Information Technology Reference
In-Depth Information
Table 22.2
Summaries of
usefulness
GS only
SceDer and GS-SceDer
Pros
Cons
Pros
Cons
The teachers
- Good potential
for
collaborative
learning
- Support a wide
range of
scenarios
- If the software
is installed
inside a
firewall, it
could not be
accessible from
home
- SceDer has a
graphical design,
straight forward to
create lesson
- If students get lost or
just entered, the
teacher can click next
or back to resume to
the current screen
- Can switch to any
board and students are
also sync'ed
- Lessons are editable
and reusable
-Havetowalkto
the laptop to
use the control
bar i.e. to click
next, back or
stop students
using drawing
tool
The students
- Able to learn
from other
people work
- Don't get lost when
the teacher proceeds to
any step
previous activity on the tablet PCs and they needed to be verbally asked again by
the teacher to switch to the correct board.
In terms of
expressiveness
of SceDer Authoring, apart from the actual scenarios
enacted by teachers in the school, we have simulated a virtual class and found that
SceDer Authoring is able to enact 9 out of the 13 scenarios selected from those by
Roschelle and colleagues. The scenarios which are not currently supported involve
a role play or a pair turn-taking activity.
Conclusion
From the results, although we found some technical problems, SceDer (SceDer
Authoring, COML, and GS-SceDer based on Group Scribbles) has clear potential
for orchestrating learning in one-to-one classrooms. The design technique of SceDer
Authoring and COML seems to be efficient in modelling interactions to promote
collaboration in one-to-one classroom. This is because COML is able to define the
workflow, e-resource, a virtual distributed working environment and combines two
sequences of activities of the design based on IMS LD into one process. As a result,
SceDer Authoring also works more or less similarly to CSCL Script designer. For
example, if Group 1 completes task A and passes that work to Group 2, these are two
separate activities designed in IMS LD: (1) Group 1 completes task A; (2) Group
2 continues working on the task A. IMS LD or LDL does not explicitly define the
workflow but makes use of an activity which has been completed at a different time
(e.g. Group A finishes then Group B starts).