Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents
| Autor: | James D. Slotta, Mike Tissenbaum |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Class (computer programming)
business.industry 4. Education 05 social sciences Learning analytics Educational technology 050301 education computer.software_genre Education Human-Computer Interaction Knowledge base Software agent Human–computer interaction Scripting language ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Orchestration (computing) business 0503 education computer Curriculum 050104 developmental & child psychology |
| Zdroj: | International Journal of Computer-Supported Collaborative Learning. 14:325-351 |
| ISSN: | 1556-1615 1556-1607 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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