Poster presented at the TLC2015-Deferred conference [1, 2], hosted in Cape Town, South Africa. [1] http://www.cilt.uct.ac.za/ched/teaching-learning-conference-2015 [2] http://www.cilt.uct.ac.za/ched/teaching-learning-conference-2015/programme2015

1. Streamlined Technology-Driven
Orchestration for Effective Teaching
Lighton Phiri1
Christoph Meinel2
Hussein Suleman1
1
Department of Computer Science, University of Cape Town, South Africa
2
Hasso Plattner Institute, University of Potsdam, Germany
Introduction
Supporting educators is considered one of the most effective
way of improving the quality of education. One aspect of
teaching that educators require support with is the
orchestration [1] of learning activities in formal learning spaces.
However, contemporary orchestration is:
1) Ad hoc
Generic software tools for performing specific tasks.
Specialised tools for managing learning activities.
2) Challenging [2]
Heterogeneous learning activities.
Orchestration constraints—.e.g timing constraints.
We investigate streamlined technology-driven
orchestration—through the use of an orchestration
workbench—in order to understand the impact of organised
orchestration on teaching.
Scientific Goals
Investigate the impact of organised technology-driven
orchestration on teaching.
Devise a generic orchestration workbench framework for
achieving streamlined technology-driven orchestration.
Demonstrate the successful use of streamlined
technology-driven orchestration.
Workbench Orchestration
Orchestration Workbench facilities scripting and centralised
access to orchestration tools.
Planning
Sequencing
Packaging Workbench
Figure 1. Organised Orchestration Using a Workbench
Module
Unit 1
Item 1
Item 2
Item N
Unit N
Unit 2
Figure 2. Sequence Tree
The overall workbench orchestration
process is strongly linked to pre-session
management of core scripting elements.
1) Sequencing
IMS Global Simple Sequencing
standard used to dynamically sequence
module unit learning activities.
2) Content Packaging
IMS Global Content Package standard
used to organise content to be utilised
during the orchestration of learning
activities.
Experimental Results
1) Orchestrating a Flipped Class
Flipped class case study conducted in authentic educational
setting [3] in order to assess feasibility of orchestration approach.
Organisation
Timer feature
Activity listing
100 50 0 50 100
Percentage
Strongly disagree Disagree Neutral Agree Strongly agree
Figure 3. Learners’ Experience Survey Results
Results suggest that orchestration approach facilitated neutral
flow of activities, and has potential to positively impact
learners’ learning experience.
2) Ad hoc vs. Organised Orchestration
Within group laboratory study conducted with 29 participants in
order to compare ad hoc orchestration and organised
orchestration.
PQ
HQ-I
Complicated - Simple
Confusing - Clearly Structured
Cumbersome - Straightforward
Impractical - Practical
Technical - Human
Unpredictable - Predictable
Unruly - Manageable
Alienating - Integrating
Cheap - Premium
Isolating - Connective
Separates me - Brings me closer
Tacky - Stylish
Unpresentable - Presentable
Unprofessional - Professional
-3 -1 1 3
Mean score
Word-pairs
Ad hoc Workbench
Figure 4. AttrakDiff 2 Word-pairs
-3
-1
1
3
PQ HQ-I HQ-S ATT
Dimensions
MeanScore
Ad hoc Workbench
Figure 5. AttrakDiff 2 Dimensions
5.38
4.69
Ad hoc
Workbench
0 2 4 6 8
Average time (min)
Technique
Figure 6. Time on Tasks
Learning activities orchestrated faster using workbench, and
participants’ success more pronounced using workbench.
Acknowledgements
This work is funded by the Hasso Plattner Institute.
Bibliography
[1] Jeremy Roschelle et al. Classroom Orchestration: Synthesis.
Computers & Education, 69:523–526, 2013. DOI:
10.1016/j.compedu.2013.04.010
[2] Pierre Dillenbourg. Design for Classroom Orchestration.
Computers & Education, 69:485–492, 2013. DOI:
10.1016/j.compedu.2013.04.013
[3] Lighton Phiri et al. Streamlined Orchestration: An
Orchestration Workbench Framework for Effective
Teaching. Computers & Education, 95:231–238, 2016. DOI:
10.1016/j.compedu.2016.01.011