Orchestration in learning technology research: evaluation of a conceptual framework
The term ‘orchestrating learning’ is being used increasingly often, referring to the coordination activities performed while applying learning technologies to authentic settings. However, there is little consensus about how this notion should be conceptualised, and what aspects it entails. In this paper, a conceptual framework for orchestration-related research is evaluated by an international panel of learning technology experts. The results of this evaluation show that the framework is complete and understandable, and it is particularly useful as an integrative list of aspects to consider when designing and evaluating learning technologies. To illustrate a way in which the framework can be used to help researchers structure their classroom innovation evaluations, an example is presented that follows the adoption of the framework by a group of researchers in Singapore. Finally, a new evolved version of the framework is presented, taking into account the evaluation feedback.
Keywords: orchestration; conceptual framework; analytical lens; expert panel
(Published: 24 September 2015)
Citation: Research in Learning Technology 2015, 23: 28019 - http://dx.doi.org/10.3402/rlt.v23.28019
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.