Now showing 1 - 10 of 31
  • Publication
    Open Access
    Determining quality and distribution of ideas in online classroom talk using learning analytics and machine learning
    The understanding of online classroom talk is a challenge even with current technological advancements. To determine the quality of ideas in classroom talk for individual and groups of students, a new approach such as precision education will be needed to integrate learning analytics and machine learning techniques to improve the quality of teaching and cater interventive practices for individuals based on best available evidence. This paper presents a study of 20 secondary school students engaged in asynchronous online discourse over a period of two weeks. The online discourse was recorded and classroom talk was coded before undergoing social network analysis and k-means clustering to identify three types of ideas (promising, potential, and trivial). The quality and distribution of ideas were then mapped to the different kinds of talk that were coded from the online discourse. Idea Progress Reports were designed and trialed to present collective and individual student’s idea trajectories during discourse. Findings show that the majority of ideas in exploratory talk are promising to the students, while ideas in cumulative and disputational talks are less promising or trivial. Feedback on the design of the Idea Progress Reports was collected with suggestions for it to be more informative and insightful for individual student. Overall, this research has shown that classroom talk can be associated with the quality of ideas using a quantitative approach and teachers can be adequately informed about collective and individual ideas in classroom talks to provide timely interventions.
      108  194
  • Publication
    Open Access
    Strategies for idea improvement using an idea-centric discourse analysis
    This paper investigated the differences between the online discourses of K12 and higher education students, in an effort to understand differences in knowledge building behaviors between them. The higher education students are represented by 13 in-service graduate teachers and K12 students include 20 eighth-graders. An idea-centric analysis was conducted, which showed that discourse in the K12 setting contained ideas less promising to the discourse community than those found in higher education discourse. By considering the differences in the build-on of notes and utilization of scaffolds in discourse, potential strategies were suggested to change the patterns of build-on and use of scaffolds in Knowledge Forum so as to improve the quality of ideas in knowledge building discourse. Teachers can focus resources on promising ideas and strategize the use of scaffolds to maintain engagement and idea improvement within knowledge building discourse for better understanding and attainment of knowledge building goals.
      307  91
  • Publication
    Open Access
    Teaching analytics: A multi-layer analysis of teacher noticing to support teaching practice
    This paper, as part of a larger ongoing study, presents the use of a multi-layer approach to analyzing teacher noticing for the improvement of teaching practices. Situated in the field of teaching analytics, the use of multimodal sensors and analytics, especially for teacher noticing research, has provided affordances to discover deep insights for improving teaching practices. We collected data from a case study of one teacher over three lessons of science teaching in a secondary school. Multimodal sensors including an eye-tracking device, a microphone, and multiple video cameras were deployed in a classroom. The various sources of data were integrated and a multi-layer analysis was performed to uncover insights into the teaching practice. The findings show that a novice teacher in our case study was able to attend to events in her classroom, with some interpretations and sense-making of the events; some necessary actions were taken based on the teacher’s analysis but in some instances, necessary action was found to be lacking. Prior knowledge and the wealth of experiences or the lack thereof, together with visual cues in the environment, can affect the decision of novice teachers in executing certain actions in a classroom.
      148  191
  • Publication
    Metadata only
    Epistemic network analysis to assess collaborative engagement in knowledge building discourse
    Knowledge Building (KB) is an established learning sciences theory that seeks to promote innovative ideas and idea improvement among students via collaborative engagement in productive discourse. KB discourse supports students to make constructive discourse moves such as questioning, explaining with evidence, adding new information and so on, to advance the collective inquiry. However, current understanding on KB discourse remains limited to students’ online participation. Although small group discussion is a common practice, there is little understanding on the role of verbal discussions to support KB discourse. This paper attempts to address this line of inquiry by assessing student engagement in KB discourse supported by both online and verbal discussions. Data is retrieved from a group of six students in a Grade 6 Social Studies class. The group participated in a 2.5hr lesson designed with opportunities for discussions on the Knowledge Forum (online) and in small groups (verbal). Group talk was transcribed, and Knowledge Forum notes were coded for its semantic level of contribution, with the codes being analysed for weighted connections using Epistemic Network Analysis (ENA). The ENA analysis revealed clear differences in both group and individual engagement between the online and verbal discourse. Notably, students’ contributions on Knowledge Forum showed an apparent pattern of stronger connections among codes of higher semantic levels, suggesting that students were more cognitively engaged in the online discussion than their group verbal talk. Implications for research and practice are discussed.
