Collaborative Learning through Creative Video Composition on Distributed User Interfaces

Abstract

Abstract. We report two studies that fed into user-centred design for pedagogical and technological scaffolds for social, constructive learning through creative, collaborative, reflective video composition. The studies validated this learning approach, and verified the utility and usability of an initial prototype (scaffold) built to support it. However, challenges in interaction with the target technology, multi-touch tabletops, impacted ability to carry out prescribed learning activities. Our findings point to the need to investigate an alternative approach, and informed redesign of our scaffolds. We propose coupling of distributed user interfaces, using mobile devices to access large, shared displays, to augment capability to follow our constructive learning process. We discuss also the need to manage recognised challenges to collaboration with a distributed approach.

The Analysis and Research of Multi-Sport Cooperative Learning based on Association Rule Mining and Mathematical Statistics Analysis

“…Constructivism learning theory believes that the "situation", "cooperation", "conversation" and "meaning construction" are the four main elements of learning environment [3]. Besides, another important theoretical basis of collaborative learning is Rogers learning theory [4], which emphasizes the dedication of study and free study, and learners themselves have learning ability that only when the learning conforms to their purpose own, will it be meaningful. This theory also claims that when learners take part in the learning process seriously, then their study will be promoted, and spontaneous learning involving individual learners (including mental and emotional) is most lasting and profound.…”