Instantiation of the Chao framework for the Topeka learning scenario

Orchestration of tablet-based classroom activities


Formal educational institutions, and in particular primary schools, are more and more eager to introduce technologies in their classrooms. These technologies often refer to interactive whiteboards available to teachers, or personal computers available to students.

With the recent development and rise of mobile devices, tablets represent an attractive alternative. They are now more affordable, mobile and lightweight, and popular amongst both teachers [1] and students [2]. Researchers also took advantage of these devices to design new learning situations. For example, some studies were concerned with the use of handheld devices in the classrooms [3-5]. Other studies pioneered the field of Mobile Learning, but this is already out of the scope of this research project.

While the number of educational applications is skyrocketing, very little is done to help teachers in managing classroom activities using such applications on mobile devices. This observation is at the origin of my PhD project.


Dillenbourg [6] coined the following definition of orchestration:

Orchestration refers to how a teacher manages, in real-time, multi-layered activities in a a multi-constraints context.

This definition



Also, see the list of publications related to this project just below.


[1] Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29(3), 525-534.
[2] Alvarez, C., Brown, C., & Nussbaum, M. (2011). Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning. Computers in Human Behavior, 27(2), 834-844.
[3] Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289-314.
[4] Roschelle, J., Rafanan, K., Estrella, G., Nussbaum, M., & Claro, S. (2010). From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework. Computers & Education, 55(3), 1018-1026.
[5] Boticki, I., Looi, C. K., & Wong, L. H. (2011). Supporting mobile collaborative activities through scaffolded flexible grouping. Journal of Educational Technology & Society, 14(3), 190.
[6] Dillenbourg, P., Nussbaum, M., Dimitriadis, Y., & Roschelle, J. (2013). Design for Classroom Orchestration. Computers & Education, 69, 485-492.
[7] Tchounikine, P. (2013). Clarifying design for orchestration: orchestration and orchestrable technology, scripting and conducting. Computers & Education, 69, 500-503.

Under construction