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Learning to Collaborate: the Influence of Physical Digital Workspaces on the Development of Collaborative Competencies

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Learning to Collaborate: the Influence of Physical Digital Workspaces on the Development of Collaborative Competencies Learning to collaborate : the influence of physical digital workspaces on the development of collaborative competencies Andrea Tucker To cite this version: Andrea Tucker. Learning to collaborate : the influence of physical digital workspaces on the de- velopment of collaborative competencies. Education. Université de Lille, 2020. English. NNT : 2020LILUH039. tel-03174392 HAL Id: tel-03174392 https://tel.archives-ouvertes.fr/tel-03174392 Submitted on 19 Mar 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Ecole Doctorale des Sciences de l’Homme et de la Société (SHS) Centre Interuniversitaire de Recherche en Education de Lille (CIREL - EA 4354) Equipe Théodile THESE DE DOCTORAT Préparée et soutenue le 23 novembre 2020 par Andrea TUCKER Pour l’obtention du grade de Docteur en Sciences de l’éducation Learning to Collaborate: The Influence of Physical Digital Workspaces on the Development of Collaborative Competencies Sous la direction de M. Cédric Fluckiger et co-encadré par M. Thierry Gidel JURY Georges-Louis BARON Professeur émérite, Paris V / EDA Rapporteur Thérèse LAFERRIERE Professeure, Université Laval Rapportrice Pierre DILLENBOURG Professeur, EPFL Examinateur Ecaterina PACURAR Professeure, Lille / CIREL Examinatrice Cédric FLUCKIGER Professeure, Lille / CIREL Co-directeur de thèse Thierry GIDEL Maître de Conférences, UTC / COSTECH Co-encadrant de thèse DEDICATION This dissertation is dedicated to the memory of François Villemonteix. Over the course of my first year as a doctoral student, François served as my research director, but more than that – he became a mentor, a kind critic, and a friend. Great souls die and our reality, bound to them, takes leave of us. Our minds, formed and informed by their radiance, fall away. And when great souls die, after a period peace blooms, slowly and always irregularly. Our senses, restored, never to be the same, whisper to us. They existed. They existed. We can be. Be and be better. For they existed. Maya Angelou i SPECIAL THANKS The contributions of the Acadamie d’Amiens, with funding from the numérilab, is truly appreciated. Without their support and funding, this project could not have reached its goal. I would also like to acknowledge the physical, technical and staff contributions from the participating universities and companies: the University of Technology at Compiegne, especially at its Centre d’Innovation, the University of Lille and Ubikey. I wish to express my sincere appreciation to both Cédric Fluckiger, my thesis director, and Thierry Gidel, my co-supervisor. They both guided and encouraged me through difficult situations. Without their persistent help and support, this dissertation would not have been realized. I wish to show my gratitude to Georges-Louis Baron, who encouraged me to continue my studies and has been a constant support in my journey. I am indebted to the two other members of the Cré@tion team: Sandra Cagliesi, who lent her expertise and support as an educator and school liaison. Sabrina Lozai, the research engineer on the project, was integral for her support, implementing our research protocol, and analyzing hours upon hours of data. Our time spent working together has built an unexpected friendship. I would like to pay special regards to the teachers and schools who participated, especially Nicolas Salzman, who let me intrude on the normal course of his classes to conduct this research. Additionally, I am indebted to the teachers and support staff from the participating high schools and middle schools. I wish to thank everyone who lent their time to help me finalize my work: Travis Tucker, Erin Coleman, Erin Burcher, Annee Bayeux, John Freshwater, and Sadaf Jardan. I wish to acknowledge the support and love of my family: my partner, Greg; my mother, Debra; my father, Danny; my brothers and sisters: Melissa, Daniel, Macayla, and Travis. They have encouraged and supported me, even when they were not so certain of the wisdom in my choices. Without them, this work would not have been possible. ii ABSTRACT (ENGLISH) This research aims to investigate collaborative methods of working and learning in an educational context. What are the competencies associated with collaboration and how are they acquired? How do technologies that have both physical and digital affordances influence this process? The capacity of an individual to work collaboratively with