Technology for Classroom Orchestration
By Pierre Dillenbourg, Patrick Jermann. 2010
316 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/6c127b00a37c5e4e35ca6ae6d596c1bb95eb7799
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Raija Hämäläinen
- Katja Vähäsantanen
- Sadhana Puntambekar
- Pierre Dillenbourg
- Manu Kapur
- Patrick Jermann
- C. Hmelo‐Silver
- Peter Reimann
In Education
- Raija Hämäläinen
- Katja Vähäsantanen
- Sadhana Puntambekar
- Jae-Bong Jeon
- Pierre Dillenbourg
- Seongyong Lee
- Manu Kapur
- C. Hmelo‐Silver
Citations in the corpus
- Distributed Scaffolding: Scaffolding Students in Classroom Environments (2021, background): “Classroom orchestration systems provide teachers with real-time information to help with classroom management as well as awareness of groups (Dillenbourg & Jermann, 2010; Do-Lenh et al., 2012) and can make recommendations to teachers about which groups might need support (VanLehn et al., 2019).”
- Designing augmented reality for the classroom (2013, background): “…space, and the need to maintain a reasonable level of discipline, to minimize the teachers’ workload, or to cope with the heterogeneity of the class (Dillenbourg & Jermann, 2010; Moraveji, Morris, Morris, Czerwinski, & Riche, 2011; Prieto, Villagra-Sobrino, Jorrin-Abellan, Martinez-Mones, &…”
- Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT (2023, background): “Based on the idea of classroom orchestration (Dillenbourg & Jermann, 2010), they suggested that researchers examine the potential that teacher-chatbot collaboration may offer, calling for more empirical research on how the collaboration can be conducted, how it facilitates learning, and how AI can…”
- Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “…in technology-enhanced learning settings, there is the problem of reducing (or even negating) the role of teachers in supporting collaboration (Dillenbourg & Jermann, 2010), as the focus has typically been on enhancing interactions in virtual environments without real-time teacher support.”