Teaching Design of Technologies for Mediating Collaborative Interaction – An Emerging Pedagogical Framework

TY - GEN

T1 - Teaching Design of Technologies for Mediating Collaborative Interaction – An Emerging Pedagogical Framework

AU - Baykal, Gökçe Elif

AU - Eriksson, Eva

AU - Ruijten-Dodoui , Peter

AU - Torgersson, Olof

PY - 2023/4

Y1 - 2023/4

N2 - Collaboration is one of the 21st century skills, and in our new digital and hybrid reality, the importance of designing technologies that support collaborative interaction in various ways has increased due to e.g., the recent Covid-19 pandemic and the need to decrease travel to keep down environmental impact and avoid unnecessary contributions to the climate emergency. Accordingly,designers of digital tools need to be educated regarding supporting collaborative interaction, on-line, on-site and hybrid. However, there is a lack of concrete teaching materials for how to design collaborative technologies. In this paper, we present an emerging pedagogical framework targeting technology design educations in higher education in teaching to develop students’ knowledge and skills for how to design technology that mediates collaborative interaction. The pedagogical framework will be made available for everyone as an online open educational resource.The framework is developed through a pedagogical design pattern method using a three-phased model for conducting educational design research and developing educational materials. The results are based on Laurillard’s pedagogical pattern template [Laurillard 2012], and further extended with the SOLO taxonomy for defining learning objectives [Biggs 2003]. Using one specific approach throughout simplifies consistency and coherence among the various parts. The pedagogical framework consists of pedagogical patterns, which entail concrete teaching activities with accompanying learning goals. The teaching activities are divided into concepts, methods and practices:Concepts explain the underlying conceptual and theoretical foundations that students need in order to take human collaborative interaction into account, both in their methods and in their design process, as well as in taking responsibility for their end product or service. An example of a teaching activity is a lecture on ’Collaborative interaction in Activity theory’.Methods address methods for students to engage with groups, elicit requirements for design, and to practically design and evaluate collaborative technologies. An example of a teaching activity is a lecture and exercise on ’Requirements elicitation for collaborative technologies’.Practices consists of case studies that illustrate best practices and case studies in designing collaborative technologies. An example is a lecture with an accompanying exercise on ’Designing for Collaborative co-located multi-display environments’. Together, these teaching resources, which are all freely available online, make up a framework that support in developing students’ knowledge and skills for how to design technology that mediates collaborative interaction.We believe that this work has two contributions. First of all to propose what an emerging pedagogical framework for learning about designing collaborative technologies can be, and open it up for critique and further development. Secondly, we also believe that a discussion on teaching practices is important in that it can contribute to developing the research field, as students displaythrough their learning process, aspects that would perhaps have been hidden if we studied experienced designers, or only reflected on our own research practice.

AB - Collaboration is one of the 21st century skills, and in our new digital and hybrid reality, the importance of designing technologies that support collaborative interaction in various ways has increased due to e.g., the recent Covid-19 pandemic and the need to decrease travel to keep down environmental impact and avoid unnecessary contributions to the climate emergency. Accordingly,designers of digital tools need to be educated regarding supporting collaborative interaction, on-line, on-site and hybrid. However, there is a lack of concrete teaching materials for how to design collaborative technologies. In this paper, we present an emerging pedagogical framework targeting technology design educations in higher education in teaching to develop students’ knowledge and skills for how to design technology that mediates collaborative interaction. The pedagogical framework will be made available for everyone as an online open educational resource.The framework is developed through a pedagogical design pattern method using a three-phased model for conducting educational design research and developing educational materials. The results are based on Laurillard’s pedagogical pattern template [Laurillard 2012], and further extended with the SOLO taxonomy for defining learning objectives [Biggs 2003]. Using one specific approach throughout simplifies consistency and coherence among the various parts. The pedagogical framework consists of pedagogical patterns, which entail concrete teaching activities with accompanying learning goals. The teaching activities are divided into concepts, methods and practices:Concepts explain the underlying conceptual and theoretical foundations that students need in order to take human collaborative interaction into account, both in their methods and in their design process, as well as in taking responsibility for their end product or service. An example of a teaching activity is a lecture on ’Collaborative interaction in Activity theory’.Methods address methods for students to engage with groups, elicit requirements for design, and to practically design and evaluate collaborative technologies. An example of a teaching activity is a lecture and exercise on ’Requirements elicitation for collaborative technologies’.Practices consists of case studies that illustrate best practices and case studies in designing collaborative technologies. An example is a lecture with an accompanying exercise on ’Designing for Collaborative co-located multi-display environments’. Together, these teaching resources, which are all freely available online, make up a framework that support in developing students’ knowledge and skills for how to design technology that mediates collaborative interaction.We believe that this work has two contributions. First of all to propose what an emerging pedagogical framework for learning about designing collaborative technologies can be, and open it up for critique and further development. Secondly, we also believe that a discussion on teaching practices is important in that it can contribute to developing the research field, as students displaythrough their learning process, aspects that would perhaps have been hidden if we studied experienced designers, or only reflected on our own research practice.

KW - HCI

KW - Collaboration

KW - CCTD

M3 - Konferencebidrag i proceedings

BT - Connectivity and Creativity in times of Conflict

A2 - Vaes, Kristof

A2 - Verlinden, Jouke

PB - Cumulus

CY - Aalto

ER -