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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)
Cross-cultural learning has gained increased interest and importance within school curricula in recent years. Schools are using technology to accumulate resources for cross-cultural learning, which has predominantly been pre-prepared videos, documentaries, photos and textual information available online. In this paper we describe the engagement with video(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)
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