How Layout and Shared Artifacts Impact Teacher Orchestration in Future Learning Spaces

• In Event: Structured Poster Session: Understanding Future Learning Spaces Across Multiple Architectures

Abstract

Objective/Rationale

There is increasing interest in building technology-rich collaborative learning environments, active learning classrooms (ALCs). Generally, the purpose of ALCs is to support the enactment of student-centered learning, which often includes collaborative group work. Such work generates real-time management of activity (learning and instruction), along with the management of classroom resources. Dillenbourg and colleagues call this orchestration (Dillenbourg, 2011; Fischer & Dillenbourg (2006). Little is known about the impact of design and layout of ALCs and classroom orchestration. This current study is a case study that closely examines this relationship. In particular, we focus on how post-secondary instructors navigate differently designed ALCs and use of tools that allow for the production of shared and/or shareable artifacts (e.g., multi-touch boards or tables, tablets, dry eraser boards, etc.).

Theoretical Perspective
Growing consensus defines it as the work done by teachers to manage, in real time, the constraints systems of the classroom setting that typically include technologies of one form or another (Dillenbourg & Jermann, 2010; Roschelle, Dimitriadis & Hoppe, 2013). This includes marshalling learning processes across time, spaces and multiple social levels – i.e., inside and outside of the classroom; physical and virtual spaces; and, the individual, group and whole class levels. Of particular note is recognizing physical space and layout as orchestrational considerations (Dillenbourg & Jermann, 2010).

Methods
This is an ethnographic case study, using a cross-case comparison approach (citation). The research settings consisted of three AL classrooms, each with different (see Figure 1). Data include classroom observations (fields-notes, video recordings, and teacher interviews) for eight instructors, from three post-secondary institutions, all located in a major city in north-eastern Canada. All participants were identified as having a strong track-record of successful instruction in ALCs.

Findings
Our results show that layout does impact how teachers orchestrate their instructional activities, including their management of the group learning. Certain layout decisions create obstacles that impede management and flow of resources as described in the tracking of three teachers, each in one of the three ALCs (Figure 2). This typical difference in movement around the room was further explored with post-intervention interviews. Additionally, video recordings show that how teachers used the shared artifact production features (i.e., the writable wall surfaces) was different for the three rooms. In some cases, these facilitated orchestrational moves, acting as ambient awareness tools and providing the teacher with immediate feedback of the group’s learning artifact – i.e., acting as surrogate for their learning progression.

Scientific Significance
Our results show that layout designs can impact teacher orchestration of group work. In particular, how teachers can access and interact with students. Additionally, there is evidence that shared writeable surfaces can support orchestration as an ambient awareness tool. This study adds to the collective work in FLS and helps guide design decisions.

Authors

• Elizabeth S. Charles, Dawson College

• Chris Whittaker, Dawson College

• Kevin Lenton, Vanier College

• Michael Dugdale, John Abbott College

• Nathaniel Lasry, Harvard University