Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents.

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Bibliographic Details
Title:	Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents.
Authors:	Tissenbaum, Mike¹ (AUTHOR) miketissenbaum@gmail.com, Slotta, Jim² (AUTHOR)
Source:	International Journal of Computer-Supported Collaborative Learning. Sep2019, Vol. 14 Issue 3, p325-351. 27p.
Subject Terms:	Teacher role, Psychological feedback, Classroom activities, Physics teachers, *Classroom environment, Music orchestration, Tablet computers
Abstract:	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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	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. [ABSTRACT FROM AUTHOR]
ISSN:	15561607
DOI:	10.1007/s11412-019-09306-1