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Liz Burd

Bio: Liz Burd is an academic researcher from Durham University. The author has contributed to research in topics: Collaborative learning & Software development. The author has an hindex of 8, co-authored 23 publications receiving 266 citations.

Papers
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Journal ArticleDOI
TL;DR: Small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information about a mining accident to reach a consensus about who had been responsible, compared with their interaction when using a multi-touch table.
Abstract: The development of multi-touch tables, an emerging technology for classroom learning, offers valuable opportunities to explore how its features can be designed to support effective collaboration in schools. In this study, small groups of 10- to 11-year-old children undertook a history task where they had to connect various pieces of information about a mining accident to reach a consensus about who had been responsible. Their interaction using traditional resources was compared with their interaction when using a multi-touch table. Analysis suggests that the design and capabilities of the multi-touch technology offers some key features that supported the collaboration and interaction of the participants, particularly in the early stages of the task. Some of these features appear to provide new opportunities for collaboration and interaction, which were different from the interactions observed in the paper-based groups. These features of the multi-touch surface therefore appear to support effective interaction between the pupils. Practitioner Notes What is already known about this topic • Research suggests that collaborative interaction supports learning. • Features such as the nature of the task and the social interaction influence these outcomes. What this paper adds • This paper looks specifically at the possibilities when a large multi-touch table is used to support collaboration. • It compares paper-based and multi-touch versions of the same activity involving school pupils. Implications for practice and/or policy • Multi-touch surfaces can support collaborative interaction. • The initial stages of the task were significantly different. • Pupils should be encouraged to reach a consensus about what they have to do and how they are going to do it as well as encouraged to produce a joint solution.

94 citations

Proceedings ArticleDOI
07 Nov 2010
TL;DR: The aim was to explore the extent to which the design choices of the multi-touch interaction technique facilitate teacher-learner dialogue and assist the management of classroom activity.
Abstract: The potential of tabletops to enable simultaneous interaction and face-to-face collaboration can provide novel learning opportunities. Despite significant research in the area of collaborative learning around tabletops, little attention has been paid to the integration of multi-touch surfaces into classroom layouts and how to employ this technology to facilitate teacher-learner dialogue and teacher-led activities across multi-touch surfaces. While most existing techniques focus on the collaboration between learners, this work aims to gain a better understanding of practical challenges that need to be considered when integrating multi-touch surfaces into classrooms. It presents a multi-touch interaction technique, called TablePortal, which enables teachers to manage and monitor collaborative learning on students' tables. Early observations of using the proposed technique within a novel classroom consisting of networked multi-touch surfaces are discussed. The aim was to explore the extent to which our design choices facilitate teacher-learner dialogue and assist the management of classroom activity.

50 citations

Journal ArticleDOI
TL;DR: The results show that even though participants talked more in the PC-based condition, the use of the Multi-touch table increased the amount of physical interactions, and encouraged the "Creative Conflict" skills amongst the team members.
Abstract: The use of Multi-touch interfaces for collaborative learning has received significant attention. Their ability to synchronously accommodate multiple users is an advantage in co-located collaborative design tasks. This paper explores the Multi-touch interface's potential in collaborative Unified Modeling Language diagramming by comparing it to a PC-based tool, looking at the Collaborative Learning Skills and amount of physical interactions in both conditions. The results show that even though participants talked more in the PC-based condition, the use of the Multi-touch table increased the amount of physical interactions, and encouraged the "Creative Conflict" skills amongst the team members.

19 citations

Proceedings ArticleDOI
26 Nov 2012
TL;DR: The results of the study demonstrate that the use of the multi-touch table enables an increase in the equity of participation, enhanced collaboration amongst team members, and the facilitation of parallel-participative design.
Abstract: Multi-touch interfaces facilitate collaborative learning and, thus, represent a promising educational technology. Their ability to synchronously accommodate multiple users is an advantage in co-located collaborative design tasks. This paper explores the multi-touch interface's potential in collaborative Unified Modelling Language (UML) diagramming by comparing it to a PC-based tool. The results of the study demonstrate that the use of the multi-touch table enables an increase in the equity of participation, enhanced collaboration amongst team members, and the facilitation of parallel-participative design.

17 citations

Proceedings ArticleDOI
03 Oct 2012
TL;DR: This exploration is done by looking at how students' collaboration might be enhanced in collaborative software design using Unified Modeling Language (UML) comparing the traditional paper-based environment with the contemporary multi-touch table environment.
Abstract: Encouraging collaborative software design through the use of multi-touch interfaces has become increasingly important, because such surfaces can accommodate more than one user concurrently, which is particularly useful for collaborative software design. In this paper, the potential of using multi-touch MT-CollabUML application for collaborative software design is explored. This exploration is done by looking at how students' collaboration might be enhanced in collaborative software design using Unified Modeling Language (UML) comparing the traditional paper-based environment with the contemporary multi-touch table environment.

16 citations


Cited by
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Journal ArticleDOI
TL;DR: A hierarchy of cognitive issues which should be considered during the design of a software exploration tool is described, derived through the examination of program comprehension cognitive models.

249 citations

01 Jan 2012
TL;DR: 2012 [AS13b, Wal12a], 2013 [Alv13, Bar13, Cam13, Car13, CCS13, Cut13, Edi14, Swe13].
Abstract: 2012 [AS13b, Wal12a]. 2013 [Alv13, Bar13, Cam13, Car13, CCS13, Cut13, Edi14, Swe13]. 2014 [CDS13, DN14, ND14, Rod14, Tym14a]. 2015 [DeL14a, DeL14b, She15b]. 2016 [AT16a, CCV16, CCV17, MR15, SDCT16a, SDCT16c, She16a]. 2017 [DG17, EC17, Fit18b, MJ18, TCSM17, TCM17]. 2018 [BG18b, DD17, Dec19b, Gol18, JI18, MKMP18, MMK18, PQH17, She18]. 2019 [Cut19, FI19, HPQ19, MP19a, MPRM19, MP19b, MS19, Rod18, She19a]. 2020 [DH19].

169 citations

Proceedings ArticleDOI
26 Jun 2002
TL;DR: A framework to emphasize the general tasks of understanding and analysis during development and maintenance of large-scale software systems is proposed and the need for matching the method with the task is pointed out.
Abstract: A number of taxonomies to classify and categorize software visualization systems have been proposed in the past. Most notable are those presented by Price (1993) and Roman (1993). While these taxonomies are an accurate representation of software visualization issues, they are somewhat skewed with respect to current research areas on software visualization. We revisit this important work and propose a number of re-alignments with respect to addressing the software engineering tasks of large-scale development and maintenance. We propose a framework to emphasize the general tasks of understanding and analysis during development and maintenance of large-scale software systems. Five dimensions relating to the what, where, how, who, and why of software visualization make up this framework. The focus of this work is not so much as to classify software visualization system, but to point out the need for matching the method with the task. Finally, a number of software visualization systems are examined under our framework to highlight the particular problems each addresses.

164 citations

Book ChapterDOI
14 Jun 2012
TL;DR: An interactive dashboard is presented that summarises student data captured from a multi-tabletop learning environment and allows teachers to drill down to more specific information when required and consists of a set of visual real-time indicators of the groups' activity and collaboration.
Abstract: One of the main challenges for teachers in facilitating and orchestrating collaborative activities within multiple groups is that they cannot see information in real time and typically see only the final product of the groups' activity. This is a problem as it means that teachers may find it hard to be aware of the learners' collaborative processes, partial solutions and the contribution of each student. Emerging shared devices have the potential to provide new forms of support for face-to-face collaboration and also open new opportunities for capturing and analysing the collaborative process. This can enable teachers to monitor students' learning more effectively. This paper presents an interactive dashboard that summarises student data captured from a multi-tabletop learning environment and allows teachers to drill down to more specific information when required. It consists of a set of visual real-time indicators of the groups' activity and collaboration. This study evaluates how teachers used the dashboard determine when to intervene in a group. The key contributions of the paper are the implementation and evaluation of the dashboard, which shows a form of learner model from a concept mapping tabletop application designed to both support collaborative learning and capture traces of activity.

104 citations

Proceedings ArticleDOI
13 Nov 2011
TL;DR: The design guidelines to build the Collaid environment are established and the demonstration of its use in a collaborative concept mapping learning tool applying data mining and visualisations of collaboration.
Abstract: Tabletops have the potential to provide new ways to support collaborative learning generally and, more specifically, to aid people in learning to collaborate more effectively. To achieve this potential, we need to gain understanding of how to design tabletop environments so that they capture relevant information about collaboration processes so that we can make it available in a form that is useful for learners, their teachers and facilitators. This paper draws upon research in computer supported collaborative learning to establish a set of principles for the design of a tabletop learning system. We then show how these have been used to design our Collaid (Collaborative Learning Aid) environment. Key features of this system are: capture of multi-modal data about collaboration in a tabletop activity using a microphone array and a depth sensor; integration of these data with other parts of the learning system; transforming the data into visualisations depicting the processes that occurred during the collaboration at the table; and sequence mining of the interaction logs. The main contributions of this paper are: our design guidelines to build the Collaid environment and the demonstration of its use in a collaborative concept mapping learning tool applying data mining and visualisations of collaboration.

92 citations