      13
  • Publication
    Open Access
    Practices of science teachers: Evidence from teacher noticing
    Teacher noticing patterns offer insights into in-the-moment decisions and actions of teachers that have a direct impact on students’ learning. However, research on differences between novice and expert teachers’ vision in lessons remain limited. Using a mobile eye-tracker, we collected and analyzed data from two science teachers. Findings showed that the expert teacher focused her attention on relevant information across the classroom, while the novice teacher’s attention was restricted to specific problematic areas. As a work-in-progress, this paper provides valuable insights that we can build onto existential work for further studies.
      92  84
  • Publication
    Open Access
    Discovering dynamics of an idea pipeline: Understanding idea development within a knowledge building discourse
    Idea development is an important process within a knowledge-building discourse and it is crucial to understand the dynamics of idea development throughout the discourse, such as the growth, flourishing or fading of ideas. This study proposes a framework called Idea Pipeline that explores and tracks the dynamics of idea development within a knowledge-building discourse. This pipeline consists of three phases: discovery, identification and analysis, and ‘rise above’ of ideas. Each phase of the pipeline will be illustrated using findings from a comparison study of two online knowledge building discourses. During the discovery phase, a text miner is used to identify groups of related keywords from the discourse; this is represented as keyword graphs with weighted frequencies to show the diversity of ideas that were embedded within the knowledge-building discourse. In the idea identification and analysis phase, network analysis was conducted to help label key ideas that were promising to the discourse community; this would provide the community with information to decide which ideas to pursue so that advancement of communal knowledge could be achieved leading to the ‘rise above’ phase. This Idea Pipeline framework can be an additional method for the temporal analysis of a computer-supported collaborative learning discourse over a longer duration of weeks or even months.
      447  240
  • Publication
    Open Access
    From micro to meso: Scaling of a teacher noticing study
    Teacher noticing is specialized to its purpose of noticing events and students that are central to the teachers’ professional goals. This study extended prior work of teacher noticing beyond case studies of individual classrooms into implementation across several schools, leveraging eye-tracking and video technologies to collect and analyze teacher-noticing patterns that complement video-based reflective dialogues for additional insights. Practices at the micro level (single school) were reconsidered and implemented at a higher meso level (across multiple schools) in this study. The findings show that differences between teachers’ noticing patterns across schools may be attributed to school cultures, teaching strategies, and teacher beliefs, backed by eye-tracking data analyses and reflective dialogues.
      299  103
  • Publication
    Open Access
    Cultivating and supporting learning analytics literacy using 3M analytical framework
    (2022)
    Lee, Min
    ;
    The widespread adoption of personal computers and mobile devices has enabled learning analytics to become more pervasive among teachers, school administrators, students and parents. While the past decade has marked notable advancements in learning analytics, less attention has been paid to the unique characteristics of learning analytics that necessitate the notion of learning analytics literacy. Although researchers have documented the common use and misuse of learning analytics in education, there is still limited research that highlights the importance of cultivating literacy around the use of learning analytics for better understanding of teaching and learning practices. This paper describes how a Micro-Meso-Macro (3M) analytical approach can be used to support and enhance learning analytics literacy among education stakeholders, while raising the prospects of how a systematic implementation of raising learning analytics literacy can be done through two interacting themes: raising awareness and raising criticality.
      45  45
  • Publication
    Open Access
    Exploring students' epistemic emotions in knowledge building using multimodal data
    (2022) ;
    Ong, Aloysius Kian-Keong
    ;
    Grasping students' emotions, especially those relating to learning, in a collaborative setting is no easy feat for teachers. The quality of collaboration comprises both visible behavior and emotion and the less visible emotional traits relating to engagement and motivation. Teachers often rely on their experience and intuition when it comes to these invisible traits. In this study, we collected multimodal data from a collaborative knowledge building classroom to analyze when and how students' emotions transpire during the working and improvement of ideas. Data included textual data, self-reports from surveys, interviews, and physiological data from face-to-face and online knowledge building discourse of 17 students in a 2.5-hour Social Studies lesson. We found shifts in epistemic emotions during idea improvement activities, and the students explained these shifts in understanding the discussion and engaging in idea-centric processes. We discuss findings for ongoing work to develop multimodal analytics for knowledge building practice.
      157  171