Please use this identifier to cite or link to this item:
|Title:||Classroom orchestration: The third circle of usability|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Dillenbourg, P., Zufferey, G., Alavi, H., Jermann, P., Do-Lenh, S., Bonnard, Q., Cuendet, S., & Kaplan, F. (2011). Classroom orchestration: The third circle of usability. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 510-517). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||We analyze classroom orchestration as a question of usability in which the classroom is the user. Our experiments revealed design features that reduce the global orchestration load. According to our studies in vocational schools, paper-based interfaces have the potential of making educational workflows tangible, i.e. both visible and manipulable. Our studies in university classes converge on minimalism: they reveal the effectiveness o tools that make visible what is invisible but do not analyze, predict or decide for teachers. These studies revealed a third circle of usability. The first circle concerns individual usability (HCI). The second circle is about design for teams (CSCL/CSCW). The third circle raises design choices that impart visibility, reification and minimalism on classroom orchestration. The fact that a CSCL environment allows or not students to look at what the next team is doing (e.g. tabletops versus desktops) illustrates the third circle issues that are important for orchestration.|
|Appears in Collections:||CSCL 2011|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.