NDLI: DCLM framework: understanding collaboration in open-ended tabletop learning environments

Content Provider	Springer Nature Link
Author	Tissenbaum, Mike Berland, Matthew Lyons, Leilah
Copyright Year	2017
Abstract	There is a growing understanding of the unique ways that tabletops support effective collaboration; however, this research mostly focuses on environments in which learners work towards a single shared goal. Underpinning this perspective, either implicitly or explicitly, is the theory that collaborative learning is a process of attaining convergent conceptual change. However, this model of collaboration may not apply to all scenarios where learners are working together. In particular, informal, open-ended exploratory environments support (and often promote) shared activities where the goal may not be for all participants to emerge with a single, shared understanding. There is increased interest in understanding the efficacy of designs that support (and encourage) learners to collaborate while seeking divergent goals, ideas, and conceptions. This paper advances a framework (Divergent Collaboration Learning Mechanisms - DCLM) for recognizing and coding collaboration and divergent learning in such environments. We apply the DCLM framework to an informal tabletop environment (Oztoc) as a means of highlighting how DCLM may reveal new productive interactions environments that support divergent forms of collaboration, mentorship, and learning. Analysis of participants’ interactions within Oztoc revealed that participants who have non-aligned goals can still productively collaborate, and in many cases can provide insight and feedback that would not be possible in shared-goal activities. We conclude with an examination of how open-ended exploratory environments can support communities of practice and legitimate peripheral participation, and the importance of divergent inquiry and divergent conceptual change across a range of learning environments.
Starting Page	35
Ending Page	64
Page Count	30
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	12
Issue Number	1
e-ISSN	15561615
Language	English
Publisher	Springer US
Publisher Date	2017-03-03
Publisher Institution	International Society of the Learning Sciences
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Interactive tabletops Collaboration Museums Informal learning environments Educational Technology Learning and Instruction User Interfaces and Human Computer Interaction Computers and Education Cognitive Psychology
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Interactive tabletops in education

Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop

“Whoa! We’re going deep in the trees!”: Patterns of collaboration around an interactive information visualization exhibit

Collaborating around the tabletop

Collaboration scripts and scaffolding

Revealing preconditions for trustful collaboration in CSCL

Toward collaboration sensing

Learning across levels

Analyzing roles of individuals in small-group collaboration processes

DCLM framework: understanding collaboration in open-ended tabletop learning environments

Similar Documents

Interactive tabletops in education

Capturing and analyzing verbal and physical collaborative learning interactions at an enriched interactive tabletop

“Whoa! We’re going deep in the trees!”: Patterns of collaboration around an interactive information visualization exhibit

Collaborating around the tabletop

Collaboration scripts and scaffolding

Revealing preconditions for trustful collaboration in CSCL

Toward collaboration sensing

Learning across levels

Analyzing roles of individuals in small-group collaboration processes

DCLM framework: understanding collaboration in open-ended tabletop learning environments