Abstract
This response to Dillenbourg's postulations on Orchestration analyses the relationship between classroom logistics and learning. It is necessary to detail the precise actions that the teacher must perform in order to apply the proposed strategies for the integration of digital and non-digital resources. It is not about teacher training; it is about giving teachers the tools to structure their classes and empower them beyond the training process. Every aspect of the class should be specified, leaving what finally will be performed to the teacher. We conclude that an adequate orchestration helps to guide the teacher through the work to be performed in the classroom, allowing a shift from an instructor-centered arrangement, in which the teacher radiates knowledge before a passive class of students, to one where the students actively participate, with the teacher acting as a mediator.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
