The purpose of this project is to examine the extent to which Orchestration Graphs (Dillenbourg, 2015) could facilitate productive collaboration in online classes.
Orchestration Graph is one of the most recent innovations to support collaboration in the digital learning contexts. In an Orchestration Graph, the vertices/nodes represent learning activities and the edges/links capture the pedagogical relationship between activities, individual, team, and class-wide activities (Dillenbourg, 2015). Student generated data are captured during activities and the graph would specify how these data may feed into later activities in sophisticated ways. An open-source technology, FROG, has been developed to support the authoring and execution of Orchestration Graphs. It has been piloted in nascent educational contexts such as massive open online courses (MOOCs; Haklev et al., 2017) and has demonstrated promise in facilitating rich collaboration activities.
Using Orchestration Graphs and FROG, this project has two main goals:
- To integrate asynchronous social annotation activities (powered by Hypothes.is) in synchronous class meetings (in Zoom)
- To investigate learner collaboration that spans across time and space
References
- Chen, B., Shui, H., & Håklev, S. (2022). Orchestrating the flow and advancement of knowledge artifacts in an online class. Instructional Science. https://doi.org/10.1007/s11251-022-09596-3
- Dillenbourg, P. (2015). Orchestration graphs. EPFL press.
- Håklev, S., Faucon, L., Hadzilacos, T., & Dillenbourg, P. (2017). Orchestration Graphs: Enabling Rich Social Pedagogical Scenarios in MOOCs. In Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale (pp. 261–264). New York, NY, USA: ACM. https://doi.org/10.1145/3051457.3054000
