Lookup NU author(s): Dr Philip Heslop
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
We conducted a small-scale study in order to explore students’ perceptions of the learning processes when engaged as co-authors of content for collaborative higher order thinking skills learning tasks. We specifically designed the process to allow for self-critique – where authors can observe their creations being solved and therefore understand where they may improve their design. We collected data over a three-day period from a sample of twelve thirteen year olds, working in teams, authoring content for Digital Mysteries (a higher order thinking skills collaborative learning application based on the digital tabletop). The study was structured to follow Bloom’s taxonomy, a continuum of cognitive skills that develop during a learning process. During the study, students’ collated information on a topic, transformed it into “data slips” and designed the meta-data of how the information should be organized in the Digital Mysteries task. They also observed their peers completing the tasks they had designed. We found that 1) rather than follow this continuum, skills developed in a non-linear manner due to the abstract nature of the authoring activity, and 2) the students’ demonstrated good metacognitive insights into the authoring task, technology and collaborative learning as a whole.
Author(s): Heslop P, Preston A, Reid A, Kharrufa A
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: 31st International BCS Human Computer Interaction Conference (HCI 2017)
Year of Conference: 2017
Print publication date: 04/07/2017
Acceptance date: 28/04/2017
Date deposited: 29/09/2017