Digital spaces can be used as a dialogic interface for student discourse and collaboration and to promote creativity. The research outlined in this article collected data from both small and large group interactions as students worked together to solve a problem using a common digital space. The researcher (Pifarre, 2019) found that there were seven facets to the process of co-creation using interactive technology, including collective framing of the task, learning from technological challenges, abundant idea generation, development of intersubjectivity (“we” rather than “I”), merging and evaluation of ideas, and the creation of an actual product. Prominent among the findings was the way in which interactive technology supported the co-creative process and the ability of students to think creatively together. The ability of the digital record to be revisited and reused during online dialogue allowed for ideation to ebb and flow with the recording of new ideas that changed the trajectory of the product design. In addition, the introduction of multimodal representations of ideas (e.g., photos) enabled students to better visualize the ideas of others by providing tangible examples. Because students were able to actually see the thoughts of their teammates, they were more engaged and able to suggest ways to synthesize ideas in a way that allowed them to reach consensus and develop a single product as a solution to the original problem. Pifarre found that the the study emphasized “the paramount role of pedagogy in creating a technology-enhanced dialogic space for co-creation” (Pifarre, 2019, p. 26). The design of phases and subtasks with specific goals made it possible for students to “think together” as they co-constructed a solution to the problem.

The pedagogical basis for this study was to “solve a social, real open-ended challenge significant to the school community” (Pifarre, 2019, p. 8). Thus, students were asked to propose a design for a playground mural that raised awareness of the importance of being environmentally friendly.  In a purely qualitative study, Pifarre investigated the co-creation of a solution to the problem using 25 middle school students who were observed over the course of 12 two-hour lessons. Lessons were divided into six phases with specific creative learning objectives, and each phase was divided into different tasks with specific learning goals. Students were divided into groups who were all housed in one room while working in the online space. In addition to being in the same room as a large group, students were seated in their small groups in squares, facing each other. This allowed the students to not only interact in the online space, but to see and hear verbal and physical cues that enhanced communication. As students worked, Pifarre (2019) collected data in a multi-step process. First, general descriptions of the small groups were recorded. Then, small group interactions were recorded both orally and digitally and transcribed. Further, Pifarre (2019) sifted through multiple theories to synthesize seven facets co-creative facets (see above) for comparison. The research team divided student interactions into episodes for evaluation in relation to one of the seven facets of co-creation.

This study actually verifies what I have long believed about using technology in the classroom; technology by itself isn’t enough to generate high-quality interactions between students. The work must still be guided by sound pedagogical principles so that students know what is expected, and so they have techniques to use when work gets bogged down or  communication becomes difficult. The study looked at seven co-creative facets; I would like perhaps to focus in on a smaller number, and am specifically interested in the development of intersubjectivity as a means to develop a communal creative mindset. Specifically, “establishing a dialogic, multimodal and multi-voiced shared-digital space. . .[where] interactivity and visibility of each other’s thoughts [are] tangible objects in the shared-space [and promote] active engagement and hands-on contribution from each group member” is a worthy goal. It would be interesting to analyze the intersection of pedagogy with tools of technology as a way to achieve it.  I wonder how to make the pedagogy itself multimodal as a way to inspire early dialogic conversations between students tasked with solving a problem? And I wonder if a pedagogy could be developed that would be transferable between multiple technology platforms? 

Pifarré, M. (2019). Using interactive technologies to promote a dialogic space for creating collaboratively: a study in secondary education. Thinking Skills and Creativity, Volume 32, 1-35.