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|Title:||Designing Intelligent Cognitive Assistants With Teachers to Support Classroom Orchestration of Collaborative Inquiry|
Hmelo-Silver, Cindy E.
Lester, James C.
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bae, H., Saleh, A., Feng, C., Glazewski, K., Hmelo-Silver, C. E., Chen, Y., Scribner, A., Brush, T., Mott, B., Lee, S., & Lester, J. C. (2020). Designing Intelligent Cognitive Assistants With Teachers to Support Classroom Orchestration of Collaborative Inquiry. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2101-2108). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Because orchestration in collaborative inquiry learning requires teachers to coordinate multiple activities and access diverse resources at the same time, it is an exceptionally complex task, not only for teachers to engage in but for designers to develop orchestration supporting tools. The present study explored what classroom teachers perceived to be critical areas in classroom orchestration that require support and describes our initial design of an intelligent cognitive assistant through a participatory design approach. Thirteen classroom teachers were interviewed to address what teachers identify as integral to support orchestration in collaborative inquiry learning. We present the design tensions between teacher and designer goals in working toward a collective vision of what it means to design intelligent cognitive assistants for classroom orchestration and discuss the implications for our design.|
|Appears in Collections:||ICLS 2020|
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