Information Technology Reference
In-Depth Information
of one or more scenarios. These components (people, group, resources, activities,
etc.) enable the construction of a rich collaboration.
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The system is able to support users at the right time with the right tool and an
appropriate privilege (e.g. “read”, “write” or “create”). For instance, one step in a
complete lesson might be: Group 1 replies to a whole class by drawing on Public
Space 1. For this step, the software shows an appropriate input type (drawing tool)
to the members of Group 1 (as a
deliver
) and grants a privilege “write” to the space
where the members of Group 1 jointly submit the created artefact. The artefact is
then shown on the designated area, Public Space 1, where the privilege “read”
(but not “write”) is granted to the whole class. This technique has the implication
of implementing a technical
role
and
privilege
for each user in each interaction,
so that the technology can scaffold an environment to meet expected interactions
for collaboration.
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At the level of interaction, teachers can flexibly handle the unplanned events in a
real classroom setting, such as when members of a group are missing at a partic-
ular time, quitting engagement with an activity so that the a teacher can monitor
a progress of the activity and go back to any previous step. The technology pro-
vides an appropriate environment to re-visit and repeat activities. A mechanism of
monitoring can be applied to the level of interaction by checking whether or not
the artefact created by a “deliver” has been submitted to a “space”.
SceDer Authoring and COML
Based on our proposed model of one-to-one classroom interaction, a scenario
authoring, named SceDer Authoring, was then developed with graphical user
interface (Niramitranon, Sharples, & Greenhalgh, 2006; Niramitranon, Sharples,
Greenhalgh, & Lin, 2007). It allows teachers to design learning scenarios for indi-
vidual, group and whole class activities. The example scenario in Section “Example
Scenarios for the One-to-One Classroom” can be designed by SceDer Authoring as
shown in Fig. 22.3. The meaning of the scenario design shown in Fig. 22.3 from the
first to the sixth row can be interpreted as the following:
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1st row: a teacher asks students verbally “Please draw the molecular formula and
electron dot of Nitrous oxide, Carbon dioxide, and Carbon monoxide”;
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2nd row: all students answer the teacher by drawing on their personal computing
devices and all answers are then shown on the public presentation space “Public”;
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3rd row: the teacher splits the students into three groups and passes “Group 1”
the “Output Step 2” to work out for the correct for the molecular formula and
electron dot of Nitrous oxide, in the group working environment “Group 1” (an
environment for the group to work collaboratively which could not be seen by
other groups);
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4th row: the teacher passes “Group 2” the “Output Step 2” to work out for
the correct answer of Carbon dioxide in the group working environment named
“Group 2”.
