Abstract

This research applies Socio-Cultural theory and Distributed Cognition/Activity theory to conceptualize the design of collaborative learning activities in large shared digital spaces. The paper begins by providing a summary of previous work in the creation of a technology platform for large shared digital spaces. It then details how Socio-Cultural theory and Distributed Cognition/Activity theory can provide significant insights into the educational utility of such collaborative technology and how design issues relating to collaborative learning may be addressed. The paper then reports on an experimental study involving a Phonics literacy application, including data from a survey of 19 participants and focus groups sessions by 6 discipline experts. Themes related to Socio-Cultural theory and Distributed Cognition/Activity theory are highlighted in the results reported. Conclusions and further research opportunities involving large shared digital learning spaces are then discussed.

Citation

McGivern, D., Morgan, M. & Butler, M. (2012). Learning Theory for Collaborative Large Shared Digital Spaces. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Media and Technology 2012 (pp. 1097-1106). Association for the Advancement of Computing in Education (AACE).

© 2012 AACE

Keywords

• focus groups