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|Title:||Co-Designing Orchestration Support for Social Plane Transitions with Teachers: Balancing Automation and Teacher Autonomy|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Olsen, J., Rummel, N., & Aleven, V. (2018). Co-Designing Orchestration Support for Social Plane Transitions with Teachers: Balancing Automation and Teacher Autonomy. 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 classrooms, it can be difficult to implement adaptive activities that span social planes (e.g., whole class, group, individual) due to the demands on teacher attention. To make these activities more feasible in classrooms, orchestration tools, which support the classroom management, can be integrated. We present findings from co-design sessions conducted with seven teachers with the aim to understand how teacher autonomy and system automation can best be balanced to support adaptive transitions between activities in the classroom.|
|Appears in Collections:||ICLS 2018|
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