SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Supporting Collaborative Activities in Computer Integrated Classrooms-the NIMIS Approach
CRIWG '00 Proceedings of the 6th International Workshop on Groupware
Advances in Editors for IMS LD in the TENCompetence Project
ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Touch & Compose: Physical User Interface for Application Composition in Smart Environments
NFC '09 Proceedings of the 2009 First International Workshop on Near Field Communication
Task performance vs. learning outcomes: a study of a tangible user interface in the classroom
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
Proceedings of the 2011 ACM Symposium on Applied Computing
An architectural specification for a system to adapt to learning patterns
Education and Information Technologies
Enabling Future Education with Smart Services
SRII '11 Proceedings of the 2011 Annual SRII Global Conference
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Today's college students have grown up with technology. These digital natives typically gravitate toward group activities in technology embedded social contexts. However, despite this multidimensional evolution, little has changed in conventional classrooms where they build their education experience. We investigate learning models in a classroom environment which still remains the main driver of education today. We describe a conversational learning model based on group activities which involve multi-party conversations. We implement this model in a technology-enhanced studio-classroom to ''visualize'' conversations which otherwise would remain abstract to learners. Teachers are empowered with instructional patterns to guide their changing role in this novel classroom environment. Based on standard assessment indicators, we conduct an experimental analysis which results show interesting tradeoffs of learning performance that favor the proposed conversational learning approach compared to those obtained from conventional instruction.