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Affordances of presentations in multi-display learning spaces for supporting small group discussion

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Published

Publication date09/2010
Host publicationSustaining TEL : from innovation to learning and practice: 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings
EditorsMartin Wolpers, Paul A. Kirschner, Maren Scheffel, Stefanie Lindstaedt, Vania Dimitrova
Place of publicationBerlin
PublisherSpringer Verlag
Pages464-469
Number of pages6
ISBN (Electronic)978-3-642-16020-2
ISBN (Print)978-3-642-16019-6
Original languageEnglish

Publication series

NameLecture Notes in Computer Science
PublisherSpringer
Volume6383
ISSN (Print)0302-9743

Abstract

Learning and teaching is often supported using presentation software to display pre-authored slides in sequence over time. We wish to consider the pedagogic implications of Multi-Display Learning Spaces (MD-LS), where multiple partitions of presented information overlay a larger area within the physical environment. We discuss the use in university teaching of the Multi-Slides plug-in for popular presentation software, along with multiple projectors, to cascade multiple slides of information simultaneously across two walls of a seminar room. We use examples derived from postgraduate teaching to argue that MD-LS allow for enabling juxtapositions of visual materials — such as evidence, results, conceptual frameworks and task specifications — which can be used by students and tutors as cognitive tools to promote reasoned, argumentational dialogue. We consider the spatial implications for learning, and relate MD-LS to attempts within the literature to conceive classrooms of the future.