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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)
About the guidance report This guidance report is designed to offer information and support for teachers and school leaders. CfBT Education Trust is a top 50 UK charity providing education services for public benefit in the UK and internationally. Established 40 years ago, CfBT Education Trust now has an annual turnover exceeding £100 million and employs(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)
EXECUTIVE SUMMARY In this case study, the authors revisit the benefits of reflection for learning and classify three different types of reflection support as evident in the pedagogy literature: post-activity, inter-activity and part-of-activity. They present their design of a col-laborative learning application (Digital Mysteries) as implemented on the(More)
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