Exploring Collaboration with Shareable Interfaces

This 2-day workshop (16–17 September 2010) at the University of Sussex aims to bring together researchers from across disciplines who are analyzing interaction, talk and gesture, involved in the development of collaboration. It will focus on how shareable interfaces can both support and help us understand processes of collaboration associated with typical and atypical development. It follows from the highly successful workshops on shareable interfaces held in 2008 at the University of Sussex and 2007 at the Open University.

Shareable interfaces are designed to support co-located collaboration. They include technologies such as interactive multi-touch walls and tables, tangibles, single display groupware and multiple personal devices used to interact with a shared representation. These technical innovations provide both opportunities and challenges to educators and designers who aim to build systems to better support co-located collaborative learning. On the one hand, these technologies would intuitively seem to support collaborative activity better than the single user PC or the one-to-many whiteboard presentation. For example, tabletop interfaces might encourage equity of participation and be less restrictive of embodied aspects of collaboration such as gesturing and establishing joint visual attention than a keyboard and mouse interface. Carpet sensors, gesture recognition and large wall-mounted displays may support broad channels of communication. On the other hand, shared interfaces can dissipate joint attention, with each person engaged in their own action, or can require negotiation of turn-taking rules that draws effort away from the task in hand. Since the ShareIT project began, there is more research and better understanding of design guidelines to suggest how new technologies might best be used to support collaboration. In addition, a little-explored aspect of shareable interfaces is that they show us forms of interaction we may not have seen before, as users negotiate shared use in a new environment, with different tools at their disposal. In particular, children are growing up in a world populated by such tools as they develop abilities required for collaboration such as self-regulation, joint attention, turn-taking and coordination of social interaction with peers. How do these new tools for collaboration illuminate developmental processes and how might they be used to support these processes?

This workshop, sponsored by the ShareIT project, will draw together researchers using a range of analytic techniques, whether or not in the sphere of new technology, to illustrate productive ways of bringing out the possible benefits of shareable interfaces. Workshop themes will include:

  • analysis of conversation in collaborative working using shareable interfaces, and how such conversation might support learning and conceptual change
  • the role of gesture and the body in supporting collaboration, e.g. simulation, analysis of gestures that support mutual knowledge, methods of assessing gesture and its importance
  • planning and coordination of joint activity, turn-taking and reciprocity, perspective taking, speaking and listening skills
  • the role of shareable interface technology in illuminating and supporting coordination of joint action in typical and atypical development e.g. autism
  • developmental prerequisites for joint action and collaboration and the use of shareable interfaces to understand and support these

The workshop will feature 3 invited talks and several activity sessions to ground discussion and provide a shared focus. In addition, it will be associated with two future publications:

  1. CSCL flash issue on supporting and illuminating co-located collaboration and conversation with technology
  2. Special issue of BJEP on new directions in conversation and collaborative learning.

Keynote Speakers

  • Andy Tolmie: Department of Psychology and Human Development, Institute of Education, University of London
  • Claire O’Malley: Learning Sciences Research Institute, School of Psychology, University of Nottingham
  • Pierre Dillenbourg: Center for Research and Support for Training and its Technologies, Swiss Federal Institute of Technology

Participants / Position Papers

Participants’ names are linked to their respective position papers. You can also download one PDF document with all papers here.

  • Victoria Bonnett (Department of Psychology, University of Sussex)
  • Jay Bradley (Edinburgh Naiper University)
  • Nick Bryan-Kinns (Interactional Sound and Music Group, Centre for Digital Music, Queen Mary University of London)
  • Jake Rowan Byrne (Centre for Research in IT in Education, School of Computer Science and Statistics and School of Education, Trinity College Dublin)
  • Amanda Carr (Department of Psychology, Roehampton University)
  • Daniel Cernea (Department of Computer Science, University of Kaiserslautern)
  • Sheep Dalton (Department of Computer Science, Open University)
  • Tanja Doering (Pervasive Computing and User Interface Engineering, University of Duisburg-Essen)
  • Elisabeth Eichhorn (Freelance Interaction and Interface Designer)
  • Robin Fencott (Interaction, Media and Communication Group and Interactional Sound and Music Group, Queen Mary University of London)
  • Will Farr (Department of Psychology, University of Sussex)
  • Rowanne Fleck•• (ShareIT, Department of Psychology, University of Sussex)
  • Christopher Frauenberger (Interactive Systems, School of Informatics, University of Sussex)
  • Judith Good (Interactive Systems, School of Informatics, University of Sussex)
  • Michaela Gummerum (School of Psychology, University of Plymouth)
  • Ahmed Sulaiman Kharrufa (Culture Lab, Newcastle University)
  • Sebastian Heinz (Sonic Arts Research Centre, Queens University)
  • Sam Holt (Department of Psychology, University of Sussex)
  • Eva Hornecker (Department of Computer and Information Sciences, University of Strathclyde)
  • Christine Howe (University of Cambridge)
  • Izdihar Jamil (Department of Computer Science, University of Bristol)
  • Patrick Leman (School of Psychology, University of Plymouth)
  • Andreas Lingnau (Department of Computer and Information Sciences, University of Strathclyde)
  • Andrew Manches (Learning Sciences Research Institute, University of Nottingham)
  • Emma Mercier (School of Education, Durham University)
  • Ricky Morris (Department of Computer Science, The Open University)
  • Nuno Otero (Department of Information Systems, University of Minho)
  • Nadia Pantidi (Department of Computer Science, The Open University)
  • Javier Quevedo (Department of Industrial Design, User Centered Engineering Group, Eindhoven University of Technology)
  • Sara Price (London Knowledge Lab, Institute of Education)
  • Jochen ‘Jeff’ Rick•• (Department of Computer Science, The Open University)
  • Yvonne Rogers•• (Department of Computer Science, The Open University)
  • Christian Schnier (Applied Informatics, Bielefeld University, Germany)
  • Marina Stibric (Technology Enhanced Learning Research Group, Psychology Department and School of Engineering and Computer Sciences, Durham University)
  • Sara Streng (LFE Media Informatics, University of Munich)
  • Jakob Tholander (Södertörn University, Sweden)
  • Janneke van de Pol (University of Amsterdam, visiting at Faculty of Education, University of Cambridge)
  • Kasia Warpas (School of Art and Design, University of Wolverhampton)
  • Anna Xambo (The Open University)
  • Nicola Yuill•• (Department of Psychology, University of Sussex)

= Researcher on ShareIT
•• = Organizer