This should come as no surprise to anyone who uses a computer on a regular basis. But the computer as a tool for learning environments is still a contestable topic. Effective learning environments tend to be active, vibrant, and social places that are valued for the ease with which ideas are shared and discussed.
The collaborative computer in learning environments Table of Contents Page Abstract 3 1. Collocated Collaboration Facilitation 31 3. Hardware and Software Prototype for Collocated 33 Collaboration 4.
Some approaches to simultaneous interface interaction 39 Scott Pobiner - June 16, -: The Forest For The Trees: This should come as no surprise to anyone who uses a computer on a regular basis.
The computer is a valuable tool for accomplishing tasks quickly and efficiently. But the computer as a tool for learning environments is still a contestable topic. Effective learning environments tend to be active, vibrant, and social places that are valued for the ease with which ideas are shared and discussed.
Unfortunately, relatively little has been developed to supply learning environments with a way to make a computer usable for sharing and collaboration with someone sitting next to you. Learning is augmented by tools but rarely accomplished without human interaction.
Although distance technologies can provide us with some of this interaction, the value of working with someone in a co-present situation is unquestionable. This proposal explores the foundation, facilitation, and evaluation of co-present social computing in learning environments. Through the provision of shared display and collaborative computing hardware and software I will examine the collaborative use of computers in learning environments.
My research will culminate in a prototype and methodology for designing and implementing spaces that support collocated, Scott pobiner thesis computing. Scott Pobiner - June 16, -: The collaborative computer in learning environments 1.
But it is becoming flooded with the discrete uses of human and digital interfaces1 for communicating ideas with one another and this is problematic. Both physical and digital interfaces seem to provide independent methods for use and yet they are commonly used in the same space, occasionally for similar tasks.
Given that most computer systems offer few opportunities for collocated, simultaneous interaction it is difficult to see how digital media can be effectively shared between two people without physically separating them, offering each their own interface.
This is a problem because a computer is an excellent window to the outside world but tends to be a black hole to the attention span of its user in social contexts. It is particularly problematic and apparent while watching people work collaboratively in groups with laptops because the design of a laptop tends to draw attention away from conversation participation.
This leads me to assume that physical space and interaction are becoming even more important to the development of human understanding because the tools we use are beginning to adversely affect both.
The problem is the difficulty in accomplishing collaborative interaction between two people and a given interface. This incapacity causes strain in the attention span of each individual and provides little in the way of productive means to use the interface.
The easiest solution to the problem is to split up the work, making sure that each participant has a share that they can accomplish without overlapping with one another.
In a professional capacity this is a fine solution, which assures that work is accomplished in 1 An interface is the common boundary where two systems meet, interact, and share information. Also, significant in this definition are its three constituent parts: System A, System B, and the boundary where they meet.
This boundary implicates both the space in between and the function that allows communication between the two systems. The collaborative computer in learning environments the most efficient manner and without redundancy.
For learning however, redundancy is constantly sought out as a method for learning. The human mind relies on repeated input to allow it to understand phenomena and to interpret new events Karmiloff-Smith Furthermore, redundant activities allow a group of people to reap the benefits of co- authorship Scardamalia Among these benefits is the possibility that through discussion and direct manipulation of the same interface a new answer will be discovered which was not thought of.
Rather it was the shared thought of both that allowed the fruition of new concepts. Therefore, any medium that eliminates redundancy in task allotment or in information presentation dissociates itself from the ultimate goal of the learning environment which is to provide a viable set of affordances Gibson for learning a given topic.
To consider how digital devices might affect social interaction, one needs to consider that contemporary digital devices require direct attention paid in order to have them function whereas social interaction occurs in both direct and indirect ways.
Therefore, in an environment with separate digital and physical opportunities for interaction, a conscious choice must be made between communication through the digital interface or without it. This makes working collaboratively and sharing ideas quickly very difficult and suggests that a new methodology integrating technology into learning is necessary.
Better integration would allow for collaborative manipulation of the digital interface with physical co-presence and would therefore allow more people to take advantage of a single interface. This maintains that physical space provides a ready opportunity to interact socially without the constraints of technological means but allows for the enhancement of such an experience through collaborative interaction with the digital realm.View Scott Pobiner’s profile on LinkedIn, the world's largest professional community.
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Scott Pobiner. The New School; Abstract. Thesis (B. Arch.)--Cornell University, Includes bibliographical references. Scott Pobiner, The New School University, School of Design Strategies, Parsons, Faculty Member. Studies Collective Intelligence, Classroom environment, and Classroom Technology.
I am an Assistant Professor of Information, Design and Management and. This list of common misconceptions corrects erroneous beliefs that are currently widely held about notable topics.
Each misconception and the corresponding facts have been discussed in published literature. Each entry is formatted as a correction; the misconceptions themselves are . Scott Pobiner of The New School, New York.
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