The Valladolid Presentation - Nov, 16, 2011

Ubiquitous Orchestration Perspectives from the Pedagogical Space and Tools for the CSCL teacher Stavros Demetriadis Assistant Professor [email_address] http://mlab.csd.auth.gr/sdemetri @sdemetri Aristotle University of Thessaloniki , Department of Informatics Greece

[object Object],A General Theory of the Universe

A more modest objective... ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The C&B vs. the CSCL classroom I ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A comment on orchestration

The C&B vs. the CSCL classroom II ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A comment on orchestration

Orchestration I ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A comment on orchestration

Orchestration II ,[object Object],[object Object],A comment on orchestration Example: Nick misses the Monday lesson because he is ill. The teacher has designed a dyad-based script but now student number is odd (23). The system supporting the activity adapts the activity so that a triad can also work productively.  Orchestration duties are off-loaded to the system. Example: T he teacher asks the students to form 4-member small groups and enact a jigsaw-based scenario. The teachers says “We work in groups of four as we did the other time”. Students experienced with the scenario understand the hint for the Jigsaw activity.  Orchestration duties are off-loaded to the students

Reflections ,[object Object],TEACHER Mapping PS onto TS A comment on orchestration Technology Spaces (TS) Data-based Pedagogical Space (PS) Pattern-based Cool technology! I know a good pattern that I want to implement. How can this technology help me? Type II Reflection Cool technology! I want to use it. But what patterns fit well with these tools? Mapping TS onto PS

An example: Twitter ,[object Object],[object Object],[object Object],A comment on orchestration

Reflections (cont’d) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],A comment on orchestration

A Model of Reflections Complement? (Type I) Construct? (Type I & II) Constrain? (Type II) A comment on orchestration Reflections Data-based Continuity Discontinuity Technology-based Space (TS) Pedagogical Space (PS) Pattern-based TEACHER Technology-based Space (TS) Physical Space

Implications I ,[object Object],[object Object],[object Object],Implications Example : Simple interaction analysis tools can be easily used by teachers for monitoring and adaptation purposes

Implications II ,[object Object],[object Object],[object Object],Implications Example : Provide scenarios (“scripts”) for using educational robots in the classroom to help improve (a) domain learning, (b) students’ collaboration and metacognitive skills development

Implications III An Architecture for Orchestration Tools ,[object Object],[object Object],Interface Level Specific to Spaces/Tools Specific to Spaces/Tools Rule Level ,[object Object],[object Object],DataFlow Level ,[object Object],[object Object],Linking Spaces Modified across Spaces

Implications IV More on the proposed Architecture ... ,[object Object],[object Object],DataFlow Level ,[object Object],[object Object],[object Object],[object Object],[object Object],Linking Spaces Modified over Spaces Specific to Spaces/Tools Rule Level ,[object Object],[object Object],[object Object],Interface Level Specific to Spaces/Tools ,[object Object]

Adaptation patterns ,[object Object],[object Object]

Flexibility ,[object Object],[object Object]

Adaptation Patterns ,[object Object],[object Object],[object Object],Example: Students work in dyads on a collaborative task. An “advanced” student works in a dyad with a “beginner” student. The task is easy for the advanced and has lost interest. Adaptation : the teacher adjusts the task to address the advanced level of student, i.e. makes the task more demanding and interesting for the advanced student (of course without failure of the beginner). Adaptation Pattern: “Advance the Advanced” Adaptation patterns

Adaptation Pattern Life-Cycle Adaptation patterns

List of Adaptation Patterns Karakostas & Demetriadis, 2010 Adaptation patterns

FlexCoLab: Implementing Adaptation Patterns 1/2 Adaptation patterns ,[object Object],[object Object],[object Object],[object Object],[object Object]

PPR: Pyramid Peer Review Implementing Adaptation Patterns 2/2

Overall ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Adaptation patterns

IMS-LD Enhancing IMS-LD to cater for adaptivity

Adaptation Pattern Specification ,[object Object],RULES INPUT Interaction Analysis MODELLED ENTITIES OUTPUT On Screen Representation A D A P T A T I O N P A T T E R N or db manifest ,[object Object],[object Object],[object Object],[object Object],IMS-LD

Extending IMS-LD capabilities ,[object Object],[object Object],[object Object],IMS-LD

MAPIS: A reference architecture for implementing ACLS systems with IMS-LD IMS-LD

MentorChat Orchestrating Students’ Dialogue

MentorChat Design Rationale ,[object Object],[object Object],[object Object],[object Object],MentorChat

MentorChat Architecture MentorChat ,[object Object]

Teacher Orchestration using MentorChat ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],MentorChat

Dialogue Sample ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],MentorChat

[object Object],[object Object],[object Object],Teacher monitoring students conversation Preliminary Evaluation I MentorChat

Preliminary Evaluation II ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],MentorChat

Implications for Orchestration I ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],MentorChat

Implications for Orchestration II ,[object Object],[object Object],[object Object],MentorChat

The PROTEAS project PRO gramming T angibl E A ctivity S ystem

Tangible (AR) Introductory programming constructs PROTEAS

Virtual (Isomorphic to AR) PROTEAS

Some preliminary research results ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],PROTEAS

Implications for Orchestration ,[object Object],[object Object],[object Object],PROTEAS

What happens in scripted collaboration when it is not scripted? Orchestrating scripted student groups

A common orchestration problem ,[object Object],[object Object],[object Object],[object Object],[object Object],Scripting

Study design ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Scripting

“ Issue” level analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],Scripting S1 S2 S3 S1 poses an issue

Results ,[object Object],[object Object],S1 poses an issue Peer interaction for answering: Directly to S1 Leaving the other peer (S3) in a low-participation condition Peer interaction for answering: Interaction between S2 & S3 Then answering the issue by S1 This behavior resulted to triads improved learning outcomes (port-test) Scripting S1 S2 S3 S1 S2 S3

Why? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Scripting

Implications for Orchestration ,[object Object],[object Object],[object Object],[object Object],[object Object],Scripting

Final Remarks ,[object Object],[object Object],[object Object],[object Object],[object Object]

Ευχαριστώ! Muchas Gracias!

Invitations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Valladolid Presentation - Nov, 16, 2011

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The Valladolid Presentation - Nov, 16, 2011