TY - JOUR
T1 - Supporting classroom orchestration with real-time feedback
T2 - A role for teacher dashboards and real-time agents
AU - Tissenbaum, Mike
AU - Slotta, Jim
N1 - Publisher Copyright:
© 2019, International Society of the Learning Sciences, Inc.
PY - 2019/9/1
Y1 - 2019/9/1
N2 - This paper investigates the role of the physical classroom environment, coupled with a technology environment that includes real-time agents and data analytics, to support the orchestration of complex collaborative inquiry designs in a high school physics classroom. This design-based research contributes to the wider domain of scripting and orchestration (e.g., Dillenbourg 2012; Dimitriadis 2012; Fischer et al. 2013). Guided by a theoretical perspective of learning in knowledge communities (Slotta et al., 2018), we partnered with a physics teacher to co-design curricular activities and assessments that engaged students in collectively solving, tagging and evaluating physics problems, creating a knowledge base of student-contributed examples, and using those examples as a resource in collaborative inquiry challenges. To support the teacher in orchestrating such a complex curricular design, we developed a tablet application that allowed the teacher see the state of the class in real-time, control the flow of activities and helped him know when and where he was needed within the flow of class activities. The tablet leveraged a set of specially designed real-time software agents to process student interactions in real time, allowing dynamic orchestration of student groups, material allocation, and teacher notifications. The paper begins with a review of recent literature on scripting and orchestration, drawing connection to the theoretical perspective of knowledge communities. We then describe our theoretical model, the design-based method, and details of our curriculum and technology environment. The paper concludes with a summary of how the teacher tablet and the real-time software agents helped support the teacher’s real-time facilitation and orchestration.
AB - This paper investigates the role of the physical classroom environment, coupled with a technology environment that includes real-time agents and data analytics, to support the orchestration of complex collaborative inquiry designs in a high school physics classroom. This design-based research contributes to the wider domain of scripting and orchestration (e.g., Dillenbourg 2012; Dimitriadis 2012; Fischer et al. 2013). Guided by a theoretical perspective of learning in knowledge communities (Slotta et al., 2018), we partnered with a physics teacher to co-design curricular activities and assessments that engaged students in collectively solving, tagging and evaluating physics problems, creating a knowledge base of student-contributed examples, and using those examples as a resource in collaborative inquiry challenges. To support the teacher in orchestrating such a complex curricular design, we developed a tablet application that allowed the teacher see the state of the class in real-time, control the flow of activities and helped him know when and where he was needed within the flow of class activities. The tablet leveraged a set of specially designed real-time software agents to process student interactions in real time, allowing dynamic orchestration of student groups, material allocation, and teacher notifications. The paper begins with a review of recent literature on scripting and orchestration, drawing connection to the theoretical perspective of knowledge communities. We then describe our theoretical model, the design-based method, and details of our curriculum and technology environment. The paper concludes with a summary of how the teacher tablet and the real-time software agents helped support the teacher’s real-time facilitation and orchestration.
KW - Collaboration
KW - Learning
KW - Orchestration
KW - Teacher dashboards
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UR - http://www.scopus.com/inward/citedby.url?scp=85074654170&partnerID=8YFLogxK
U2 - 10.1007/s11412-019-09306-1
DO - 10.1007/s11412-019-09306-1
M3 - Article
AN - SCOPUS:85074654170
SN - 1556-1607
VL - 14
SP - 325
EP - 351
JO - International Journal of Computer-Supported Collaborative Learning
JF - International Journal of Computer-Supported Collaborative Learning
IS - 3
ER -