This document summarizes research investigating the impact of organized orchestration on teaching. Through a series of controlled studies and case studies, the research found that organized orchestration was more effective and desirable than ad hoc orchestration. Specifically, the studies found that organized orchestration allowed tasks to be accomplished more quickly, was perceived as more successful, and imposed an acceptable workload on educators. Overall, the research suggests that streamlined, organized orchestration supported by workbench tools could help make educators more effective.

1. Streamlined Orchestration
Streamlined Orchestration
Investigating the Impact of Organised
Orchestration on Teaching
Lighton Phiri1
· Christoph Meinel2
· Hussein Suleman1
1
Department of Computer Science, University of Cape Town
2
Hasso Plattner Institute, University of Potsdam
Deployment Group Progress Talk · April 13, 2017

2. Introducing the research topic and focus
Streamlining technology-driven orchestration of
learning activities in formal learning spaces.
2
http://dl.acm.org/ccs/ccs.cfm

3. Part I: Introduction
3

4. 4
Laptop Project@ UCT
ICT4RED in Cofimvaba
Classroom Renewal@ UCT
One Laptop per Child
The technology-enhanced learning space

5. Formal learning spaces can become effective by
supporting educators with orchestration.
5
http://www.uct.ac.za
Supporting educators with orchestration

6. Contemporary orchestration is extremely
challenging and arguably ad hoc.
6
Streamlined orchestration—attainable through
explicit organisation of enactment activities using an
orchestration workbench—could potentially make
educators more effective.
Contemporary orchestration is flawed

7. Interview
Sessions
Archival
Records
Classroom
Observations
7
Study 1: Orchestration situational analysis

8. Part II: Controlled studies
8

9. 9
Ad hoc vs. Organised Orchestration (T4E 2016).
Lighton Phiri, Christoph Meinel and Hussein Suleman.
Source: http://simba.cs.uct.ac.za/indefero
Study 2: Comparative analysis

10. Study involving 61
participants measured
effectiveness and user
experience.
● Orchestration faster using
organised approach.
● Organised approach
perceived more successful.
10
Organised orchestration is desirable

11. ● Organised orchestration
faster and with higher
scores.
● Counter-balancing had
little effect.
11
Organised orchestration more effective

12. 12
Peer Tutoring Orchestration (CSEDU 2017).
Lighton Phiri, Christoph Meinel and Hussein Suleman.
Source: http://simba.cs.uct.ac.za/indefero
Study 3: Peer tutoring orchestration

13. 13
Source: https://doodle.com
One-on-one sessions with 24 tutors

14. 14
Organised orchestration imposes
acceptable workload (1)

15. 15
Organised orchestration imposes
acceptable workload (2)
(2)

16. 16
A. Perceived usefulness 5.12 (1.14)
1. Tasks would be accomplished more quickly 4.50 (1.67)
: : :
: : :
6. I would find the system useful 5.46 (1.41)
B. Perceived Ease of Use 5.80 (0.85)
: : :
Perceived usefulness and ease of use

17. Part III: Case studies
17

18. 18
Streamlined Orchestration (Computers & Education 2016).
Lighton Phiri, Christoph Meinel and Hussein Suleman.
Source: https://youtu.be/x5s0aENwNMA
Study 4: Orchestrating a flipped classroom

19. Prototype usage
● Tool usage statistics
indicated prototype
frequently used.
● Classroom
observations and
screencasts suggest
seamless switching
between tools.
Learner experience
● Learner survey with
71 students
conducted at the end.
● Results suggest
approach could
potentially positively
impact learning
experience.
19
Feasibility of organised orchestration

20. 20
WIP: Reusable Virtual Orchestration Appliances (Technical Report 2017).
Nabeel Parker, Morné Valentyn, Lighton Phiri, Christoph Meinel and Hussein Suleman.
Source: http://simba.cs.uct.ac.za/indefero
Study 5: OER orchestration packages

21. rVOA Player
● Standalone
component for
Sequencing &
packaging.
● Effectiveness,
accuracy and
usability evaluation.
rVOA Repository
● Search and browsing.
● Usability &
performance
evaluation.
21
*rVOA Project: https://goo.gl/PGFN0k
rVOA implementation*

22. Part IV: Future work
22

23. 23
Tasks (T)
Deliverables (D)
2017
M A M J J A S O
T1: CSEDU 2017 Conference
T2: CSC1010H Experiment
T3: Thesis Manuscript Drafts
D3.1: Thesis Manuscript Submission
T4: LEARN Project*
Planned research activities

24. [1] Jeremy Roschelle et al. “Classroom Orchestration:
Synthesis”. Computers & Education, 69:523–526, 2013.
[2] Pierre Dillenbourg. “Design for Classroom
Orchestration”. Computers & Education, 69:485–492,
2013.
[3] Luis P. Prieto et al. “Orchestrating technology
enhanced learning: a literature review and a
conceptual framework”. International Journal of
Technology Enhanced Learning, 3(6):583, 2011.
24
Bibliography

25. Streamlined Orchestration
Streamlined Orchestration
Investigating the Impact of Organised
Orchestration on Teaching
Lighton Phiri1
· Christoph Meinel2
· Hussein Suleman1
1
Department of Computer Science, University of Cape Town
2
Hasso Plattner Institute, University of Potsdam
Deployment Group Progress Talk · April 13, 2017

26. 26
Backup slides: Weighted ratings viewport