Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/723
Title: Co-Designing Orchestration Support for Social Plane Transitions with Teachers: Balancing Automation and Teacher Autonomy
Authors: Olsen, Jennifer
Rummel, Nikol
Aleven, Vincent
Issue Date: Jul-2018
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.
URI: https://doi.dx.org/10.22318/cscl2018.1541
https://repository.isls.org//handle/1/723
Appears in Collections:ICLS 2018

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