Co-Designing Orchestration Support for Social Plane Transitions with Teachers: Balancing Automation and Teacher Autonomy

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.