The notion of 'orchestrating learning' has gained acceptance within the TEL research community in recent years. However, there is little consensus about what 'orchestration' means, and what orchestrating learning in a concrete educational context entails. This paper aims to address these two concerns. Through a literature review focused especially on the field of TEL, we provide definitions of this orchestration, and gather the most commonly cited aspects of orchestration into a unified conceptual framework. This emergent framework is then used as an analytical lens to structure data from an existing case study in order to illustrate its usefulness as a tool to understand and propose new solutions to aid orchestration in complex, real-world TEL situations. Although further theorisation and modelling of orchestration is still needed, the presented framework provides a first step, backed up by a serious review of the field.
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Prieto et al. (2011) studied this question.