Current Trends in CSCL Orchestration -- New Perspectives for Improving CSCL Orchestration in a Language Learning Environment

Dellatola, Eirini; Daradoumis, Τhanasis

doi:10.1109/icalt.2014.124

Cited by 1 publication

(1 citation statement)

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“…These actions demonstrate the classroom orchestration in which teachers must continuously engage to not only support the separate learning activities but also with respect to the transitions that occur between the activities. Classroom orchestration describes the planning and real-time support and adaptation of a lesson to events that unfold in the classroom (Dellatola and Daradoumis 2014;Kollar and Fischer 2013;Prieto et al 2011a). As the example above demonstrates, social transitions can occupy a significant amount of the teacher's orchestration time and effort in the classroom, particularly when these social transitions are fluid.…”

Section: Introductionmentioning

confidence: 99%

Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom

Olsen

Rummel

Aleven

2020

Int J Artif Intell Educ

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Educational technologies are often developed such that students work on specific social levels (e.g., individual, small group, whole class) at specific times. However, in the reality of the classroom, learning activities are not so cleanly divided, with transitions occurring between social levels for students at different times. To support these social transitions in a way that can promote student learning, we need to lower the teacher’s orchestration load around managing fluid social transitions. Co-orchestration, in which the orchestration decisions are shared between different parties, can help to lower the orchestration load when it is designed according to the teacher’s values and classroom culture. In this paper, we present a taxonomy of social transitions and investigate how the responsibilities of orchestration can be divided between primary school teachers and a co-orchestration system in order to support the extension from rigid social transitions to fluid transitions in technology-enhanced classrooms. Across two studies, we used a design process involving co-design and prototyping with teachers. We uncovered and refined co-orchestration design desires that balance teachers’ orchestration loads while providing them with a sense of control. We present six design desires for maintaining a balance between teacher and system responsibilities regarding the orchestration of social transitions that can be implemented, such as in our mid-fidelity prototype, to support the range of social transitions. The list of desires contributes to co-orchestration research and more broadly technology design for classrooms by highlighting the changing balance of teacher control depending on what is the focus of the orchestration support.

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Section: Introductionmentioning

confidence: 99%