Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents.
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| Title: | Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents. |
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| 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] |
| Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 140231252 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tissenbaum%2C+Mike%22">Tissenbaum, Mike</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> miketissenbaum@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Slotta%2C+Jim%22">Slotta, Jim</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Sep2019, Vol. 14 Issue 3, p325-351. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+teachers%22">Physics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Music+orchestration%22">Music orchestration</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+computers%22">Tablet computers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=140231252 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11412-019-09306-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 325 Subjects: – SubjectFull: Teacher role Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Classroom activities Type: general – SubjectFull: Physics teachers Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Music orchestration Type: general – SubjectFull: Tablet computers Type: general Titles: – TitleFull: Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tissenbaum, Mike – PersonEntity: Name: NameFull: Slotta, Jim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 15561607 Numbering: – Type: volume Value: 14 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Computer-Supported Collaborative Learning Type: main |
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