Orchestrating technology enhanced learning: a literature review and a conceptual framework

Prieto, Luis P.; Dlab, Martina Holenko; Gutié, Israel; rrez,; Abdulwahed, Mahmoud; Balid, Walid

doi:10.1504/ijtel.2011.045449

Cited by 129 publications

(118 citation statements)

References 41 publications

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“…However, a broader view of orchestration (Prieto et al 2011) considers multiple contexts (Sharples 2013) beyond the physical classroom. In such a ubiquitous learning context, home, field, or online activities constitute a continuum, which should be considered when designing for orchestration.…”

Section: Orchestrating Face-to-face Learning In a Technology-enhancedmentioning

confidence: 99%

Forward-oriented design for learning: illustrating the approach

Dimitriadis

Goodyear

2013

Research in Learning Technology

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This paper concerns sustainable approaches to design for learning, emphasising the need for designs to be able to thrive outside of the protective niches of project-based innovation. It builds on the ''in medias res'' framework and more specifically on a forward-oriented approach to design for learning: one that takes a pro-active design stance with respect to each of the phases of an extended lifecycle. We draw on fieldwork notes and interview data to describe two cases that illustrate some of the key features of the approach. Recommendations for further R&D in the area of design for learning are provided, derived from the theoretical framework, and illustrated in this paper.

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Section: Orchestrating Face-to-face Learning In a Technology-enhancedmentioning

confidence: 99%

Forward-oriented design for learning: illustrating the approach

Dimitriadis

Goodyear

2013

Research in Learning Technology

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“…(Dillenbourg, 2013;Prieto, Dimitriadis, Asensio-Pérez, & Looi, 2015;Prieto, Holenko-Dlab, Abdulwahed, Gutiérrez, & Balid, 2011). They also highlight other means of support and facilitation (e.g., lesson plans, guidelines of technology usage, etc.)…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 98%

“…as crucial for effective adoption of any classroom technology Nussbaum & Diaz, 2013;Terzis & Economides, 2011). As already recognized above, innovations that are adapted to teacher-specific challenges are more likely to succeed (Prieto et al, 2015(Prieto et al, , 2011Terzis & Economides, 2011), while other authors also consider the users' perception of the technology as critical for adoption (Terzis & Economides, 2011).…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

“…Another issue where orchestration-related literature can create great added value is in how it provides tools to characterize orchestration, both before and after the introduction of an innovation: defining the activities and tasks that classroom orchestration entails (Dillenbourg, 2013;Phiri et al, 2016;Prieto et al, 2015Prieto et al, , 2011Tchounikine, 2013), or the importance of actors and roles (i.e., who performs each of these tasks), and how the innovation changes them (Prieto et al, 2015(Prieto et al, , 2011. In this regard, some of the works on orchestration have also provided pedagogical guidelines that may support the adoption of a technology for a particular pedagogical purpose Hämäläinen & Vähäsantanen, 2011;Nussbaum & Diaz, 2013).…”

Section: The Adoption Of Educational Technology At the Practitioner Lmentioning

confidence: 99%

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Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

Prieto¹,

Rodríguez‐Triana²,

Martínez-Maldonado³

et al. 2018

Preprint

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Despite the recent surge of research in learning analytics (LA), its adoption still is a slow and complex process. Previous research has identified the knowledge gaps and communication among different stakeholders (especially, at the practitioner level) as critical factors for successful adoption of LA innovations. This paper aims to address these issues through the recognition that limited adoption at the practitioner level is not particular to LA technology. Under the label "orchestration", educational technology researchers have tried to refocus their work to emphasize the classroom-level constraints faced in everyday educational activities, in order to favor adoption. In this paper, we review both the learning analytics and orchestration literature to elicit the main aspects to consider in interstakeholder communication about the adoption of LA at the practitioner level. As a result of this review, we propose conceptual frameworks organizing these issues, and tools to support inter-stakeholder communication about LA adoption. We also provide examples that illustrate how researchers and practitioners are using these frameworks and tools to focus communication and decision-making during the adoption of LA innovations in Australia, Spain and Estonia.

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“…A conceptual framework for orchestration is proposed by Prieto et al [9], based on a literature review. This framework consists of 5+3 aspects, one of them being awareness/ assessment.…”

Section: Related Workmentioning

confidence: 99%

Towards Efficient Provision of Feedback Supported by Learning Analytics

Rojas

García

2012

2012 IEEE 12th International Conference on Advanced Learning Technologies

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Abstract-Problem-based learning lab sessions shape a demanding environment, both for students as well for the teaching staff, due to the additional support required. This applies particularly to overcrowded classes. Under these conditions, some aspects do not perform well, like the efficiency of the provision of feedback and the orchestration of the session, jeopardizing the effectiveness of the learning activity. Based on empirical observation, a characterization of lab sessions has been carried out, integrating both qualitative and quantitative parameters describing the interactions that take place. Based on such characterization, a supporting tool is proposed to make use of the students' logs, learning analytics and visualization techniques for providing monitoring and awareness mechanisms for leveraging the detected problems and thus improving the learning and assessment processes.

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Orchestrating technology enhanced learning: a literature review and a conceptual framework

Cited by 129 publications

References 41 publications

Forward-oriented design for learning: illustrating the approach

Forward-oriented design for learning: illustrating the approach

Orchestrating learning analytics (OrLA): Supporting inter-stakeholder communication about adoption of learning analytics at the classroom

Towards Efficient Provision of Feedback Supported by Learning Analytics

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