The orchestrated collaborative classroom: Designing and making sense of heterogeneous ecologies of teaching and learning resources

The physical face-to-face classroom still represents the core educational setting in which everyday CSCL practice takes place. However, current classrooms are not limited anymore to books, blackboards and other physical artifacts: laptops, tablets, digital whiteboards, wikis, shared applications and simulations have also become part of this learning landscape. These last ones add new layers of complexity to the everyday educational practices and the dynamics of the classroom. CSCL researchers have traditionally proposed standalone systems or innovations, focusing their evaluation on the effects and management of a single system/intervention. However, everyday classroom activities involve multiple subject matters, different pedagogical approaches as well as a variety of technologies. The assumption that our innovation is alone no longer holds. The multiplicity and heterogeneity of resources (digital and legacy) pose a unique set of opportunities and challenges for the CSCL research community, which are bound to become stronger as time goes by. This collaborative workshop brought together technology designers, researchers and practitioners, in an attempt to match CSCL technologies to the pedagogical needs and contextual constraints of practitioners, identify a set of guidelines to design and connect existing CSCL systems with each other and with legacy classroom resources, and help teachers and students to make sense of these heterogeneous learning ecologies.


Published in:
Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, 2, 880-884
Presented at:
11th International Conference on Computer-Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 7-11, 2015
Year:
2015
Publisher:
International Society of the Learning Sciences
Laboratories:




 Record created 2015-06-23, last modified 2018-09-13


Rate this document:

Rate this document:
1
2
3
 
(Not yet reviewed)