Co-design of collaborative collective knowledge environment

This paper reports on a new program of research investigating the use of a "smart classroom" technology to scaffold learning in the domain of physics. Using a co-design approach the research team and college teachers developed a computer-supported collaborative collective knowledge physics activity and tool. The activity's designs aimed to help students overcome problems distinguishing contextual clues in physics, which influence their ability to transfer knowledge. Working first in dyads the students solved, tagged, and provided a rationale for a set of multiple-choice questions. A second stage involved the dyads pairing up as "supergroups" to analyze and critique the aggregated wisdom of the class towards establishing a shared understanding of the concepts being presented. Thirty-two college students participated in the study. Results showed improvements between the dyad and group activities, and highlights how the aggregated visualizations afforded new ways for teachers to gain insight into students' conceptual misunderstandings in real-time.