Technology for classroom orchestration
New science of learning, (2010)Abstract
We use different criteria to judge teaching methods and
learning environments as researchers and teachers. As researchers, we
tend to rely on learning gains measured in controlled conditions. As
teacher, the skilled management of classroom constraints results in the
impression that a specific design “works well”. We describe fourteen
design factors related to the metaphors of classroom orchestration and
education ecosystems and illustrate their embodiment in three learning
environments. These design factors provide a teacher-centric, integrated
view of educational technologies in the classroom. We expand this list of
factors to include the main constraints that designers should consider to
address the difficult methodological issue of generalizing research results
about the effectiveness of methods and designs.