Presentation of the paper "Enhancing orchestration of lab sessions by means of awareness mechanisms" about the tool class-on.org

1. Enhancing orchestration of
lab sessions by means of
awareness mechanisms
Israel Gutiérrez Rojas
Raquel M. Crespo García
Carlos Delgado Kloos
Universidad Carlos III de Madrid
Image from http://www.thesocialcmo.com/blog/2012/01/do-you-call-on-those-raising-their-hands/

2. Lab sessions
• Face to face (f2f) activities
• In the computer lab
• Hands on
• Teachers (or TAs) provide feedback when
students find a problem

3. Similar sessions to...
flipping the classroom
• Lectures at home
• Homework in class
• We should support
this new types of
classes!!!

4. Problems emerging in
lab sessions
• Premise:
• High students to teachers ratio (>20)
• Problems
• Questions rate > Feedback rate
• Students compete for teachers’ attention
• Unfairness
• Teacher cannot track students’
progression

5. Awareness Literature:
Lanterns
• Physical devices: lantern
• Distributed awareness
• Used to
• Indicate progress
• Request feedback
• Visibility problems in computer labs

6. Awareness Literature:
Lanterns
• Physical devices: lantern
• Distributed awareness
• Used to
• Indicate progress
• Request feedback
• Visibility problems in computer labs
Alavi, H. S., Dillenbourg, P., & Kaplan, F. (2009). Distributed awareness for class orchestration. Learning in
the Synergy of Multiple Disciplines -- Proceedings of the 4th European Conference on Technology
Enhanced Learning, {EC-TEL 2009} (pp. 211-225). Springer.

7. Awareness Literature:
PLITAZ
• Software teaching classes
• Minimize learning progress differences
• Strategies
• Tutor-tutee match
• Attention zone

8. Awareness Literature:
PLITAZ
• Software teaching classes
• Minimize learning progress differences
• Strategies
• Tutor-tutee match
• Attention zone
Dong, J.-J., & Hwang, W.-Y. (2012). Study to minimize learning progress differences in software learning
class using PLITAZ system. Educational Technology Research and Development, (243)

9. Measuring lab sessions
problems
• Definition of metrics
• Waiting factor
(waiting vs. tutoring
time)
• Order of
interventions

10. Measuring lab sessions
problems
• Definition of metrics
• Waiting factor
(waiting vs. tutoring
time)
• Order of
interventions
Gutiérrez Rojas, I., Crespo García, R. (2012). Towards efficient provision of feedback in lab sessions.
Proceeding of the International Conference on Advanced Learning Technologies, ICALT 2012.

11. Exploratory analysis of
lab sessions
• Tool that meets
teaching needs in a
real setting
Increasing
• Improves efficiency interest
of formative
feedback and
orchestration
• Students acceptance

12. Exploratory analysis of
lab sessions
• Tool that meets
teaching needs in a
real setting
Increasing
• Improves efficiency interest
of formative
feedback and
orchestration
• Students acceptance
Gutiérrez Rojas, I., Crespo García, R., & Delgado Kloos, C. (2011). Orchestration and Feedback in Lab
Sessions: Improvements in Quick Feedback Provision. Proceedings of the 6th European Conference of
Technology Enhanced Learning (EC-TEL 2011), September 2011 Palermo, Italy (Vol. 6964, pp. 424-429)

13. Proposed solution
(powered by Learning Analytics)
Data Process / Inter-
collection Analysis ventions
Attach info
Events from Recommend
to augmented
web sensors interactions
physical space

14. http://www.class-on.org
• Awareness tool supporting teachers
• Objectives
• Regulate interactions
• Recommend interventions (Real
Time)
• Empower teacher for improving
orchestration

15. BART SIMPSON
LISA SIMPSON
Student interface

16. BUSY
2 3
5 2
Teacher interface

17. BUSY
BART SIMPSON LISA SIMPSON
Teacher interface

18. Use case
• Multimedia Applications course
• 5 sessions, 4 different teachers
• 20-30 students per session (in dyads)
• Quantitative data: collection of events
(progress, questions)
• Qualitative data: surveys to teachers +
students

19. Evaluation results
• Quantitative data: not enough improvement
• Teachers perception
• info in a glance
• fair distribution of feedback
• Students perception
• more fair (time/order)
• trust the help is coming

20. Orchestration aspects:
5+3 framework

21. Orchestration aspects:
5+3 framework
Prieto, L. P., Holenko Dlab, M., Gutiérrez, I., Abdulwahed, M., & Balid, W. (2011). Orchestrating technology
enhanced learning : a literature review and a conceptual framework. IJTEL, 3(6), 583-598.

22. Contributions to
orchestration (I)
• Regulation / Management
• Time, space
• Flexibility / Intervention
• Recommendation of interventions
contextualized in the space

23. Contributions to
orchestration (II)
• Assessment
• Tracking of students’ progression during
the session (summative assessment)
• Planning / Design
• Questions + progress info to improve
future enactments

24. Further Steps
• Define new metrics that characterize the system
• Use questions/answers information as an
instrument to learning in a community
• Suggest peer support interactions
• Integrate formative assessment to confirm
progression
• New strategies for feedback dispatching
• Visualization + gamification

25. Thank you very much!!
Any questions?
igutierrez@inv.it.uc3m.es