Teacher Orchestration Load in Collaborative Learning Activities in Robotics

Diplôme Master Teacher Orchestration Load in Collaborative Learning Activities in Robotics eng 2024-05-28 author Schenkenberg Van Mierop Emma Elise 870375 Département de droit commercial (DROI1) director Molinari Gaëlle 809405 Services communs de la faculté de psychologie et des sciences de l'éducation (PSECO) 80 This study investigates teachers’ orchestration tasks when orchestrating collaborative robotic activities, specifically examining the cognitive, physical, and emotional loads involved. We used an exploratory mixed-method approach to analyze teachers’ tasks and the associated orchestration load during two sessions. The first session let the teachers orchestrate the collaboration themselves, and the second session employed a structured approach using the Pyramid script. Our findings reveal that Computer-Supported Collaborative Learning (CSCL) scripts benefit junior teachers by providing clear direction on facilitating student collaboration effectively. Implementing the Pyramid script notably streamlined the orchestration process. It reduced the emotional stress teachers often experience and shifted their cognitive focus toward higher-level strategic activities such as planning and effective management. This cognitive shift significantly decreased the need for immediate monitoring, thus allowing teachers to orchestrate more efficiently and with greater ease. Senior teachers experienced increases in both emotional and cognitive loads, particularly when adapting a script that they had not developed themselves. This increase can be attributed to conflicts between their internalized teaching routines and the external demands of the CSCL scripts, suggesting that while the Pyramid script offers support for junior teachers, its application among experienced teachers is limited. Our study makes a novel theoretical contribution by highlighting emotional load as an important component of orchestration load, which has been previously underexplored. Moreover, in a more practical way, we provide a detailed example of a Pyramid script tailored for robotic activities, offering a ready-to-implement resource for educators. While promising, these findings are preliminary, and further research is necessary to confirm their applicability and extend their reach in diverse educational settings. Teacher orchestration Orchestration load Computer-Supported-Collaborative- Learning Pyramid script Cognitive load Physical load Emotional load Dewey 371.33 Master of Science in Learning and Teaching Technologies (MALTT) 110 Technologies de formation et apprentissage 73 false 631 Technologies de formation et d'apprentissage (TECFA) 8cbf57f2-959e-400c-b7c1-0744c1a0014e Master thesis Public memoire_master_Emma_Schenkenberg_va1.pdf 4862539 application/pdf 077ac6ec585c73031adfb33e8cbcf0ca7f09a83528c1d688e15a73171613fabf openAccess Faculté de psychologie et des sciences de l'éducation / Technologies de formation et apprentissage

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Teacher Orchestration Load in Collaborative Learning Activities in Robotics				2024	85	90

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Schenkenberg Van Mierop, Emma

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