J. Jacko (Ed.): Human-Computer Interaction, Part IV, HCII 2007, LNCS 4553, pp. 163 – 172, 2007. © Springer-Verlag Berlin Heidelberg 2007 Interaction Design Patterns for Classroom Environments Henning Breuer 1 , Nelson Baloian 2 , Christian Sousa 3 , and Mitsuji Matsumoto 3 1 University of Applied Sciences Potsdam, Interaction Design Lab, Pappelallee 8-9, 14469 Potsdam, Germany 2 University of Chile, Department of Computer Science, Blanco Encalada 2120, Santiago de Chile, Chile 3 Waseda-University, Graduate School of Global Information and Telecommunication Studies, Waseda Bldg. 29-7, 1-3-10 Nishiwaseda, Shinjuku-ku, Tokyo, 169-0051 Japan breuer@fh-potsdam.de Abstract. In our research, we synthesize two lines of development that have been dealt with independently so far: 1) the development and evaluation of edu- cational technologies to support problem-oriented and collaborative learning ac- tivities inside and outside of the classroom, and 2) interaction design patterns as a means to document and generate design knowledge. Primary contributions are software prototypes for enhancing classroom interaction through interactive whiteboards, multiple clients with pen-tablets and PDAs, and a basic layout of a pattern language for formal and informal learning environments. Keywords: Interaction Design Patterns, Educational Technology, Learning Theories, Activity Theory, Classroom, Whiteboards, Pen-Tablets, PDAs, Ges- ture-based Interaction, Open Space. 1 Technologies in the Classroom and Some of Their Problems In the last 10 years a variety of new, computerized media has moved into the educa- tional settings. Students carry mobile phones, PDAs and laptop computers into class- rooms, which are equipped with interactive whiteboards and wireless network connec- tions. During class or at home they retrieve and also contribute information online, handling different interfaces and functionalities. However most of the applications of these media have been developed for other purposes mostly related to business and task- oriented activities. A reasonably consistent learner-centered interaction design across programs and devices may promise to ease the interaction and should flexibly enhance opportunities for learning. Within an ongoing research and development project we therefore try to elaborate upon, implement and evaluate interaction design patterns for formal and informal learning environments using computer technology in the class- room. The first software prototypes we developed address the following problems: • Oftentimes interaction design principles for personal computing and desktop applications are being transferred to new devices without taking into account their specific properties, potentials and the contexts of their use. • Interactive whiteboards are usually used in classrooms as presentation media with annotating features. Instead of encouraging active student participation