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|Title:||Developing an Orchestrational Framework for Collective Inquiry in Smart Classrooms: SAIL Smart Space (S3)|
Slotta, James D.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Tissenbaum, M. & Slotta, J. D. (2014). Developing an Orchestrational Framework for Collective Inquiry in Smart Classrooms: SAIL Smart Space (S3). In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 831-838.|
|Abstract:||This paper describes PLACE - a 12-week cross-contexts curriculum for grade 11 physics that engaged students at home, in class, in their neighbourhoods, and in a smart classroom setting. Using a design-based research approach we introduce a smart classroom infrastructure (SAIL Smart Space; S3) and investigate its role in supporting students in the curriculum as a knowledge community. The present paper focuses on the culminating smart classroom activity, where students use the community knowledge base to scaffold their solving of ill-structured physics problems involving popular Hollywood movies. We examine the efficacy of the tools and the environment, including software agents and data mining approaches that serve to define S3, and help orchestrate the flow of activities, materials, and students during the activity's enactment. We conclude with a set of design principles that support collaborative inquiry in smart classrooms and across learning contexts.|
|Appears in Collections:||ICLS2014|
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