Information Technology Reference
In-Depth Information
To conclude the discussion of LD, IMS LD was originally designed to industri-
alise the creation of distance-learning activities, not for organising learning activities
in the classroom (Ferraris et al., 2007), while LAMS has shown promise for class-
room practice. However, LAMS has limitations on the tools it offers for creating
learning activities and it does not have a mechanism to create the conditions in
which effective individual, group and whole class interactions are expected to occur,
to match those of CSCL Scripts.
What We Mean by One-to-One Classroom Orchestration
and a Proposed Framework
To define the scope of classroom orchestration and to create a framework for design
of new tools, we have studied both pedagogical and technological aspects to dis-
cover the needs of relevant stakeholders such as researchers, practitioners (teachers
and students), educational technologists and software developers, as well as the
affordances and constraints of the technology itself. The key findings for classroom
orchestration can be described as follows:
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Practitioners: teachers and students without computer expertise should have a
straightforward and simple system. The software tool should allow the teachers
to design a wide range of effective learning scenarios (Anastopoulou et al., 2008).
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Researchers: a learning environment should be integrated with activities at various
social levels (individual, group, class), to some extent across different contexts
(museum, field trip, home, etc.), with multiple media (text, picture, drawing,
video, etc.). The learning should not only focus only on individual learning activ-
ities but also on a level of productive interaction that can promote collaborative
knowledge construction.
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Educational technologists and developers: the development of educational soft-
ware should be based on a shared platform or standard, so that learning designs
and lessons can be re-designable, interchangeable and may be executable in other
delivery systems.
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Technologies: mobile computing devices (handheld computers, ultra mobile PCs,
Tablet PCs, etc.) can offer valuable educational affordances such as portabil-
ity, social interactivity, and context sensitivity (Naismith, Lonsdale, Vavoula, &
Sharples, 2004). These should be exploited to facilitate learning in classroom
practice.
From these requirements, the key elements of a one-to-one classroom orchestra-
tion model are effective learning scenarios; tools that are easy to use; rapid design;
interactions for scaffolding personal, group or class collaboration across multiple
learning activities; interoperability of mobile and wirelessly connected devices. We
have further explored relevant learning design techniques, specifications and run-
time environments, to investigate whether or not they are able to enact and efficiently
