Authors: Luis P. Prieto; Martina Holenko Dlab; Israel Gutiérrez; Mahmoud Abdulwahed; Walid Balid
Addresses: GSIC-EMIC Group, University of Valladolid, Cno. del Cementerio, s/n, 47011 Valladolid, Spain. ' University of Rijeka, Omladinska 14, 51000 Rijeka, Croatia. ' University Carlos III of Madrid, Av. Universidad 30, 28911 Leganés, Spain. ' College of Engineering, Qatar University, P.O. Box 2713, Doha, Qatar. ' Automatic Control and Automation Department, Faculty of Electrical and Electronic Engineering, University of Aleppo, P.O. Box 13462, Aleppo, Syria
Abstract: The notion of 'orchestrating learning' has gained acceptance within the TEL research community in recent years. However, there is little consensus about what 'orchestration' means, and what orchestrating learning in a concrete educational context entails. This paper aims to address these two concerns. Through a literature review focused especially on the field of TEL, we provide definitions of this orchestration, and gather the most commonly cited aspects of orchestration into a unified conceptual framework. This emergent framework is then used as an analytical lens to structure data from an existing case study in order to illustrate its usefulness as a tool to understand and propose new solutions to aid orchestration in complex, real-world TEL situations. Although further theorisation and modelling of orchestration is still needed, the presented framework provides a first step, backed up by a serious review of the field.
Keywords: orchestrating learning; conceptual frameworks; orchestration; structured data; complex situations; real-world situations; primary schools; primary education; Spain; ground-breaking ideas; technology enhanced learning.
International Journal of Technology Enhanced Learning, 2011 Vol.3 No.6, pp.583 - 598
Available online: 08 Feb 2012 *Full-text access for editors Access for subscribers Purchase this article Comment on this article