Abstract
Learning and teaching is often supported using presentation software to display pre-authored slides in sequence over time. We wish to consider the pedagogic implications of Multi-Display Learning Spaces (MD-LS), where multiple partitions of presented information overlay a larger area within the physical environment. We discuss the use in university teaching of the Multi-Slides plug-in for popular presentation software, along with multiple projectors, to cascade multiple slides of information simultaneously across two walls of a seminar room. We use examples derived from postgraduate teaching to argue that MD-LS allow for enabling juxtapositions of visual materials — such as evidence, results, conceptual frameworks and task specifications — which can be used by students and tutors as cognitive tools to promote reasoned, argumentational dialogue. We consider the spatial implications for learning, and relate MD-LS to attempts within the literature to conceive classrooms of the future.
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Bligh, B., Sharples, M. (2010). Affordances of Presentations in Multi-Display Learning Spaces for Supporting Small Group Discussion. In: Wolpers, M., Kirschner, P.A., Scheffel, M., Lindstaedt, S., Dimitrova, V. (eds) Sustaining TEL: From Innovation to Learning and Practice. EC-TEL 2010. Lecture Notes in Computer Science, vol 6383. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-16020-2_38
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DOI: https://doi.org/10.1007/978-3-642-16020-2_38
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