=Paper=
{{Paper
|id=None
|storemode=property
|title=Exploiting Awareness to Facilitate the Orchestration of Collaborative Activities in Physical Spaces
|pdfUrl=https://ceur-ws.org/Vol-931/paper4.pdf
|volume=Vol-931
|dblpUrl=https://dblp.org/rec/conf/ectel/Hernandez-LeoBN12
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==Exploiting Awareness to Facilitate the Orchestration of Collaborative Activities in Physical Spaces==
https://ceur-ws.org/Vol-931/paper4.pdf
Exploiting awareness to facilitate the orchestration of
collaborative activities in physical spaces
Davinia Hernández-Leo, Mara Balestrini, Raul Nieves, Josep Blat
Universitat Pompeu Fabra, Roc Boronat 138, 08018 Barcelona, Spain
[davinia.hernandez, mara.balestrini, raul.nieves, josep.blat]@upf.edu
Abstract. Complex group dynamics in physical educational spaces, such as the
classroom, can lead to significant learning benefits. Outstanding teachers apply
these dynamics, but their adoption is not extensive. One of the reasons behind
the lack of broad adoption refers to their implementation inconveniences,
including the time and attention that teachers and students need to dedicate to
the orchestration of the dynamic. This workshop paper discusses a technology,
the Signal Orchestration System (SOS), which facilitates the organization of
group activities in physical spaces by exploiting awareness indications. Using
the SOS, students wear a device that renders signals denoting orchestration
aspects (e.g., color signals indicating group formation) in a way that the signals
are collectively perceived. The paper states the problem and presents the
proposed solution discussing different designs for the wearable devices.
Keywords: group awareness, physical learning spaces, CSCL, orchestration
1 Problem statement and discussion of the proposed solution
Teachers plan and orchestrate activities in physical spaces, such as the classroom, at
different social levels (individual, small groups, class) with the aim of achieving a set
of desired learning outcomes [1]. Dynamic sequences of multiple group activities
facilitate effective learning situations driven by knowledge-intensive social
interactions (e.g., mutual explanation and regulation) [2]. However, the application of
complex collaborative dynamics is not extensive. One of the factors that hinder its
adoption refers to the implementation inconveniences derived from the orchestration
of the dynamics. Teachers have to indicate group formation and role assignment for
every activity, considering the use of multiple resources/tools and the evolution of the
learning situation. This orchestration task is especially demanding when the number
of students involved is high. Both teachers and students need to devote part of their
attention to orchestration aspects. Orchestrating collaboration is time-consuming and
typically generates a noise / mess effect that can lead to distraction and
disorganization. We state that augmenting physical educational spaces with awareness
visualization mechanisms can facilitate the orchestration of collaborative dynamics,
ultimately promoting their adoption. Related ideas have been proposed to support
classroom activity supervision using interactive lamps [3].
The Signal Orchestration System (SOS) enables teachers to distribute signals
denoting orchestration aspects [4]. These signals are rendered in physical devices that
students can easily wear in a way that the signals can be collectively perceived. This
facilitates awareness of the social dynamic and the activity flow. For instance, to
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Exploiting awareness to facilitate the orchestration of collaborative activities in physical
spaces
indicate group formation, students’ devices show color signals. The students with the
same color form a group. Blinking lights can indicate role or resource distribution,
sound signals change of activity, etc. However, the actual meaning of each signal
depends on the needs and creativity of the teacher who design the collaborative
dynamic and its orchestration.
The wearable devices achieve an ambient awareness effect that cannot be easily
achieved with mobile devices. Three different low-cost designs have been
implemented and used in several Jigsaw collaborative learning dynamics (Fig. 1). The
use of the first two designs (a, b) was evaluated in two experiments framed in real
scenarios [4]. The necklace was more visible, but its size and weight made it more
uncomfortable. The fabric belt was lighter, thinner and aesthetically nicer, but it was
less visible (too comfortable and similar to their clothes).
(a) (b) (c)
Fig. 1. Wearable signaling devices (a) necklace (b) fabric belt (c) arm bracelet
Considering these observations, we propose an arm bracelet as an intermediate
approach (Fig. 1, c). It has been designed so that it is more compact (adapted to the
size of its hardware components) and can be fixed to a bracelet worn in the arm. Its
position in the arm facilitates the visibility of the signals even when the participants
are sitting down at their desks. Fig. 1 (c) shows how students wearing the bracelets
look for other students with the same color signals to form a group. We are currently
analyzing the data collected in an experiment that compares the use of the SOS arm
bracelets with a controlled group using a traditional approach based on paper cards.
Preliminary results indicate that the awareness facilitated by the SOS leads to a more
agile classroom orchestration promoting a more satisfactory learning experience.
Acknowledgments
This work has been partially funded by the Spanish EEE (TIN2011-28308-C03-03) project.
References
1. Dillenbourg, P., Jermann, P.: Technology for classroom orchestration. Technology for
classroom orchestration. In Khine, M.S., Saleh, I. (Eds.), New Science of Learning (pp.
525-552). New York: Springer Science+Business Media (2010)
2. Roschelle, J., Teasley, S.: The construction of shared knowledge in collaborative problem
solving. In C. O'Malley (Ed.), Computer-supported collaborative learning (pp. 69-197).
Berlin, Germany: Springer Verlag (1995)
3. Alavi, H., Dillenbourg, P.: An ambient awareness tool for supporting supervised
collaborative problem solving. IEEE Transactions on Learning Technologies (in press)
4. Hernández-Leo, D., Nieves, R., Arroyo, E., Rosales, A., Melero, J., Blat, J.: SOS:
Orchestrating collaborative activities across digital and physical spaces using wearable
signaling devices, Journal of Universal Computer Science (accepted)
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