Design for classroom orchestration
Design for classroom orchestration
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DOI：
10.1016/j.compedu.2013.04.013
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发表时间：
2013-11-01
影响因子：
12
通讯作者：
Dillenbourg, Pierre
中科院分区：
文献类型：
--
作者：
Dillenbourg, Pierre
演示是指教师如何在真实的时间内，在多约束条件下管理多层次的活动。许多教学方案整合了个人活动（如阅读），团队合作（如解决问题）和班级活动（如讲座）。这些活动有些是基于计算机的，有些不是;有些是面对面的，有些是在线的。这种教学整合反映在不同工具（模拟，测验，维基等）的技术整合上。分布在多个工件上（笔记本电脑、传感器、平板电脑）。这些集成的场景需要称为编排的管理形式。尽管在西方国家，计算机和互联网接入无处不在，教师掌握计算机知识，教育软件也有，但为什么学校对技术利用不足？显然，教师培训和学习文化是关键的解释因素。但是，让我例如考虑学习者登录到一个系统的必要性：做3-5分钟的登录丢失（例如由于忘记密码），即高达10%的标准课程，带来约10%的教学附加值？与其指责教师和机构，倒不如问一问我们开发的技术是否有什么东西阻碍了它的使用？本文从一个进化的假设（技术可以逐步提高学校效率），而不是从一个革命性的假设（技术可以从根本上改变学校）来讨论正规教育。
Orchestration refers to how a teacher manages, in real time, multi-layered activities in a multi-constraints context. Many pedagogical scenarios integrate individual activities (eg reading), teamwork (eg problem solving) and class-wide activities (eg lectures). Some of these activities are computer-based, some not; some are face-to-face while others are online. This pedagogical integration is mirrored by the technical integration of different tools (simulations, quizzes, wikis, etc.) distributed over multiple artifacts (laptops, sensors, tablets). These integrated scenarios require forms of management referred to as orchestration.Orchestration originates with some frustration. Why are technologies under-exploited in schools, despite the fact that, in Western countries, computers and Internet access are ubiquitous, teachers are computer literate and educational software is available? Obviously, teacher training and learning culture are key explanatory factors. But, let me for instance consider the necessity for learners to login into a system: do the 3–5 min lost for login in (eg due to forgotten passwords), ie up to 10% of a standard lesson, bring a pedagogical added-value around 10%? Instead of blaming teachers and institutions, it makes sense to ask if is there something about the technology we develop that discourages its usage? This paper addresses formal education 1 from an evolutionary hypothesis (technologies could incrementally improve school efficiency), not from a revolutionary hypothesis (technologies could radically change schools).