Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/784
Title: A Geopositioning View of Teachers’ Orchestration in Active Learning Classrooms: Following teachers’ position/location within the classroom
Authors: Lenton, Kevin
Charles, Elizabeth S.
Dugdale, Michael
Zhang, Chao
Whittaker, Chris
Lasry, Nathaniel
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Lenton, K., Charles, E. S., Dugdale, M., Zhang, C., Whittaker, C., & Lasry, N. (2018). A Geopositioning View of Teachers’ Orchestration in Active Learning Classrooms: Following teachers’ position/location within the classroom. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: In this study we report on a method to answer a simple yet fundamental question: How do teachers manage their space resources in active learning classrooms? Specifically, we document how a software, designed for physics education, might provide an alternative to documenting the physical position of the teacher as a function of time. This approach shows clear patterns can be produced, thereby revealing one dimension of the larger question of teacher orchestration.
URI: https://doi.dx.org/10.22318/cscl2018.1651
https://repository.isls.org//handle/1/784
Appears in Collections:ICLS 2018

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