others is at the heart of current institutional concerns, marked particularly by discourse about how collaborative practices can be facilitated by adapted technologies. To this end, we study how three different forms of physical-digital workspaces influence collaboration in student work groups, including multi-user tactile tables, boards and individual tablets used in various combinations with the aim of proposing a model for collaboration and collaborative competency assessment. In this dissertation we propose a state of the art on collaboration, collaboration as a competency and physical-digital workspaces. Then, we present our research protocol from a study with 45 university students working on case studies in the context of a course. We propose two models. The first is a model of interactions mobilized during collaborative work. The second is a framework for assessing engagement and the impact of behaviors during collaboration based on five key competencies. Our results show that the form of the physical-digital workspace has an influence on modes of interaction employed by students during their work as well as on the appearance or lack thereof of certain competencies. Most notably, those workspaces which integrate both individual and collective space seem to have the most positive impact on collaborative processes and competency activation related to participation and engagement, communication, and sharing talk time. Key words: Collaboration, competency, Computer Supported Collaborative Learning, Computer Supported Collaborative Work, mediated learning, workspaces iii RESUME (FRANÇAIS) Cette recherche vise à investiguer les méthodes de travail et d’apprentissage collaboratif dans la sphère éducative. Quelles sont les compétences associées à la collaboration ? Comment sont-elles acquises ? Comment les technologies qui ont à la fois une nature physique et numérique influencent-t-elles ces processus ? La capacité d’un individu à travailler collaborativement est au cœur des intérêts institutionnels aujourd’hui, marqué notamment par un discours sur les pratiques collaboratives facilitées par des technologies adaptées. À cette fin, nous étudions comment trois formes différentes d’espaces physiques-numérique de travail influencent la collaboration lorsque les élèves travaillent en groupe. Cela inclut les tables et tableaux tactiles multi-utilisateur, ainsi que les tablettes en différentes combinaisons. Nous proposons un modèle de la collaboration et d’évaluation des compétences collaboratives. Nous élaborerons un état de l’art sur la collaboration instrumentée, la collaboration en tant que compétences et les espaces physiques-numériques de travail. Nous présentons ensuite notre protocole de recherche mobilisant 45 élèves ingénieur travaillant sur des cas d’études dans le contexte d’un cours universitaire. Nous proposerons un modèle de collaboration que nous mobiliserons ainsi qu’un référentiel de compétence pour évaluer l’engagement et les impacts de certains comportements selon cinq compétences clés. Nos résultats montreront que la forme de l’espace physique-numériques a une influence sur les modes d’interactions mobilisés par les élèves. Il y a, par conséquence, une influence sur l’activation de certaines compétences. Notamment, les espace de travail qui intègre un espace individuel et collectif semble avoir une influence positive sur les modes d’interaction et d’activation des compétences lié à la participation, la communication et le partage de temps de parole. Mots clés : Collaboration, compétences, CSCL, CSCW, apprentissage instrumenté, espace de travail iv RESUME (FRANÇAIS - LONG) Apprendre à Collaborer : L’influence des espaces physiques-numériques de travail sur le développement des compétences collaboratives Cette recherche est au cœur de certaines des préoccupations institutionnelles actuelles, marquées par des discours autour des pratiques collaboratives qui pourraient être facilitées par des formes d’instrumentation numériques adaptées. En effet, la capacité des personnes à collaborer est de plus en plus demandée dans la société, à l’université, et sur le marché de travail (OECD, 2017). Ces transformations ont mis les questions sur la collaboration, en tant que méthode de travail et d’apprentissage, au premier plan des intérêts, notamment à cause des promesse qu’elle semble avoir sur l’efficacité et la créativité (Sanojca, 2018). Malgré cet intérêt de la part des institutions et des efforts de la part des chercheurs au cours des trente dernières années, la collaboration reste une notion complexe, floue et polysémique (Baudrit, 2007a; Dillenbourg, 1999; Gracia-Moreno, 2017). Par ailleurs, malgré un
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