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

Jennifer K. Olsen, Nikol Rummel, Vincent Aleven
2020 International Journal of Artificial Intelligence in Education  
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.  ...  We would like to thank John Zimmerman for his help. This work was supported by Award #R305A120734 from the US Department of Education (IES).  ... 
doi:10.1007/s40593-020-00228-w fatcat:yiy36vw7s5awfkgli7vgftchii

Teacher as an orchestrator of collaborative planning in learner-generated video production

Laura Palmgren-Neuvonen, Riitta-Liisa Korkeamäki
2015 Learning, Culture and Social Interaction  
It investigated teacher scaffolding in the planning sessions of the projects, which involved creative divergent tasks in both group and whole-class settings.  ...  The study reveals the teachers' different approaches to supporting dialogue in group and whole-class settings.  ...  of a classroom with a flow between activities in different social settings).  ... 
doi:10.1016/j.lcsi.2015.09.002 fatcat:v4mvdi4qmjg2jmx6yjzvit2vha

Socio-technical configurations for productive talk

Peter Reimann
2021 International Journal of Computer-Supported Collaborative Learning  
In the classes, a variant of the pyramid collaboration script is enacted on three levels: individual, group and class.  ...  Formally, the codes form the nodes of a transition graph, and the co-occurrences form the edges between these nodes.  ... 
doi:10.1007/s11412-021-09354-6 fatcat:vceeedgvkbdz5pbpeuycbaqnqa

Learning Analytics for Natural User Interfaces

Roberto Martinez-Maldonaldo, Simon Buckingham-Shum, Bertrand Schneider, Sven Charleer, Joris Klerkx, Erik Duval
2017 Journal of Learning Analytics  
The continuous advancement of natural user interfaces (NUIs) allows for the development of novel and creative ways to support collocated collaborative work in a wide range of areas, including teaching  ...  Results from our analysis helped us identify the current trends, gaps, challenges, and pedagogical opportunities of the application of LA and the use of NUIs for supporting learning. 1  ...  ; and the Leading House Technologies for Vocation Education, funded by the Swiss State Secretariat for Education, Research and Innovation.  ... 
doi:10.18608/jla.2017.41.4 fatcat:gkkqcdwdn5b4pjiujw7w6x33jy

Designing augmented reality for the classroom

Sébastien Cuendet, Quentin Bonnard, Son Do-Lenh, Pierre Dillenbourg
2013 Computers & Education  
These systems and the learning activities they provide have been co-designed with teachers, for their own classrooms, through multiple cycles of prototyping and testing.  ...  We present here the features that emerged from these co-design cycles and abstract them into design principles.  ...  While the teacher is working with the whole class or managing individual work, he will often ask a small group to work on the computers.  ... 
doi:10.1016/j.compedu.2013.02.015 fatcat:ka63tm64wzcyno2p3iqd7o6oxe

Interactive surfaces and learning analytics

Roberto Martinez-Maldonado, Bertrand Schneider, Sven Charleer, Simon Buckingham Shum, Joris Klerkx, Erik Duval
2016 Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK '16  
We use a framework to analyse our first-hand experiences, and the small number of related deployments according to four dimensions: the orchestration aspects involved; the phases of the pedagogical practice  ...  and interactive surfaces; and 2) an analysis framework that can be used to characterise the design space of similar areas and LA applications.  ...  The research projects described in this paper were supported by: the European Community's 7th Framework Programme REFERENCES  ... 
doi:10.1145/2883851.2883873 dblp:conf/lak/MaldonadoSCSKD16 fatcat:xzs7v4q7qbcxzphro7vm5pllym

Analysing the use of interactive technology to implement interactive teaching

S. Kennewell, H. Tanner, S. Jones, G. Beauchamp
2007 Journal of Computer Assisted Learning  
It explains the development of a framework for the detailed analysis of teaching and learning in activity settings which is designed to represent the features and relationships involved in interactivity  ...  that limits the potential for learning when students are working independently.  ...  The research reported in the case study was carried out under ESRC award RES-139-25-0167 (part of the Teaching and Learning Research Programme).  ... 
doi:10.1111/j.1365-2729.2007.00244.x fatcat:ub7byroqlvc2xlbtah7a2nrc3i

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Gillian Puttick, Brian Drayton, Joan Karp
2015 International Journal of Emerging Technologies in Learning (iJET)  
We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.  ...  We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms.  ...  ACKNOWLEDGMENT We thank the teachers who participated in this study for welcoming us into their classrooms. Comments from J. Miller, I. Baker and J. Foster improved the manuscript.  ... 
doi:10.3991/ijet.v10i6.4825 fatcat:khrnafne25h5ffl4ordkxijtfi

