Technology for Classroom Orchestration

Designing augmented reality for the classroom

“…Over the recent years, many scholars started to also pay attention to extrinsic constraints, i.e. constraints that do not relate to any learning theory, but nonetheless shape classroom practices, such as the time budget and time segmentation, the physical constraints of the classroom space, and the need to maintain a reasonable level of discipline, to minimize the teachers' workload, or to cope with the heterogeneity of the class (Dillenbourg & Jermann, 2010;Moraveji, Morris, Morris, Czerwinski & Riche, 2011;Roschelle, Rafanan, Estrella, Nussbaum & Claro, 2009;Prieto, Villagra-Sobrino, Jorrin-Abellan, Martinez-Mones & Dimitriadis, 2011). By referring to them as the 'logistics' of classrooms, Nussbaum and Diaz (2011) stress that these constraints do not correspond to a grand learning theory but to practicalities that, if they are neglected, may spoil the most effective instructional design.…”

“…The extend to which data are smoothly transferred between activities will impact the orchestration load. Empowerment Orchestration load decreases if the learning environment allows the teacher to keep a central point in the classroom interactions when it is necessary (Dillenbourg & Jermann, 2010). Consider a classroom with 25 students using a tablet computer.…”

Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?

“…It can be argued that, in virtual settings, collaboration is related to pedagogical design and teachers' timely support for collaborative knowledge construction. Similarly, research needs to supplement developing the environments themselves with a focus on teachers' flexible ways of orchestrating learning in future TEL settings and virtual spaces (see Dillenbourg & Jermann 2010). In the current state, there seems to be a lack of studies focusing on the role of the teacher as an external orchestrator or fellow collaborator orchestrating knowledge construction processes "on the fly" within 3D spaces.…”

“…However, our previous studies have been conducted without real-time teacher support. Recent critical studies have suggested that focusing only on specific scripts reduces-or even negates-the role of teachers in supporting collaboration (Dillenbourg & Jermann 2010). Furthermore, Collazos and colleagues (2007) have stressed that it is important not only to design the environments to support knowledge construction, but also to consider whether the teacher's participation influences knowledge construction processes in these environments.…”

“…However previous studies on collaboration scripts have typically been conducted without the teacher's real-time support. Recent critical studies have suggested that focusing only on specific scripts reduces-or even negates-the role of teachers in supporting collaboration (Dillenbourg & Jermann 2010). In addition, Lund and Smørdal (2006) have argued that there is a lack of studies that address the teacher's role in understanding and fostering group processes.…”