Design, Adjust and Reuse – How Teachers Script Pedagogical Activities

Ghita Jalal 1 Valentin Lachand 1 Aurélien Tabard 1 Christine Michel 1
1 SICAL - Situated Interaction, Collaboration, Adaptation and Learning
LIRIS - Laboratoire d'InfoRmatique en Image et Systèmes d'information
Abstract : Teachers are trained to plan and conduct pedagogical activities. But, as these activities become richer-i.e. more collaborative, with more open resources, and building upon an increasing number of digital tools-planning becomes increasingly important. We conducted contextual interviews with seven middle and high school teachers, about their practices in planning and conducting pedagogical activities. We found that teachers design scripts to guide them through the session and scripts for students to use independently. They adjust their scripts during a session and edit them afterward. They reuse old scripts, adapt scripts from other teachers, and from online and physical sources. We derive implications for the design of scripting tools: supporting scripts at multiple levels of detail, or annotations for adjusting scripts during and after teaching sessions.
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Autre publication
Late Breaking Work, CHI’18 Extended Abstracts. 2018, 〈10.1145/3170427.3188483〉
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Contributeur : Ghita Jalal <>
Soumis le : vendredi 23 février 2018 - 15:40:00
Dernière modification le : mercredi 31 octobre 2018 - 12:24:26
Document(s) archivé(s) le : vendredi 25 mai 2018 - 07:19:26


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Ghita Jalal, Valentin Lachand, Aurélien Tabard, Christine Michel. Design, Adjust and Reuse – How Teachers Script Pedagogical Activities. Late Breaking Work, CHI’18 Extended Abstracts. 2018, 〈10.1145/3170427.3188483〉. 〈hal-01716373〉



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