Abstract:

Implementing educational technology in a collaborative learning space is always challenging. There is almost an infinite number of elements that needs to be considered in order to reach the intended learning outcome and utilize the strengths both of the collaboration itself, but also the functionality in tools being implemented. The EU co-funded project Learning Through Innovative Collaboration Enhanced by Educational Technology (iLikeIT2) aims at designing a new software for collaborative learning and anonymous response from groups to plenary. To make the prototype work it is necessary to develop a pedagogical strategy for using Ed.Tech in collaborative settings.

In this article we present the methodology for collecting data in order to develop such a pedagogical strategy. We argue why it is necessary to collect empirical evidence by involving instructors in the development, and present the results, both quantitative and qualitative, from instructor trainings being done in the project so far.

The article shows how instructors to a large degree agree upon key elements to be considered when implementing Ed.Tech in collaborative work, and which strengths and weaknesses they find using Ed.Tech in both physical and online learning environments.

The article also briefly describes the pedagogical strategy and the theoretical framework it is based on. The main results show that one cannot only replicate physical face-to-face-situations when using Ed.Tech, but rather investigate time and effort in deigning cases and learning materials in a way that provides an extra dimension for the learners in these situations.

Keywords:

Ed.Tech, Instructor training, pedagogical strategy, didactical approaches, collaborative work.