Abstract:Synchronous online teaching environments pose specific challenges for the analysis of pedagogical activity as teaching takes place via videoconferencing platforms and interactions are multimodal. While pedagogical orchestration has been extensively studied in the context of face-to-face courses and at the level of instructional design, the analysis of teaching in videoconferencing environments remains under-explored and insufficiently instrumented in terms of methodology. This article proposes a multimodal observation grid designed to analyze the instrumentalised pedagogical orchestration of teachers during synchronous online classes. Based on theories of pedagogical orchestration, multimodality and professional gestures of teachers, this grid identifies a set of observable indicators related to communicational gestures, posture, gaze and the management of digital tools. These indicators are structured and ranked in order of priority according to their observability and analytical relevance. They are operationalised to consider the constraints associated with data that can be analysed in videoconference class contexts. The proposed grid aims to provide a reproducible methodological framework for the analysis of instrumental pedagogical orchestration, with a view to future empirical validation.
From: Christine Michel [view email] [via CCSD proxy]
[v1]
Fri, 12 Jun 2026 11:37:18 UTC (305 KB)
此内容由惯性聚合(RSS阅读器)自动聚合整理，仅供阅读参考。 原文来自 — 版权归原作者所有。