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A Scenarios Designer for a One-to-One Technology Classroom
We studied a set of effective scenarios and how to manage collaboration in
one-to-one classroom (see Section “Example Scenarios for the One-to-One
Classroom”) which is aimed at extracting and identifying commonalities of inter-
action patterns between human and technology. The processes of the analysis were
carried out by breaking down the scenarios into use case , activity and interaction
diagrams. As a result, we found common components such as actors (people), learn-
ing activities , pre-prepared , in-class learning electronic artefacts , virtual working
environment which were then defined as elements of the formal notation.
Fig. 22.2 Semantic model representing a learning design unit
The semantic model of learning design for one-to-one classroom shown in
Fig. 22.2 can be summarised as follows: a lesson consists of a sequence of steps.
In each step, people can be either a teacher, or a student (group or individual), to
perform an activity. (Asterisks ∗∗ refer to an element that is ready in the design
but has been disabled in SceDer Authoring, since the delivery system (GS-SceDer)
has not yet implemented that feature). Frequently used activities such as questions,
answers, discussions and other, user-defined, activities are provided. An electronic
resource or an output of an activity performed by any person can be sent to other
people in a specific working space such as personal space, a whole class space, or
a group space. From the semantic model, learning design in our framework focuses
at the level of the effective scenarios of use in the face-to-face classroom, not at a
level of a complete course design or higher. In terms of supporting technological
and pedagogical aspects, there are advantages of the proposed design technique of
COML as follows:
- It allows design at a low granularity of interaction, that is: one actor creates an
activity for another actor with a tool or resource in an environment . For example,
a teacher sends a picture to a whole class. We regard one interaction like this as a
“step”. A series of “steps” is then sequenced as a scenario. A lesson may consist
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