Abstract

Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historical Activity Theory (CHAT) to illustrate how norms and expectations around the educator’s role and student’s ways of acting and behaving in a hybrid making space disrupted the collaborative experience for a group of fifth-grade students engaged with an educational robotics task. In particular, the collaborative experience became fractured through three contradictions: through the introduction of time, an unclear relationship between students and teacher, and competition for a technological device or tool. Through the examples provided, we demonstrate ways that inattention to expectations and norms in making space design can create obstacles for teachers to foster collaboration and for students to leverage one another’s knowledge and skills. We conclude with implications for the design of a collaborative activity within a space that accounts for formal and informal norms and expectations, and recommendations for tools intended for use in a collaborative environment.

摘要

富有成效的协作学习和利用教育机器人作为发展概念理解和提高学生参与度和兴趣水平的工具被认为是我们教学环境的重要组成部分。随着协作成为相互学习的关键原则和期望的创造空间的兴起，这种情况变得越来越普遍。在本文中，我们利用文化历史活动理论（CHAT）来说明围绕教育者角色的规范和期望以及学生在混合创造空间中的行动和行为方式如何扰乱了一群从事教育机器人任务的五年级学生的协作体验。特别是，协作体验因三个矛盾而变得支离破碎：通过时间的引入，学生和老师之间的关系不明确，以及对技术设备或工具的竞争。通过提供的例子，我们展示了在空间设计中忽视期望和规范可能会给教师促进合作以及学生利用彼此的知识和技能造成障碍。最后，我们对在空间内设计协作活动的影响进行了总结，该空间考虑了正式和非正式的规范和期望，以及对用于协作环境的工具的建议。我们展示了在空间设计中不注意期望和规范可能会给教师促进合作以及学生利用彼此的知识和技能造成障碍。最后，我们对在空间内设计协作活动的影响进行了总结，该空间考虑了正式和非正式的规范和期望，以及对用于协作环境的工具的建议。我们展示了在空间设计中不注意期望和规范可能会给教师促进合作以及学生利用彼此的知识和技能造成障碍。最后，我们对在空间内设计协作活动的影响进行了总结，该空间考虑了正式和非正式的规范和期望，以及对用于协作环境的工具的建议。