Information Technology Reference
In-Depth Information
Fig. 22.4
Asampleofthe
Classroom Orchestration
Modelling Language
(COML)
<step id="7">
<name>Conclusion</name>
<description>Last step of the lesson</description>
<deliver type="teacher"></deliver>
<activity type="discussion">
<name>Review the work and show the correct formulae</name>
<description>1.Review the work of all three groups.
2.Guide for the correct answers for a whole class.
</description>
</activity>
<receiver type="student"></receiver>
<resource type="preparedFile">
<data isFile="true" resourceName="Correct_Formulae.JPG" />
</resource>
<space type="presenter">
<name>Public</name>
<target isPublic="true" />
</space>
</step>
Using SceDer to teach a lesson, a teacher begins by designing a lesson with
SceDer Authoring (e.g. Fig. 22.3) and then exports the design to a COML Package.
In the class, the teacher loads the COML Package into GS-SceDer which contains
the COML interpreter engine. On the teacher's screen, there is a “Step Navigator
Bar” and a “Monitoring Panel” where the teacher can begin a lesson, progress to
next step, or navigate to all steps in a lesson. The teacher can also monitor the
actions responded by each student at each step. At any step that requires group
formation, the COML interpreter engine embedded in Group Scribbles randomly
allocates students into groups and creates a working space (board) for each group.
GS-SceDer Learning Environment: A Learning Space
for One-to-One Scenarios
In developing the specification for SceDer we studied the runtime environments of
CopperCore, LRN and LAMS for their techniques to deliver a lesson, as well as
general-purpose learning interface software such as Group Scribbles, regardless of
whether they comply with any formal learning design specification. We found that
Group Scribbles (Roschelle et al., 2007), a system developed by SRI International
based on an ink improvisation concept, has shown potential as a delivery tool to
support a wide range of learning scenarios. The concept of Group Scribbles was
developed from the “Tuple Space” architecture designed to coordinate work across
multiple computers in a classroom and there has been in interest for researchers in
using “Tuple Space” to support flexible integration of existing algorithms with mod-
ern learning environments and interfaces (Giemza, Weinbrenner, Engler, & Hoppe,
2007). In terms of collaboration, a distributed learning environment considers stu-
dents, rather than their computers, to be the distributed processor that can be utilised
to engage and coordinate the learning activities (Roschelle et al., 2005).
Group Scribbles software is a general purpose graphical interface system where
users manage their private spaces. With a pen tablet PC, users can draw, annotate
