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

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

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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.