Abstract:

Class orchestration with technology receives increasing attention in managing multiple learning activities (Song 2021). Class orchestration is the process of coordinating supportive interventions productively across multiple learning activities at multiple social levels (Dillenbourg 2013). A conventional technological solution for classroom orchestration is using presentation software, e.g. Powerpoint, with VLEs and specialist learning design tools also playing a role. Recently, it has been transformed by specialist classroom orchestration technologies, including Nearpod, Peardeck and Wooclap, which differs from PowerPoint by integrating session design, learning resource management and real-time student engagement features, enhancing simultaneous interactivity in the classroom. Such technologies offer the potential to facilitate class orchestration but are also under various constraints. Major extrinsic constraints include the limited preparation time for learning design and the adaptation and planning of the class activities in line with the curriculum (Song 2021; Dillenbourg 2013).

Although class orchestration with technology and generative AI (GenAI) might be viewed as parallel, it is interesting to see how GenAI can help increase efficiency in class preparation and design activities aligned with the curriculum (Lim et al. 2023). We argue that it is the combination of both approaches which, though higher risk, offers a genuine opportunity to shift away from the decades-long dominance of transmissivity which limits the boundaries of student engagement in the classroom.

This paper builds on our experience researching and implementing ChatGPT with Nearpod in 2023. This use of GenAI showcases how the authors and ChatGPT co-design the ‘time to climb’ activity‘ - a quiz competition on Nearpod. We referred to UNESCO’s guidelines for new GenAI users (Sabzalieva and Valentini, 2023) and ChatGPT’s implications for management educators (Ratten and Jones 2023). We conducted three rounds of prompts with ChatGPT4 to refine the final contents for a quiz competition for a foundation module seminar.

Our findings suggest that GenAI, with appropriately designed prompts, can produce relevant and timely seminar activities delivered by Nearpod. The chatbot proposed three benefits addressing the class orchestration's constraints, helping frame the critical reflection. GenAI with Neapod could facilitate shifting from sole authorship of an academic to co-designing and facilitating the seminars for students and potential audiences for CPD sessions.

References:
[1] Dillenbourg, Pierre. 2013. “Design for Classroom Orchestration.” Computers & Education 69/11: 485–92.
[2] Lim, Weng Marc, Asanka Gunasekara, Jessica Leigh Pallant, Jason Ian Pallant, and Ekaterina Pechenkina. 2023. “Generative AI and the Future of Education: Ragnarök or Reformation? A Paradoxical Perspective from Management Educators.” The International Journal of Management Education 21 (2): 100790.
[3] Ratten, Vanessa, and Paul Jones. 2023. “Generative Artificial Intelligence (ChatGPT): Implications for Management Educators.” The International Journal of Management Education 21 (3): 100857.
[4] Sabzalieva and Valentini, 2023. ChatGPT and artificial intelligence in higher education: quick start guide. Paris: UNESCO.
Song, Yanjie. 2021. “A Review of How Class Orchestration with Technology Has Been Conducted for Pedagogical Practices.” Educational Technology Research and Development: ETR & D 69 (3): 1477–1503.

Keywords:

Generative_AI, Class_Orchestration_with_Technology, ChatGPT, Nearpod.