Yannis@hcicte2010 20100925
-
Upload
yannis -
Category
Technology
-
view
268 -
download
0
description
Transcript of Yannis@hcicte2010 20100925
Supporting teachers in orchestrating CSCL classrooms
UNIVERSITY OF VALLADOLIDGSIC/EMIC group
Yannis DimitriadisProf. of Telematics Engineering
Director of the GSIC/EMIC research group
Korinthos, Greece, September 25, 2010
Some simple questions/answers …
How can we survive CSCL physical/virtual classrooms?– Using adequate mediating artifacts
What is missing for a feasible, sustainable, flexible CSCL teaching and learning process?– Pedagogy AND ICT (AND policies AND psychological support)
What could be a lifecycle for the orchestration of a CSCL classroom– A highly variable and flexible iterative process – Design, instantiation, enactment, improvisation, evaluation
How can we support the main actors?– Teachers, learners, technology providers, researchers– Providing expertise and tools (AND standards AND …)
14/04/23
A CSCL classroom
14/04/23
Do teachers design (and how)?
1. Educational goals2. Resources to use3. Flow of tasks4. Flow of groups5. Set up in the tools
14/04/23
Do teachers design (and how)?
14/04/23
Do teachers design (and how)?
14/04/23
A case study (2008-2010)
Cigales (K12) Primary School.
Valladolid
14/04/23
Using the GroupScribbles tool GroupScribbles (GS)
– http://groupscribbles.sri.com/ Interesting, provocative design
principles – vehicle for research and
experimentation in real classes
14/04/23
From design to enactment
How teachers move from design to enactment? Is there a place for “disciplined improvisation”? How teachers orchestrate their class? Are there any recurrent routines / patterns?
EnactmentDesign
14/04/23
From design… High-level Recurrent design routines
14/04/23
… to enactment Making the design concrete Improvised parts
14/04/23
Representing enactment
14/04/23
And another view of the cycle
14/04/23
Routines and patterns … There are routines
(patterns) that are recurrently employed by the teachers for– Enactment– Improvisation
(disciplined)– Design
Some of them reflect practices that are– “good”, – “well-documented”– “innovative”
14/04/23
Routines can be shown in cards …
14/04/23
… to create an enriched activity
14/04/23
Patterns and the Collage suite (2005-2010)
14/04/23
Collaborative learning flow patterns
WebCollage
A script (design/lesson plan) as a set of patterns
14/04/23
Example: Jigsaw followed by pyramid
(first level as brainstorm)
But learning needs also assessment
14/04/23
Towards an integrated learning/assessment script
14/04/23
… embed the reportreview assessment
pattern
Start with a learning flow and …
That can be instantiated …
14/04/23
What about learning tools / VLEs?
14/04/23
Integrating external tools in VLEs
23
+
GLUE! In Moodle (Educator interface)
24
GLUE! Architecture (a partial view)
25
Current prototype
26
Web
content
Configuring the Moodle adaptor (administrator)
27
1.- Configure the URL to connect to the GLUElet Manager.
Creating and configuring instances (educator)
1.- Select the “GLUElet” activity
28
Creating and configuring instances (educator)
2.- Select the external tool
29
Creating and configuring instances (educator)
3.- Select the configuration of groups/groupings
30
Creating and configuring instances (educator)
4.- Configure this tool for each group created in Moodle
31
Creating and configuring instances (educator)
5.- Visualize the instances for each group
32
Using the external tools (students)
Dabbleboard shared whiteboard and chat for each group
33
Some concluding remarks A challenging task for teachers
“to orchestrate their CSCL classrooms dealing with ICT and non-ICT artefacts and tools, and social interactions
at various levels”
Routines and patterns may help teachers to deal with a more effective and efficient pedagogical support
Other mediating artifacts, such as Pattern-based tools (see Collage suite) support even further design, instantiation, enactment, improvisation
14/04/23
Some concluding remarks Selection and integration of ever-changing learning
tools (and/in VLE) is still an open issue– Glue! may contribute to it (see also IMS Basic LTI standard)
Evaluation in real, authentic environments is even more necessary now!
But also, work in architectures, tooling and standards
…
WebCollage and Glue! for Moodle available for test/use
Stellar workshop call for contributions …
14/04/23
Acknowledgements
Improvisation, Orchestration, Enactment routines– GSIC/EMIC: Luis Pablo Prieto, Sara Villagrá, Rocío Anguita, Alejandra
Martínez, Iván Jorrín (GSIC/EMIC) – GS Community: SRI International (Jeremy, Patti, John, Charlie, Chris, …),
Virginia Tech (Deborah), Newport-Alabama (Raj), Singapore National Institute of Education (Chee-Kit, Weinlin), Taiwan (Robin), Nottingham (Jitti, Mike), Univ. Pontificia de Chile (Camila, Miguel) etc.
– Teachers and students at rural schools at Cigales, Quintanilla, Castrejón Patterns and the Collage suite
– Davinia Hernández, Eloy Villasclaras, Juan Ignacio Asensio– University undergraduate and graduate teachers and students
participating in multiple workshops at Valladolid, Barcelona, Thessaloniki, Piraeus, Madrid, etc.
Integration and Glue! architecture– Carlos Alario, Eduardo Gómez, Juan Ignacio Asensio, Adolfo Ruiz, Miguel
Bote, Guillermo Vega The international social network …
– Grainne Conole and Patrick McAndrew (Open University, UK) for the Olnet project. Symeon Retalis (Piraeus), Stavros Demetriadis and Nikos Michailidis (Thessaloniki), Nikos Avouris (Patras), etc.
14/04/23