Supporting orchestration of blended CSCL scenarios in distributed learning environments

Santos, Prieto; Pablo, Luis de

doi:10.35376/10324/1794

Cited by 7 publications

(15 citation statements)

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“…Orchestration is a research phenomenon that deals with the complexity of learning design activities and application of technological innovations in education [31]. As a definition, orchestration covers "the process by which teachers and other actors design, manage, adapt and assess learning activities, aligning the resources at their disposal to achieve the maximum learning effect, informed by theory while complying pragmatically with the contextual constraints of the setting" [32]. Moreover, the field of orchestration research proposes tools and frameworks to conceptualize and adapt the available pedagogical and technological innovations, as a way to achieve improvement in teaching and learning.…”

Section: B Learning Designmentioning

confidence: 99%

Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning

Mangaroska

Giannakos

2019

IEEE Trans. Learning Technol.

269

193

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As the fields of learning analytics and learning design mature, the convergence and synergies between these two fields became an important area for research. This paper intends to summarize the main outcomes of a systematic literature review of empirical evidence on learning analytics for learning design. Moreover, this paper presents an overview of what and how learning analytics have been used to inform learning design decisions and in what contexts. The search was performed in seven academic databases, resulting in 43 papers included in the main analysis. The results from the review depict the ongoing design patterns and learning phenomena that emerged from the synergy that learning analytics and learning design impose on the current status of learning technologies. Finally, this review stresses that future research should consider developing a framework on how to capture and systematize learning design data grounded in learning analytics and learning theory, and document what learning design choices made by educators influence subsequent learning activities and performances over time.

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Section: B Learning Designmentioning

confidence: 99%

Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning

Mangaroska

Giannakos

2019

IEEE Trans. Learning Technol.

269

193

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“…Thus, in this context, orchestrating evaluation can be defined as the coordination of the (increasingly complex) practice of evaluating learning technologies, within the multiple constraints of authentic educational settings. In order to explore this notion, we apply a conceptual framework on orchestrating learning (proposed and evaluated at the level of the international research community on technology-enhanced learning, see (Prieto, Holenko-Dlab, et al, 2011;Prieto, 2012)) to organize the "shop floor account" of the evaluation of one concrete educational technology. This technology (GLUE!-PS) is a system to help teachers coordinate computer-supported collaborative learning (CSCL) situations (Prieto et al, 2013(Prieto et al, , 2014.…”

Section: Introductionmentioning

confidence: 99%

Orchestrating Evaluation of Complex Educational Technologies: A Case Study of a CSCL System

Prieto

Dimitriadis

Asensio-Pérez

2014

QRE

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As digital technologies permeate every aspect of our lives, the complexity of the educational settings, and of the technological support we use within them, unceasingly rises. This increased complexity, along with the need for educational practitioners to apply such technologies within multi-constraint authentic settings, has given rise to the notion of technology-enhanced learning practice as “orchestration of learning”. However, at the same time, the complexity involved in evaluating the benefits of such educational technologies has also increased, prompting questions about the way evaluators can cope with the different places, technologies, informants and issues involved in their evaluation activity. By proposing the notion of “orchestrating evaluation”, this paper tries to reconcile the often disparate “front office accounts” of research publications and the “shop floor practice” of evaluation of educational technology, through the case study of evaluating a system to help teachers in coordinating computer-supported collaborative learning scenarios (GLUE!-PS). We reuse an internationally-evaluated conceptual framework of “orchestration aspects” (design, management, adaptation, pragmatism, etc.) to structure the case’s narrative, showing how the original evaluation questions and methods were modulated in the face of the multiple (authentic) evaluation setting constraints.

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“…The orchestration metaphor refers to "the process of coordinating a teaching/learning situation from the point of view of the teacher"[18] 2. For simplicity, we refer to MOOC instructor as any person involved in the design and orchestration of gamification strategies in MOOCs, including instructional designers, teachers and teaching assistants.2 VOLUME 4, 2022 This article has been accepted for publication in IEEE Access.…”

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confidence: 99%

GamiTool: Supporting Instructors in the Gamification of MOOCs

et al. 2022

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Reward-based gamification strategies are proposed as a promising technique to increase student engagement in Massive Open Online Courses (MOOCs), following its success in other smallscale educational settings. However, these strategies imply a number of orchestration tasks (e.g., design, management) that are usually carried out by instructors, and which may hinder their use and adoption. Furthermore, some MOOC distinctive features (e.g., scale, 24/7 availability, etc.) have considerable implications on how these gamification strategies are orchestrated, resulting in an unmanageable instructors' workload in cases of manual operation. Therefore, an eventual adoption of gamification in MOOCs calls for automatic systems capable of decreasing the additional workload of instructors. The limitations identified in the current solutions (e.g., non-usable graphical interfaces, inflexible gamification designs) led us to propose and develop a new gamification system named GamiTool. An evaluation with 19 MOOC instructors and gamification designers showed the high design expressiveness, usability and potential for adoption of GamiTool. Hence, GamiTool can be used by instructors to improve students' engagement, and also, by researchers to keep understanding the effects of gamification in MOOC settings.

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Supporting orchestration of blended CSCL scenarios in distributed learning environments

Cited by 7 publications

References 0 publications

Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning

Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning

Orchestrating Evaluation of Complex Educational Technologies: A Case Study of a CSCL System

GamiTool: Supporting Instructors in the Gamification of MOOCs

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