Dialogic spaces in divergent and convergent collaborative learning tasks

Laura Palmgren-Neuvonen, Karen Littleton, Noora Hirvonen
2021 Information and Learning Science  
Purpose The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks  ...  Design/methodology/approach A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution  ...  The authors wish to thank the teachers and students who participated in the work reported here.  ... 
doi:10.1108/ils-02-2020-0043 fatcat:ktc6nwtjnba7nmgqtw2bf4loxy

Teaching analytics

Luis P. Prieto, Kshitij Sharma, Pierre Dillenbourg, María Jesús
2016 Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK '16  
However, in the case of (often, half-improvised) teaching in face-to-face classrooms, such interventions would require first an understanding of what the teacher actually did, as the starting point for  ...  Our results highlight the feasibility of this approach, with high levels of accuracy in determining the social plane of interaction (90%, κ=0.8).  ...  , small group and whole-class.  ... 
doi:10.1145/2883851.2883927 dblp:conf/lak/PrietoSDJ16 fatcat:iwq6b7hcr5e4hisemgorf3fyuy

Teaching to emerge: Toward a bottom-up pedagogy

Alexios Brailas, Konstantinos Koskinas, George Alexias, John Lee
2017 Cogent Education  
In this approach, the learning of the participants depends not so much on their individual action, as on being the coevolving parts of a self-organized whole.  ...  To achieve this, we present a systematic way to orchestrate in-class face-to-face activities in small groups while utilizing common web technologies to facilitate online collective action.  ...  Funding The authors received no direct funding for this research. Author details  ... 
doi:10.1080/2331186x.2017.1377506 fatcat:m62zeacxxvbwha2itfd7spoj6e

ADA for IBL: Lessons Learned in Aligning Learning Design and Analytics for Inquiry-Based Learning Orchestration

María Jesús Rodríguez-Triana, Luis P. Prieto, Yannis Dimitriadis, Ton de Jong, Denis Gillet
2021 Journal of Learning Analytics  
learning design and analytics, as well as a list of guidelines for technology development aiming to support IBL orchestration.  ...  This paper reports on a design-based research (DBR) project to explore teachers' orchestration needs in Go-Lab (a technological ecosystem for IBL used by thousands of primary and secondary school teachers  ...  Acknowledgements The authors would like to thank the developers, trainers, and teachers involved in this research for their contributions and ideas.  ... 
doi:10.18608/jla.2021.7357 fatcat:csrydj3p7jgqdgvs4mkmmmjyci

TSCL: A conceptual model to inform understanding of collaborative learning processes at interactive tabletops

Roberto Martinez-Maldonado, Kalina Yacef, Judy Kay
2015 International Journal of Human-Computer Studies  
Emerging systems for tabletop interaction have the potential to support small groups of students in collaborative learning activities.  ...  First, they can gain a deeper level of awareness of the progress of individual students and groups in their class and, based on this, make real--time informed decisions.  ...  Design When teachers orchestrate multiple groups in the classroom, one of their challenges through the class is to identify the group that most needs immediate attention .  ... 
doi:10.1016/j.ijhcs.2015.05.001 fatcat:56cpoj4fx5embcrkno5rsd6y6q

Evaluating Digital Tabletop Collaborative Writing in the Classroom [chapter]

Philip Heslop, Anne Preston, Ahmed Kharrufa, Madeline Balaam, David Leat, Patrick Olivier
2015 Lecture Notes in Computer Science  
We present an evaluation of an "in the wild" classroom deployment of Co-located Collaborative Writing (CCW), an application for digital tabletops.  ...  Through successful integration of multiple tabletops into the classroom, we show how the design of CCW supports students in learning how to collaboratively plan a piece of persuasive writing, and allows  ...  stage of development of the group in the whole-class deployment.  ... 
doi:10.1007/978-3-319-22668-2_41 fatcat:wu4imwqp3zeo5h6wnzvzpopexi

Integrating Learning Processes Across Boundaries of Media, Time and Group Scale [chapter]

H. Ulrich Hoppe
2006 Lecture Notes in Computer Science  
In Computer-Supported Collaborative Learning (CSCL), the integration of media and group scales, e.g. between individual, classroom and community, relies essentially on mechanisms for handling emerging  ...  These interfaces are conceived at design and provide implicit learning process support in the learning environment.  ...  This is an example of a media facilitated transition between small group work and a whole classroom activity.  ... 
doi:10.1007/11774303_109 fatcat:khwu75o6ire63cxaeawnpfn6t4
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