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This paper presents the results and experiences of a six-week deployment of multiple digital tabletops in a school. Dillenbourg's orchestration framework was used both to guide the design and analysis of the study. Four themes, which directly relate to the design of the technology for the classroom, out of the 15 orchestration factors are considered. For(More)
We present the iterative design, implementation, and validation of a collaborative learning application for school children designed for a digital tabletop. <i>Digital mysteries</i>, is based on the <i>mysteries</i> paper-based learning technique. Our work is distinctive in that the design process, the design choices, and the implementation framework are(More)
We describe the learner-centered design of an application for collocated collaborative writing on digital tabletops. Learning writing is an activity that is traditionally undertaken as a non-collaborative, non-visuospatial activity. We demonstrate how framing writing as a visuospatial manipulation of elements of writing sub-tasks can promote collaboration.(More)
England and Scotland provide interesting and in some ways contrasting case studies for studying the balance between curriculum freedom and regulation. In common with the pendulum swings between these two positions, identified across different curricular jurisdictions by Nieveen and Kuiper (2012), teachers in both countries have experienced shifting terrain,(More)
We present an evaluation of an “in the wild” classroom deployment of Co-located Collaborative Writing (CCW), an application for digital tabletops. CCW was adapted to the classroom setting across 8 SMART tables. Here, we describe the outcomes of the 6 week deployment with students aged 13-14, focussing on how CCW operated as a tool for learning within a(More)
We present Digital Mysteries, a collaborative learning application for school children designed for tabletops. It is based on the mysteries paper-based learning technique. Our work is distinctive in that the design process, the design choices, and the implementation framework are all grounded in theories of both collaborative interaction and learning. Our(More)