Amber Simpson, Signe Kastberg and Caro Williams-Pierce creator text USA : Taylor and Francis Group ,2023 monographic eng

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134-146 p Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historical Activity Theory (CHAT) to illustrate how norms and expectations around the educator’s role and student’s ways of acting and behaving in a hybrid making space disrupted the collaborative experience for a group of fifth-grade students engaged with an educational robotics task. In particular, the collaborative experience became fractured through three contradictions: through the introduction of time, an unclear relationship between students and teacher, and competition for a technological device or tool. Through the examples provided, we demonstrate ways that inattention to expectations and norms in making space design can create obstacles for teachers to foster collaboration and for students to leverage one another’s knowledge and skills. We conclude with implications for the design of a collaborative activity within a space that accounts for formal and informal norms and expectations, and recommendations for tools intended for use in a collaborative environment. ***______{For Hard Copy, Please visit Library.}________*** Collaboration educational robot making space norms 370 0022-0671 https://doi.org/10.1080/00220671.2023.2207191 https://doi.org/10.1080/00220671.2023.2207191 231019 20231020094224.0