reading and writing skills. This 'Computer-integrated Classroom' originated from the EU project NIMIS.Here, a new method to teach 'reading through writing' is supported by a specific software tool (T 3 ) in the general framework of the classroom environment. Particularly, a collaborative writing task facilitated by a shared workspace system has been evaluated with a group of first graders using the T 3 application. The speciality of this experiment lies in the study of domain-specific collaboration in a rich real world learning setting. A computer-integrated classroom for early learningThe new perspective underlying the idea of Computer-integrated Classrooms (CiC) is to step back from computers as general purpose machines with standard input and
Finding and understanding information is key for children's development. The Internet offers exciting new ways to meet people, learn about different cultures and develop their creative potential. However, children's ability to use the Internet is severely hampered by the lack of appropriate search tools. Most Information Retrieval (IR) systems are designed for adults and unsuitable for children. In this paper we present an approach to provide appropriate IR interfaces for children.
Museums are increasingly being equipped with interactive technology. The main goal of using technology is to improve the museum-going experience of visitors. In this paper, we present the results of a study with an electronic quest through a museum aimed at children in the age of 10-12. We wanted to find out whether personalization of the quest effects enjoyment. For this purpose we involved an interactive multi-touch table in the experiment, which also offered the opportunity to add the element of collaboration. We compared a group that did the original nonpersonalized quest with a group that did the personalized quest. This last group interacted with the multi-touch table to personalize the quest before they started on it. No significant differences were found between the experimental groups. We did find many differences between the children of age 10-11 and those of age 11-12, on almost all measurements. On this aspect we present some methodical results about measuring enjoyment and intrinsic motivation with children of 10-12 years old.
Computer-supported collaborative learning has an unexploited potential of becoming an effective learning method for pupils with intellectual disabilities. This paper aims at showing how some specific requirements of this target group may be met by structuring a learning situation with the help of floor control, which restricts the opportunities of a learning dyad to act simultaneously within the learning environment. It was expected that floor control could improve communication between pupils with intellectual disabilities by explicitly structuring and restricting activities in the learning environment and making it necessary for the pupils to communicate. To examine if floor control really supports the collaboration process in the hypothesized way, two different versions of a CSCL environment were implemented and compared. The results revealed improved task-related communication and a higher quality of interaction outcomes.
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