Supporting teachers in orchestrating CSCL classrooms

UNIVERSITY OF VALLADOLIDGSIC/EMIC group

Yannis DimitriadisProf. of Telematics Engineering

Director of the GSIC/EMIC research group

Korinthos, Greece, September 25, 2010

Some simple questions/answers …

How can we survive CSCL physical/virtual classrooms?– Using adequate mediating artifacts

What is missing for a feasible, sustainable, flexible CSCL teaching and learning process?– Pedagogy AND ICT (AND policies AND psychological support)

What could be a lifecycle for the orchestration of a CSCL classroom– A highly variable and flexible iterative process – Design, instantiation, enactment, improvisation, evaluation

How can we support the main actors?– Teachers, learners, technology providers, researchers– Providing expertise and tools (AND standards AND …)

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A CSCL classroom

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Do teachers design (and how)?

1. Educational goals2. Resources to use3. Flow of tasks4. Flow of groups5. Set up in the tools

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Do teachers design (and how)?

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Do teachers design (and how)?

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A case study (2008-2010)

Cigales (K12) Primary School.

Valladolid

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Using the GroupScribbles tool GroupScribbles (GS)

– http://groupscribbles.sri.com/ Interesting, provocative design

principles – vehicle for research and

experimentation in real classes

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From design to enactment

How teachers move from design to enactment? Is there a place for “disciplined improvisation”? How teachers orchestrate their class? Are there any recurrent routines / patterns?

EnactmentDesign

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From design… High-level Recurrent design routines

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… to enactment Making the design concrete Improvised parts

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Representing enactment

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And another view of the cycle

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Routines and patterns … There are routines

(patterns) that are recurrently employed by the teachers for– Enactment– Improvisation

(disciplined)– Design

Some of them reflect practices that are– “good”, – “well-documented”– “innovative”

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Routines can be shown in cards …

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… to create an enriched activity

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Patterns and the Collage suite (2005-2010)

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Collaborative learning flow patterns

WebCollage

A script (design/lesson plan) as a set of patterns

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Example: Jigsaw followed by pyramid

(first level as brainstorm)

But learning needs also assessment

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Towards an integrated learning/assessment script

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… embed the reportreview assessment

pattern

Start with a learning flow and …

That can be instantiated …

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What about learning tools / VLEs?

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Integrating external tools in VLEs

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+

GLUE! In Moodle (Educator interface)

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GLUE! Architecture (a partial view)

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Current prototype

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Web

content

Configuring the Moodle adaptor (administrator)

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1.- Configure the URL to connect to the GLUElet Manager.

Creating and configuring instances (educator)

1.- Select the “GLUElet” activity

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Creating and configuring instances (educator)

2.- Select the external tool

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Creating and configuring instances (educator)

3.- Select the configuration of groups/groupings

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Creating and configuring instances (educator)

4.- Configure this tool for each group created in Moodle

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Creating and configuring instances (educator)

5.- Visualize the instances for each group

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Using the external tools (students)

Dabbleboard shared whiteboard and chat for each group

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Some concluding remarks A challenging task for teachers

“to orchestrate their CSCL classrooms dealing with ICT and non-ICT artefacts and tools, and social interactions

at various levels”

Routines and patterns may help teachers to deal with a more effective and efficient pedagogical support

Other mediating artifacts, such as Pattern-based tools (see Collage suite) support even further design, instantiation, enactment, improvisation

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Some concluding remarks Selection and integration of ever-changing learning

tools (and/in VLE) is still an open issue– Glue! may contribute to it (see also IMS Basic LTI standard)

Evaluation in real, authentic environments is even more necessary now!

But also, work in architectures, tooling and standards

…

WebCollage and Glue! for Moodle available for test/use

Stellar workshop call for contributions …

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Acknowledgements

Improvisation, Orchestration, Enactment routines– GSIC/EMIC: Luis Pablo Prieto, Sara Villagrá, Rocío Anguita, Alejandra

Martínez, Iván Jorrín (GSIC/EMIC) – GS Community: SRI International (Jeremy, Patti, John, Charlie, Chris, …),

Virginia Tech (Deborah), Newport-Alabama (Raj), Singapore National Institute of Education (Chee-Kit, Weinlin), Taiwan (Robin), Nottingham (Jitti, Mike), Univ. Pontificia de Chile (Camila, Miguel) etc.

– Teachers and students at rural schools at Cigales, Quintanilla, Castrejón Patterns and the Collage suite

– Davinia Hernández, Eloy Villasclaras, Juan Ignacio Asensio– University undergraduate and graduate teachers and students

participating in multiple workshops at Valladolid, Barcelona, Thessaloniki, Piraeus, Madrid, etc.

Integration and Glue! architecture– Carlos Alario, Eduardo Gómez, Juan Ignacio Asensio, Adolfo Ruiz, Miguel

Bote, Guillermo Vega The international social network …

– Grainne Conole and Patrick McAndrew (Open University, UK) for the Olnet project. Symeon Retalis (Piraeus), Stavros Demetriadis and Nikos Michailidis (Thessaloniki), Nikos Avouris (Patras), etc.

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