The flow model (see figure 1) captures the communication and coordination to accomplish work. In our flow model we see that a teacher has a relation to: the lab, pupils and technology. He prepares the material and puts it on the online platform where the pupils can study from home. It’s his responsibility to open the lab, and while inside the lab he gives a short introduction to the specific experiments.
The flow model captures the communication and coordination to accomplish work. In our flow model we see that a teacher has a relation to: the lab, pupils and technology. He prepares the material and puts it on the online platform where the pupils can study from home. It’s his responsibility to open the lab, and while inside the lab he gives a short introduction to the specific experiments.
For the pupil’s side, they have a relation to: the lab, technology, teacher and the other classmates. The pupils are only allowed into the lab when the teacher is present. Their homework and assignments are on their laptop – conflicts arise with the noise technology brings. The pupils are good at asking for help (both between students and the teacher), but when working in groups, fooling around can be a problem.
The cultural model (figure 2) shows the constraints we recorded during our observations. The school is place for socializing and learning for the pupils, but for the teacher it is a platform for teaching. Relationships between class- mates can either be productive or not (this is only based on academic work, not friendships etc.).
The cultural model shows the constraints we recorded during our observations. The school is place for socializing and learning for the pupils, but for the teacher it is a platform for teaching. Relationships between class- mates can either be productive or not (this is only based on academic work, not friendships etc.).
A teacher provides material and assignments for the pupil that is expected to be completed. The dynamic changes when it’s a substitute teacher; since they aren’t allowed into the lab, they have to do exercises on their laptops. The substitute has a plan (given by the teacher) and presents it for the pupils. It is up to each individual pupil, if they want to be productive or not (most of them chose ‘not’).
The physical model (figure 3) is a showcase of the physical environment of the lab. We have tried to capture the flow when a pupil enters the lab.
The physical model is a showcase of the physical environment of the lab. We have tried to capture the flow when a pupil enters the lab.
- A pupil enters the class and proceeds to sit on their regular spot. (Laptops are present and distract the pupils on the last row)
- Afterwards the experiments begin. Conflict arises when the laptops are right next to the experiments (takes space, vials can explode and damage the laptop).
- For specific experiments, they need certain materials. (Pupils didn’t know where the materials where a lot of time was wasted)
