Exploring neglected planes: social signals and class orchestration

Abstract

CSCL analyzed verbal interactions within small groups (plane 2) and cultural processes within larger communities (plane 4). We neglected the intermediate (3) level, the "class". If CSCL strives for impact on educational systems, it should become teacher-centric, i.e. it should empower teachers in the orchestration of integrated learning activities. I will present examples of "design for orchestration". I will also illustrate plane 1 which concerns the semanticless analyses of social signals such as voice and gaze records.