{"title":"探索被忽视的层面:社会信号和班级编排","authors":"P. Dillenbourg","doi":"10.3115/1599503.1599506","DOIUrl":null,"url":null,"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.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"22","resultStr":"{\"title\":\"Exploring neglected planes: social signals and class orchestration\",\"authors\":\"P. Dillenbourg\",\"doi\":\"10.3115/1599503.1599506\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":120843,\"journal\":{\"name\":\"International Conference on Computer Supported Collaborative Learning\",\"volume\":\"22 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2009-06-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"22\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Conference on Computer Supported Collaborative Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3115/1599503.1599506\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Conference on Computer Supported Collaborative Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3115/1599503.1599506","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Exploring neglected planes: social signals and class orchestration
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.
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