Mike Tissenbaum
ABSTRACT
This paper describes a doctoral research study that examines a 13-week high school physics curriculum that engaged students as a knowledge community that leveraged user-contributed content for a series of scripted inquiry tasks. The focus of the study was the smart classroom culminating activity, in which students were orchestrated in a real-time activity to collaboratively solve ill-structure physics problems using Hollywood physics as their domain. The smart classroom leveraged the physical space of the room to contextualize student interactions, to connect students with peers in ad-hoc peer-to-peer networks, and to localize cooperative and collaborative tasks. Intelligent software agents aided in the complex orchestration of students and materials based on emergent class patterns, and provided the teacher with critical cues for intervention. Large-format interactive displays provided students a space for negotiation and a representation of their collaborative knowledge construction, and for the teacher to observe individual groups' knowledge at-a-glance. This paper attempts to analyze the designed curriculum in terms of its support for a cross-contexts knowledge community and the real-time orchestration of inquiry activities within a smart classroom setting.
- Alavi, H. S., Dillenbourg, P., & Kaplan, F. 2009. Distributed Awareness for Class Orchestration. Proceedings of the 4th European Conference on Technology Enhanced Learning (pp. 211--225), Barcelona: Springer. Google Scholar
Digital Library
- Brown, A. L. 1997. Transforming schools into communities of thinking and learning about serious matters.Google Scholar
- Dillenbourg, P., & Jermann, P. 2007. Designing integrative scripts. Scripting Computer-Supported Collaborative Learning, 275--301.Google Scholar
- Dourish, P. 2001. Seeking a foundation for context-aware computing. Human--Computer Interaction, 16(2-4), 229--241. Google ScholarDigital Library
- Hoadley, C. M., & Pea, R. D. 2002. Finding the ties that bind: Tools in support of a knowledge-building community. Building virtual communities: Learning and change in cyberspace, 321--353.Google Scholar
- Ishii, H. (2007). Tangible user interfaces. CHI 2006, pp. 1--17.Google ScholarCross Ref
- Linn, M. C., & Eylon, B. S. (2006). Science education: Integrating views of learning and instruction. Handbook of educational psychology, 511--544.Google Scholar
- Roschelle, J., Penuel, W. R., & Shechtman, N. (2006). Co-design of innovations with teachers: Definition and dynamics. Proceedings of the 7th International Conference on Learning Sciences, 606--612. Google ScholarDigital Library
- Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265--283.Google ScholarCross Ref
- Slotta, J. D. (2010). Evolving the classrooms of the future: The interplay of pedagogy, technology and community. In K. Makitalo-Siegl, F. Kaplan, J. Zottmann & F. Fischer (Eds.), The classroom of the future orchestrating collaborative learning spaces (pp. 215--242). Rotterdam: SensePublisher.Google Scholar
- Slotta, J. D., & Linn, M. C. 2009. WISE Science: Web-based Inquiry in the Classroom. NY: Teachers College Press. Google ScholarDigital Library
- Slotta, J., & Peters, V. (2008). A blended model for knowledge communities: Embedded scaffolded inquiry.Google Scholar
- Tissenbaum, M., & Slotta, J. D. (2012). Scripting collective inquiry in high school physics. Proceedings of the 10th International Conference of the Learning Sciences, pp. 118--125.Google Scholar
- Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987--995Google ScholarCross Ref
Index Terms
- Scripting and orchestration of collaborative inquiry in smart classrooms
Recommendations
Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure
LAK '13: Proceedings of the Third International Conference on Learning Analytics and KnowledgeThis paper presents our research of a pedagogical model known as Knowledge Community and Inquiry (KCI), focusing on our design of a technological infrastructure for the orchestration of the complex CSCL scripts that characterize KCI curricula. We first ...
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables
AbstractRural students' lack of access to high-quality educational resources leads to lagging academic achievement and a deficiency in 21st-century skills. Smart classrooms integrate advanced technology to provide equitable digital learning and ...
Highlights- SC-SCP enhances rural students' achievement, collaboration, and problem-solving.
- Problem-solving is most influenced by PjBL, followed by PBL and TBL.
- Fading novelty effects of technology are overcome by SC-SCP.
- Improved student ...
Pre-service teachers' experiences of scaffolded learning in science through a computer supported collaborative inquiry
Scaffolding helps the novice to accomplish a task goal or solve a problem that otherwise would be beyond unassisted efforts. Scaffolding firstly aims to support the learner in accomplishing the task and secondly in learning from the task and improving ...
Comments