Signal orchestration-system-artel-ectel2012

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Hernández-Leo, D.; Balestrini, M.; Nieves, R.; Blat, J.; Exploiting awareness to facilitate the orchestration of collaborative activities in physical spaces, CEUR Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning, EC-TEL2012, Saarbrücken, Germany, September 2012 (to be published) More info at http://daviniahl.wordpress.com/sos/

Tecnologia Educação

GTI http://gti.upf.edu

Davinia Hernández-Leo, Mara Balestrini, Raul Nieves, Josep Blat

Universitat Pompeu Fabra, Barcelona

Interactive Technologies Group
http://gti.upf.edu

GTI http://gti.upf.edu

Motivation
• Dynamic collaborative activities in physical spaces
(classroom) -> “knowledge-intensive” social interactions
-> learning
• The orchestration “overhead” hinders its adoption:
• Indicate group formation and role assignment for every activity,
distribution of resources/tools, collaboration areas, …
considering the evolution of the learning situation/constraints

• Teachers and students devote attention to orchestration aspects

• Time-consuming, noise / mess effect (disorganization/distraction)

• +demanding when +students

(Connection to virtual spaces… see Hernández-Leo et al., to be published)

GTI http://gti.upf.edu

Our statement
• Augmenting physical educational spaces with
“orchestration awareness mechanisms” can facilitate
the orchestration of collaborative dynamics

• Our solution:

Wearable and fixed devices
that “communicate”
orchestration aspects (signals)

• Related work
e.g., ambient displays to support
classroom activity supervision using
interactive lamps (Alavi & Dillenbourg, in press)

GTI http://gti.upf.edu

Signal Orchestration System
• Visual and auditory signals (color, blinking, sound,…)
• From manager to wearable devices
Signals collectively perceived
• Examples:
• Colors: group formation, work areas
• Blinking: role distribution
• Sound: change of activity
• (Depends on teachers’ creativity and needs)

• Vs. smart phones
• Sometimes not available / not allowed / cost
• Attention distraction / cognitive load / -agile dynamic
• “Ambient group awareness effect” difficult to achieve !

GTI http://gti.upf.edu

Wearable devices: designs / experiments
- Necklace:  + visible,  considerable
size / weight, uncomfortable

- Fabric:  Lighter and thinner,
aesthetically nicer;
 - visible: since + comfortable  risk of
forgetting to check, too similar to clothes
of classmates

- Arm bracelet: intermediate approach,
compact, more robust,
awareness also when sitting down…
(vs. control group:
-time
+ group awareness, enjoyment, performance)

(Hernández-Leo et al., EC-TEL 2011;
Hernández-Leo et al., JUCS to be published)

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Signal orchestration-system-artel-ectel2012

1. GTI http://gti.upf.edu Davinia Hernández-Leo, Mara Balestrini, Raul Nieves, Josep Blat Universitat Pompeu Fabra, Barcelona Interactive Technologies Group http://gti.upf.edu

2. GTI http://gti.upf.edu Motivation • Dynamic collaborative activities in physical spaces (classroom) -> “knowledge-intensive” social interactions -> learning • The orchestration “overhead” hinders its adoption: • Indicate group formation and role assignment for every activity, distribution of resources/tools, collaboration areas, … considering the evolution of the learning situation/constraints • Teachers and students devote attention to orchestration aspects • Time-consuming, noise / mess effect (disorganization/distraction) • +demanding when +students (Connection to virtual spaces… see Hernández-Leo et al., to be published)

3. GTI http://gti.upf.edu Our statement • Augmenting physical educational spaces with “orchestration awareness mechanisms” can facilitate the orchestration of collaborative dynamics • Our solution: Wearable and fixed devices that “communicate” orchestration aspects (signals) • Related work e.g., ambient displays to support classroom activity supervision using interactive lamps (Alavi & Dillenbourg, in press)

4. GTI http://gti.upf.edu Signal Orchestration System • Visual and auditory signals (color, blinking, sound,…) • From manager to wearable devices Signals collectively perceived • Examples: • Colors: group formation, work areas • Blinking: role distribution • Sound: change of activity • (Depends on teachers’ creativity and needs) • Vs. smart phones • Sometimes not available / not allowed / cost • Attention distraction / cognitive load / -agile dynamic • “Ambient group awareness effect” difficult to achieve !

5. GTI http://gti.upf.edu Wearable devices: designs / experiments - Necklace:  + visible,  considerable size / weight, uncomfortable - Fabric:  Lighter and thinner, aesthetically nicer;  - visible: since + comfortable  risk of forgetting to check, too similar to clothes of classmates - Arm bracelet: intermediate approach, compact, more robust, awareness also when sitting down… (vs. control group: -time + group awareness, enjoyment, performance) (Hernández-Leo et al., EC-TEL 2011; Hernández-Leo et al., JUCS to be published)

6. GTI http://gti.upf.edu

Signal orchestration-system-artel-ectel2012

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