Learning Futures:

Education, Technology &

Sustainability

Jacob Davidsen &

Marianne Georgsen

Aalborg University

Department of

Communication &

Psychological

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.

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.

Classroom design

Situations from the classrooms

Pedagogical design

Concept

formation

InteractionInteractivity

Contemporary research

Interactive technology

• IWB, software, touch-

screens, Smart-phones,

Ipads, resources,

games etc.

Interactive dialogue

• Pedagogy, design,

infrastructure, teacher

and student roles,

partcipation patterns

and forms.

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.”

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

Lets learn together now

Information sharing

Light-weight interactions

Coordination

Loosely coupled

The right answer is there,

lets find it?

Information sharing

Light-weight interactions

Coordination

Collaboration

Loosely coupled tighter coupled

Follow the plan

Information sharing

Light-weight interactions

Coordination

Collaboration

Tighter coupled tightly coupled

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

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?