Joyce-Gibbons, A and Hobbs, J (2022) Haymay: non-collocated, synchronous collaboration using multi-touch technology to scaffold rich dialogic interaction teachers in different education systems. In: ICET 2022 64th World Assembly, 21 - 23 June, 2022, Bath Spa University, Bath, UK.
Abstract
Haymay is an app that supports collaboration within and between groups of learners working to solve the same problems in Mathematics, History and Logic. Firmly rooted in iterative design-based research, it focuses teachers and teacher educators on the pedagogic challenges of effective computer supported collaborative learning. There is considerable research to suggest that collaboration is an effective pedagogy for problem solving (e.g. Barron, 2000; Howe & Davenport, 1999), learning new skills (Azmitia, 1988) and conceptual development (e.g. Howe, et al., 1995). Haymay is an innovative app that enables collaboration within and between groups working on all-in-one touchscreen computers. Participants work with partners using the same screen. They simultaneously work with partners in another location (anywhere in the world), sharing information using a single ‘flick’ gesture (Beauchamp, Joyce-Gibbons, et al., 2019; McNaughton, Crick, et al., 2017). This workshop will give attendees the chance to explore the possibilities and pedagogic interactions that Haymay provides. Discussion will be focused on issues including: i) fostering dialogic interaction; ii) intercultural teacher education using Haymay; iii) developing professional learning networks supported by Haymay, and; iv) Successful pedagogies for supporting collaboration.
| Item Type: | Conference or Workshop Item (Other) |
|---|---|
| UN SDGs: | Goal 4: Quality Education |
| Subjects: | L Education > L Education (General) |
| Divisions: | Bath School of Design School of Education |
| Date Deposited: | 04 Dec 2023 18:14 |
| Last Modified: | 04 Dec 2023 18:14 |
| References: | Azmitia, M. (1988). Peer Interaction and Problem Solving: When Are Two Heads Better Than One? Child Development, 59(1), 87. https://doi.org/10.2307/1130391 Barron, B. (2000). Problem solving in video-based microworlds: Collaborative and individual outcomes of high-achieving sixth-grade students. Journal of Educational Psychology, 92(2), 391–398. https://doi.org/10.1037//0022-0663.92.2.391 Beauchamp, G., Joyce-Gibbons, A., McNaughton, J., Young, N. and Crick, T., (2019). Exploring synchronous, remote collaborative interaction between learners using multi‐touch tables and video conferencing in UK primary schools. British journal of educational technology, 50(6), pp. 3214-3232. Howe, C, Tolmie, A., Greer, K., & Mackenzie, M. (1995). Peer collaboration and conceptual growth in physics: task influences on children’s understanding of heating and cooling. Cognition and Instruction, 13(4), 483–503. Howe, Christine, & Davenport, P. (1999). Conceptual Gain and Successful Problem-solving in Primary School Mathematics. Educational Studies, 25(1), 55–78. https://doi.org/10.1080/03055699997963 McNaughton, J., Crick, T., Joyce-Gibbons, A., Beauchamp, G., Young, N. and Tan, E., (2017). Facilitating collaborative learning between two primary schools using large multi-touch devices. Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education), 4(3), pp. 307-320. |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/15875 |
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