An actionable orchestration dashboard to enhance collaboration in the classroom

The orchestration of collaborative learning activities in technology-enhanced classrooms has become a nontrivial endeavor for educators. Depending on the behaviors and needs of students that emerge in real educational situations, educators may need to orchestrate activity adaptations on the fly. The...

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Detalles Bibliográficos
Autores: Amarasinghe, Ishari, Hernández Leo, Davinia, Michos, Konstantinos, Vujovic, Milica
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2020
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/46251
Acceso en línea:http://hdl.handle.net/10230/46251
http://dx.doi.org/10.1109/TLT.2020.3028597
Access Level:acceso abierto
Palabra clave:Collaborative learning
Scripts
Learning analytics
Orchestration
Dashboards
Learning technologies
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spelling An actionable orchestration dashboard to enhance collaboration in the classroomAmarasinghe, IshariHernández Leo, DaviniaMichos, KonstantinosVujovic, MilicaCollaborative learningScriptsLearning analyticsOrchestrationDashboardsLearning technologiesThe orchestration of collaborative learning activities in technology-enhanced classrooms has become a nontrivial endeavor for educators. Depending on the behaviors and needs of students that emerge in real educational situations, educators may need to orchestrate activity adaptations on the fly. These adaptations may range from the provision of additional scaffolding by the educator (e.g., the educator's participation in a group discussion) to a change in the planned pedagogical scenario (e.g., the duration). This article aims to contribute to the orchestration of technology-mediated collaborative learning sessions in a classroom context. We present the design, implementation, and evaluation of a teacher-facing dashboard that supports teachers in orchestrating scripted collaboration. Evaluation studies were conducted in 16 classroom sessions. The findings indicate that teachers found the information on the dashboard to be actionable and help facilitate just in time support to student groups.This work has been partially funded by "la Caixa Foundation" (CoT project, 100010434) and the National Research Agency of the Spanish Ministry of Science, Innovations and Universities MDM-2015- 0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R.Institute of Electrical and Electronics Engineers (IEEE)20212020info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/46251http://dx.doi.org/10.1109/TLT.2020.3028597reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésIEEE Transactions on Learning Technologies. 2020 Oct 8;13(4):662-75info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-Rinfo:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R© 2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. http://dx.doi.org/10.1109/TLT.2020.3028597info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/462512026-06-12T07:21:37Z
dc.title.none.fl_str_mv An actionable orchestration dashboard to enhance collaboration in the classroom
title An actionable orchestration dashboard to enhance collaboration in the classroom
spellingShingle An actionable orchestration dashboard to enhance collaboration in the classroom
Amarasinghe, Ishari
Collaborative learning
Scripts
Learning analytics
Orchestration
Dashboards
Learning technologies
title_short An actionable orchestration dashboard to enhance collaboration in the classroom
title_full An actionable orchestration dashboard to enhance collaboration in the classroom
title_fullStr An actionable orchestration dashboard to enhance collaboration in the classroom
title_full_unstemmed An actionable orchestration dashboard to enhance collaboration in the classroom
title_sort An actionable orchestration dashboard to enhance collaboration in the classroom
dc.creator.none.fl_str_mv Amarasinghe, Ishari
Hernández Leo, Davinia
Michos, Konstantinos
Vujovic, Milica
author Amarasinghe, Ishari
author_facet Amarasinghe, Ishari
Hernández Leo, Davinia
Michos, Konstantinos
Vujovic, Milica
author_role author
author2 Hernández Leo, Davinia
Michos, Konstantinos
Vujovic, Milica
author2_role author
author
author
dc.subject.none.fl_str_mv Collaborative learning
Scripts
Learning analytics
Orchestration
Dashboards
Learning technologies
topic Collaborative learning
Scripts
Learning analytics
Orchestration
Dashboards
Learning technologies
description The orchestration of collaborative learning activities in technology-enhanced classrooms has become a nontrivial endeavor for educators. Depending on the behaviors and needs of students that emerge in real educational situations, educators may need to orchestrate activity adaptations on the fly. These adaptations may range from the provision of additional scaffolding by the educator (e.g., the educator's participation in a group discussion) to a change in the planned pedagogical scenario (e.g., the duration). This article aims to contribute to the orchestration of technology-mediated collaborative learning sessions in a classroom context. We present the design, implementation, and evaluation of a teacher-facing dashboard that supports teachers in orchestrating scripted collaboration. Evaluation studies were conducted in 16 classroom sessions. The findings indicate that teachers found the information on the dashboard to be actionable and help facilitate just in time support to student groups.
publishDate 2020
dc.date.none.fl_str_mv 2020
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/46251
http://dx.doi.org/10.1109/TLT.2020.3028597
url http://hdl.handle.net/10230/46251
http://dx.doi.org/10.1109/TLT.2020.3028597
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv IEEE Transactions on Learning Technologies. 2020 Oct 8;13(4):662-75
info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Institute of Electrical and Electronics Engineers (IEEE)
publisher.none.fl_str_mv Institute of Electrical and Electronics Engineers (IEEE)
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
repository.name.fl_str_mv
repository.mail.fl_str_mv
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