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support teaching and learning in a one-to-one context. The findings of the study
have revealed that to be effective, a system needs to be supported by an educational
modeling language (such as IMS LD) providing graphical authoring of learning
design, for scenarios that are relevant to a one-to-one classroom, coupled with
an appropriate execution environment that exploits networked collaborative learn-
ing. Orchestrating one-to-one classrooms not only relates to the aspect of learning
design, but covers all aspects that could bring pedagogy and technology together.
We have proposed a system architecture as shown in Fig. 22.1. The system, called
SceDer, consists of three main parts: a scenarios designer, named SceDer Authoring;
an intermediate language, named Classroom Orchestration Modelling Language
(COML), and a delivery, control, monitor and management system. Although we
have addressed the concerns of educational technologists by embedding intuitive
structures to support interoperability in our framework, we have not developed
SceDer to comply with any existing learning standard. Since the learning design
standards such as IMS LD and Virtual Learning Environments or players such as
Moodle, Sakai or .LRN (dotlrn) are still missing important features for collabora-
tive learning (Asensio-Pérez et al., 2008), we mainly focused on the
effectiveness
,
usefulness
,
expressiveness
of the system and its value for teaching and learning in a
one-to-one classroom.
Fig. 22.1
SceDer system architecture for classroom orchestration
Example Scenarios for the One-to-One Classroom
We studied the effective one-to-one scenarios selected by Roschelle, Schank,
Brecht, Tatar, and Chaudhury (2005). They identified 41 scenarios from the liter-
ature and selected a set of 13 as high priority because these scenarios: (a) were
deemed most important for use especially in science classes; (b) had been tried in
classrooms and worked well and (c) clearly leveraged technology i.e. can not be eas-
ily enacted with paper and pencil (Roschelle et al., 2005). Some example scenarios
are as follows:
