Keynote: James D. Slotta
Orchestrating of complex inquiry
L 230 | Luisenstr. 37 | Mi 02.09.2015 | 09:30 - 10:30

Three roles for learning analytics in a smart classroom infrastructure.

This talk will present research of a pedagogical model known as Knowledge Community and Inquiry (KCI), focusing on the design of complex collaboration scripts that engage students in small groups and whole class collaborations, and the role of technology environments and real time learning analytics in helping the instructor to orchestrate such designs.
I begin by introducing the KCI model, including some basic design principles, and describe its dependency on real time learning analytics and the role for a scaffolding technology environment.
Next, I describe a technology framework known as SAIL (Scalable Architecture for Interactive Learning), which underlies the design of scaffolding environments and analytic support of sequenced interactions amongst people, materials, tools and environments.
I outline the critical role of the teacher or instructor in our designs, and describe how this role is supported by the technology environment, in terms of orchestration.
Finally I outline three implementations of KCI and the role of learning analytics, in supporting (1) dynamic, collective visualizations, (2) real time orchestrational logic, and (3) ambient displays.
I discuss the role of ambient and active visualizations in supporting spontaneous and planned discourse, led by the teacher, and the implications for the design of discourse support environments.

Aufzeichnung der Unterrichtsmitschau online

James D. Slotta

Jim Slotta is an associate professor of education in the Ontario Institute for Studies in Education (OISE) at The University of Toronto, where he holds the Canada Research Chair in Education and Technology.
In 2006, he established the ENCORE lab, a team of talented students, designers and developers who investigate collaborative inquiry learning in formal (K-12) and informal (home, field and museum) settings.
In collaboration with researchers from Oslo, Chicago and Berkeley, Slotta and his team have developed the Scalable Architecture for Interactive Learning (SAIL), as well as a framework for smart classroom research called SAIL Smart Space.
Recent funded projects have examined the use of embedded phenomena in elementary classrooms, distributed and ubiquitous learning in high school physics, and an immersive rainforest simulation for high school biology.
Together, these projects have advanced a theoretical model known as Knowledge Community and Inquiry (KCI).
Professor Slotta and his team have published their work widely, as seen in the publications section of this site.
Taken together, this work examines how K-12 students can become a knowledge community, supported by technology, that enables inclusive participation and promotes the growth of ideas.