Sarah M Eagle

Learning in the early years: Social interactions around picturebooks, puzzles and digital technologies

This paper develops an approach to thinking about young children, digital technologies and learning, drawing on research literature that relates childrens learning to the use of books, and on literature that discusses the nature of interaction between adults and children and its relationship to childrens learning. An analysis is given of parents and children using devices marketed as supporting young childrens learning, identifying, within the interactions that take place, the adults conception of appropriate use, and showing how this influences the nature of adult-child interaction. The findings are then related to literature on social interaction and learning, and discussed in relation to the assumptions that underpin the design of the devices used. The paper suggests that the artefact can influence adult-child interaction via a conception of appropriate use, which relates to traditions or practices with which the adult is familiar but also to the design features of the artefact. It suggests that it may be time to rethink the design of technologies to support young childrens learning.

Stellar a network of excellence in Technology Enhanced Learning

This paper introduces STELLAR, the Network of Excellence in the field of Technology Enhanced Learning (TEL), funded under the 7th Framework Programme, and illustrates its objectives. Besides, the paper describes how STELLAR has approached the challenges of interdisciplinary working and outlines the key achievements of the Network in terms of developing a strategic vision for TEL research in Europe. Lastly, it provides examples of research areas which should be addressed within programmes of research in TEL.

Collaborative Processes in Virtual Learning Spaces --- Does Structuring Make a Difference?

This study explores features of successful collaborative learning among university students in a virtual course. The aim was to study what kinds of interactional processes occurred when students collaborated while working in international teams and how pedagogical structuring affected the collaborative processes. The data was collected from the Technology-Enhanced Learning course, in which students (N=49) worked together for three months. In this article, two research questions are explored: 1) How did collaborative scripts affect groups’ activity, participation, and course grades? 2) What kind of interactional processes occurred in group discussions in the virtual spaces? Results indicate that collaborative scripts enhanced students’ activity and participation. Interactional processes in collaborative situations were more often related to off-task than on-task topics. Off-task discussions mostly concentrated on metacognitive issues, such as planning group work. Most on-task discussions were comments or answers to previous messages. This study provides teachers, educators, and educational coordinators guidelines for organizing and enhancing successful collaborative learning in virtual learning spaces.

The Development of a Scale to Assess Creative Collaboration via Online Tools

The CoCreat project aims to explore the potential of mobile technology and web based social media to enhance creativity in a variety of spaces and amongst a range of age groups by supporting collaboration. The project itself studies a series of different collaborative spaces in which a variety of web based technologies are applied, developed and tested. The environments vary from urban and rural contexts, to higher education and elementary school contexts, and elderly people. In order to develop the proposed models that show how creative collaboration is structured and can be scaffolded, we need first to identify how creative collaboration occurs in the different collaborative spaces. In order to do this we have reviewed a wide range of previous literature on creativity and collaboration to inform the development of an assessment scale for creative collaboration. This paper presents the most relevant literature, the resulting criteria identified as having potential to be used to assess levels of creative collaboration and the scale itself.