Orchestration graph: Difference between revisions
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== Introduction == | == Introduction == | ||
Orchestration Graphs depict the structure (what is done when by whom), the ped-agogical rationale behind the activity flow, and the work flow created by data transfor-mations and student groupings (“social structure”). An “Orchestration Graph Engine”allows the teacher to run educational scenarios with her students following the activitiesas specified in the OG – or as modified real-time by her as she monitors their work– to provide input data and obtain output products. Finally, products and traces of thelearning process are collected and processed; a stochastic model of the scenario usesthese traces to predict (or confirm) learner states | Orchestration Graphs depict the structure (what is done when by whom), the ped-agogical rationale behind the activity flow, and the work flow created by data transfor-mations and student groupings (“social structure”). An “Orchestration Graph Engine”allows the teacher to run educational scenarios with her students following the activitiesas specified in the OG – or as modified real-time by her as she monitors their work– to provide input data and obtain output products. Finally, products and traces of thelearning process are collected and processed; a stochastic model of the scenario usesthese traces to predict (or confirm) learner states (Dillenbourg, 2015:95-100)<ref name="dillenbourg2015">Dillenbourg, Pierre (2015). Orchestration Graphs: Modeling scalable education. EPFL Press.</ref> | ||
== Definition == | |||
An Orchestration Graph defines a [[pedagogic scenario]] in terms of learning activities at three levels class "plances": class, group and individual. | |||
It is organized in a similar way as a GANTT chart, i.e. one has to read it from left to right. Each learning activity starts at given time and lasts for a given time. | |||
Activity time can be short, intense and precise, e.g. in a class setting or last over days where students can engage asynchronously. | |||
{{quotation|Activities range from reading a text or watching a video, tocontributing ideas in a brainstorm, or experimenting with asimulation. They can take input data and social structures fromprevious activities and operators, and produce student products (such as students answers and designs), as well as detailed student trace data. See an example of a running activity. Activities (nodes) are connected through edges. These can contain pedagogical justifications (e.g., activity 1 is an advanced organiser for activity 2), learning analytics information (e.g.,student success is activity 1 is 34% correlated with/predictiveof success in activity 2), and operators.}} <ref>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 - L@S ’17 (pp. 261–264). New York, New York, USA: ACM Press. https://doi.org/10.1145/3051457.3054000 </ref> | |||
== Example == | |||
The following diagram taken from [ FROG: Embeddable tools for rich collaborative learning] talk, defines the [[ArgueGraph Script|ArgueGraph]] learning activity where learners first fill in a questionnaire, then discuss results that positions them according to their beliefs, then engage in group argumentation. After a defrieving they have to write a summary. | |||
[[image:orchestration-graphs-enabling-rich-learning-scenarios-at-scale-21-638.jpg|600px|thumb|non|Orchestration | |||
Graph example (ArgueGraph). [https://www.slideshare.net/StianHklev/frog-embeddable-tools-for-rich-collaborative-learning-lbeck?next_slideshow=1 Source: Stian Håklev,] ]] | |||
== Software == | == Software == | ||
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== Bibliography == | == Bibliography == | ||
=== Cited with footnotes === | |||
<references/> | |||
[[Category:Pedagogic strategies]] | [[Category:Pedagogic strategies]] | ||
Revision as of 17:43, 1 March 2019
Introduction
Orchestration Graphs depict the structure (what is done when by whom), the ped-agogical rationale behind the activity flow, and the work flow created by data transfor-mations and student groupings (“social structure”). An “Orchestration Graph Engine”allows the teacher to run educational scenarios with her students following the activitiesas specified in the OG – or as modified real-time by her as she monitors their work– to provide input data and obtain output products. Finally, products and traces of thelearning process are collected and processed; a stochastic model of the scenario usesthese traces to predict (or confirm) learner states (Dillenbourg, 2015:95-100)[1]
Definition
An Orchestration Graph defines a pedagogic scenario in terms of learning activities at three levels class "plances": class, group and individual.
It is organized in a similar way as a GANTT chart, i.e. one has to read it from left to right. Each learning activity starts at given time and lasts for a given time.
Activity time can be short, intense and precise, e.g. in a class setting or last over days where students can engage asynchronously.
“Activities range from reading a text or watching a video, tocontributing ideas in a brainstorm, or experimenting with asimulation. They can take input data and social structures fromprevious activities and operators, and produce student products (such as students answers and designs), as well as detailed student trace data. See an example of a running activity. Activities (nodes) are connected through edges. These can contain pedagogical justifications (e.g., activity 1 is an advanced organiser for activity 2), learning analytics information (e.g.,student success is activity 1 is 34% correlated with/predictiveof success in activity 2), and operators.” [2]
Example
The following diagram taken from [ FROG: Embeddable tools for rich collaborative learning] talk, defines the ArgueGraph learning activity where learners first fill in a questionnaire, then discuss results that positions them according to their beliefs, then engage in group argumentation. After a defrieving they have to write a summary.
Software
Bibliography
Cited with footnotes
- ↑ Dillenbourg, Pierre (2015). Orchestration Graphs: Modeling scalable education. 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 - L@S ’17 (pp. 261–264). New York, New York, USA: ACM Press. https://doi.org/10.1145/3051457.3054000