Technology for Classroom Orchestration
Technology for Classroom Orchestration
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DOI：
10.1007/978-1-4419-5716-0_26
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发表时间：
2010-01-01
期刊：
影响因子：
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通讯作者：
Jermann, Patrick
中科院分区：
文献类型：
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作者：
Dillenbourg, Pierre;Jermann, Patrick
作为研究者和教师，我们使用不同的标准来判断教学方法和学习环境。作为研究人员，我们倾向于依赖在受控条件下测量的学习收益。作为教师和设计师，对课堂约束的熟练管理会给人留下一种设计“效果很好”的印象。我们认为，教育研究的普遍性要求我们在设计方法和环境时考虑到课程，评估，时间，精力，空间和安全限制。我们系统地描述了14个设计因素相关的概念，课堂编排和学习生态系统，并说明他们的体现在三个学习环境中，从我们自己的研究。设计因素提供了一个以教师为中心的，综合的教育技术设计的面对面的课堂活动，“工作得很好。”
We use different criteria to judge teaching methods and learning environments as researchers and teachers. As researchers, we tend to rely on learning gains measured in controlled conditions. As teachers and designers, the skilled management of classroom constraints results in the impression that a design “works well.” We argue that the generalizability of educational research requires that we take into account curriculum, assessment, time, energy, space and safety constraints when designing methods and environments. We systematically describe 14 design factors related to the notions of classroom orchestration and learning ecosystems and illustrate their embodiment in three learning environments from our own research. The design factors provide a teacher-centric, integrated view of educational technology design for face-to-face classroom activities which “work well.”