Social learning and social design using iPads and groupware technologies

Mavri, Aekaterini, Ioannou, Andri, Loizides, Fernando ORCID: https://orcid.org/0000-0003-0531-6760 and Souleles, Nicos 2018. Social learning and social design using iPads and groupware technologies. Presented at: LCT 2018, 15-20 Jul 2018. Published in: Zaphiris, Panayiotis and Ioannou, Andri eds. Learning and Collaboration Technologies: Design, Development and Technological Innovation. Lecture Notes in Computer Science. Lecture Notes in Computer Science , vol.10924 Cham: Springer Verlag, pp. 430-445. 10.1007/978-3-319-91743-6_32

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Abstract

Over the past few years we have seen the uptake of the iPad into the Higher Education (HE) curriculum, in purpose of encouraging active social learning. This is augmented through direct-input interfaces, multi-touch interactions and portable, ubiquitous, formal and informal learning, aligning ably with the social constructivist model. Its widespread integration across multiple epistemological domains has been the subject of considerable research, yet more vertical and targeted understanding of its potential within specialized domains, used with typical context-specific software, is still in need. Its affordances for collaboration, a primary concept in higher education, rooted in the shift from individualistic to richer collective learning paradigms [1], also warrants further investigation. In this case study we examine the contribution of the iPad in a tertiary design course which focuses on User Experience (UX) design, a socially-aware collaborative design area. Through the collective activity of co-located and remote student dyads aiming to co-create artefacts such as sitemaps and mind maps, this study seeks to observe the impact of mobile devices on the students’ social learning process and perceived outcomes.

Item Type:	Conference or Workshop Item (Paper)
Date Type:	Publication
Status:	Published
Schools:	Computer Science & Informatics
Publisher:	Springer Verlag
ISBN:	978-3-319-91743-6
ISSN:	0302-9743
Last Modified:	24 Oct 2022 08:23
URI:	https://orca.cardiff.ac.uk/id/eprint/117625

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