Design for classroom orchestration

Dillenbourg, Pierre

doi:10.1016/j.compedu.2013.04.013

Cited by 261 publications

(203 citation statements)

References 4 publications

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“…The role of teachers in such an exploratory learning setting is that of a 'facilitator', or 'orchestrator' [11,3]. This role would be relatively easy in one-to-one student-tutor interaction, but scaling it up to the number of students present in a typical classroom poses several challenges, further compounded by the use of technology [3].…”

Section: Examples Of Eles Include Simulators Microworlds Virtualmentioning

confidence: 99%

“…This role would be relatively easy in one-to-one student-tutor interaction, but scaling it up to the number of students present in a typical classroom poses several challenges, further compounded by the use of technology [3]. Given the open-ended nature of the tasks that the students are working on, teachers can only be aware of what a small number of students are doing at any one time as they walk around the classroom.…”

Section: Examples Of Eles Include Simulators Microworlds Virtualmentioning

confidence: 99%

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Design and evaluation of teacher assistance tools for exploratory learning environments

Mavrikis¹,

Gutierrez-Santos

Poulovassilis

2016

Proceedings of the Sixth International Conference on Learning Analytics &Amp; Knowledge - LAK '16

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We present our approach to designing and evaluating tools that can assist teachers in classroom settings where students are using Exploratory Learning Environments (ELEs), using as our case study the MiGen system, which targets 11-14 year old students' learning of algebra. We discuss the challenging role of teachers in exploratory learning settings and motivate the need for visualisation and notification tools that can assist teachers in focusing their attention across the whole class and inform their interventions. We present the design and evaluation approach followed during the development of MiGen's Teacher Assistance tools, drawing parallels with the recently proposed LATUX workflow but also discussing how we go beyond this to include a large number of teacher participants in our evaluation activities, so as to gain the benefit of different view points. We discuss the results of the evaluations, which show that participants appreciated the capabilities of the tools and were mostly able to use them quickly and accurately.

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Section: Examples Of Eles Include Simulators Microworlds Virtualmentioning

confidence: 99%

Section: Examples Of Eles Include Simulators Microworlds Virtualmentioning

confidence: 99%

Design and evaluation of teacher assistance tools for exploratory learning environments

Mavrikis¹,

Gutierrez-Santos

Poulovassilis

2016

Proceedings of the Sixth International Conference on Learning Analytics &Amp; Knowledge - LAK '16

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“…During recent years, we have worked on the support of teachers' orchestration (Dillenbourg, 2013) of CSCL activities in blended learning scenarios. With the aim of providing teachers with meaningful and easy-to-appropriate data, we have proposed both scripting and monitoring processes, each aware of the other, so that the analysis and results provided by the learning analytics system are influenced by the information provided (by the teacher) at design time (Rodríguez-Triana, Martínez-Monés, Asensio-Pérez, & Dimitriadis, 2012;Rodríguez-Triana, Martínez-Monés, Asensio-Pérez, & Dimitriadis, 2013).…”

Section: Introductionmentioning

confidence: 99%

Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues

2016

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ABSTRACT:As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on institutional higher education approaches. This paper reflects on the need to extend these ethical frameworks to cover other approaches to LA; more concretely, small-scale classroomoriented approaches that aim to support teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied. We see this effort as a first step towards the wider objective of providing a more comprehensive and adapted ethical framework to learning analytics that is able to address the needs of different learning analytics approaches and educational contexts.

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“…Adding to the aforementioned issues and topics detected in the LA literature, and especially the newlyemerged sources focused on the adoption of these innovations, we can look at previous work on orchestration, which defines critical issues in educational technology, and how it can be designed so that it is more easily adopted at the classroom-level (Dillenbourg, 2013;Dimitriadis, Prieto, & Asensio-Pérez, 2013;Nussbaum & Diaz, 2013;Prieto, Wen, Caballero, & Dillenbourg, 2014;Terzis & Economides, 2011).…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

“…(Dillenbourg, 2013;Prieto, Dimitriadis, Asensio-Pérez, & Looi, 2015;Prieto, Holenko-Dlab, Abdulwahed, Gutiérrez, & Balid, 2011). They also highlight other means of support and facilitation (e.g., lesson plans, guidelines of technology usage, etc.)…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

Prieto¹,

Rodríguez‐Triana²,

Martínez-Maldonado³

et al. 2018

Preprint

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Despite the recent surge of research in learning analytics (LA), its adoption still is a slow and complex process. Previous research has identified the knowledge gaps and communication among different stakeholders (especially, at the practitioner level) as critical factors for successful adoption of LA innovations. This paper aims to address these issues through the recognition that limited adoption at the practitioner level is not particular to LA technology. Under the label "orchestration", educational technology researchers have tried to refocus their work to emphasize the classroom-level constraints faced in everyday educational activities, in order to favor adoption. In this paper, we review both the learning analytics and orchestration literature to elicit the main aspects to consider in interstakeholder communication about the adoption of LA at the practitioner level. As a result of this review, we propose conceptual frameworks organizing these issues, and tools to support inter-stakeholder communication about LA adoption. We also provide examples that illustrate how researchers and practitioners are using these frameworks and tools to focus communication and decision-making during the adoption of LA innovations in Australia, Spain and Estonia.

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Design for classroom orchestration

Cited by 261 publications

References 4 publications

Design and evaluation of teacher assistance tools for exploratory learning environments

Design and evaluation of teacher assistance tools for exploratory learning environments

Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

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