This study aimed to understand the learning effect of design thinking activities of college students in an undergraduate class. The results showed that after experiencing the design thinking activities, the participants successfully created their course product (i.e., online learning courses in the prototype form) through online discussion, reflection and peer feedback under the guidance of knowledge-building pedagogy. It is also found that students had a slightly improved gain in terms of technological pedagogical content knowledge & technology-integrated design knowledge and their design belief of teachers.
By Chih Hui Seet, Huang-Yao Hong, Ching Sing Chai
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While interest in using dual eye tracking sensors in computer-supported collaborative learning research continues to grow, it remains a challenge to know how to interpret the data these tools generate. This qualitative analysis leverages dual eye tracking data to offer Joint Visual Attention (JVA) graphs as a novel approach to depicting gaze synchronization, and presents a case study to provoke discussion around the opportunities to improve JVA graphs.
By Tonya Bryant, Iulian Radu, Bertrand Schneider
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Collaborative learning stresses an intertwined relationship between social interaction and cognitive engagement. To support collaboration, emerging social network representations strive to demonstrate not only social interactional relations, but also cognitive-related information. In this poster, we proposed an innovative social-cognitive network representation to track learners' social interactions and cognitive engagements, in order to better understand the relationships between them.
By Fan Ouyang, YU-HUI CHANG
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In MOOCs, social learning theory is challenged to perform at scale, but platforms do not have specific functionality which affords scalability. This study examines a design-based research intervention in the learning platform: The Comment Discovery Tool. Results from the initial iteration of this tool suggest positive impact, but further work is suggested to develop MOOC pedagogy in line with novel toolsets.
By Philip Tubman, Phil Benachour, Murat Oztok
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This poster explores how learners engage in "maker" activities when collaborating and how participation can become more inclusive when framing activities in order to connect learners with children in their own community. We describe the first iteration of the Bricks and Bits project where undergraduate engineering students were challenged to re-design the toys of children. Bricks and Bits specifically reimagines making as a service learning project in order to increase the inclusion of female participants.
By Ezequiel Aleman, Pryce Davis
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We discuss a constructionism-based geometry curriculum in which middle school students built models of tents, first at a full, large-size scale, and then at a small scale. We build on body syntonicity to analyze how students learn through relating abstract knowledge to the knowledge of their bodies. Using video data, we analyze the affordances and constraints for students' mathematical engagement in creating models. We conclude with brief implications for mathematics education and for CSCL research.
By Kylie Peppler, R. Mishael Sedas, Anna Keune, Suraj Uttamchandani
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Collaborative knowledge construction is a complex process and entails many forms of communicative and social interactions. This preliminary, qualitative case study attempts to understand collaborative knowledge construction processes when learners share both physical and virtual environments to create digital structures. The results show four techniques in which the participants engage to advance the digital creations. This study provides educators with insight of how to capitalize on opportunities to use technology and support collaboration.
By Afaf Ahmed Baabdullah
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This study examined the positions of Learning Sciences (LS) and Computer-Supported Collaborative Learning (CSCL) research in educational research using EducMap, a map of global educational research. LS/CSCL research has a presence in about one third of educational research, a substantial presence given its relatively short history.
By Heisawn Jeong, Joomi Kim, Kristine S. Lund, Sebastian Grauwin
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During problem solving prior to instruction, students usually generate erroneous solution attempts, which can form the basis for acquiring valid concepts during subsequent instruction, if students are prompted to compare correct and incorrect examples. In a previous study, these prompts were only beneficial if the incorrect examples resembled students' own attempts. Therefore, a computer-based version that would allow for adaptation of the instruction is tested with regard to the similarity of students' products and difficulties.
By Antje Boomgaarden, Katharina Loibl, Timo Leuders
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This paper presents an analysis of conceptualizations of learning in International Journal of Computer-Supported Collaborative Learning articles from a 5-year period and a comparison data set of articles in the same period from the Journal of Educational Psychology. Findings are interpreted through the lens of critical pedagogy. Findings reveal a conceptualization of learning in the educational psychology articles that is problematic in terms of supporting and reproducing systems of oppression but learning scientists who study computer-supported collaborative learning tend to use a conceptualization of learning that is agentic, empowering, and aligned with critical pedagogy.
By Jonan Phillip Donaldson
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This concept paper conceptualizes the instructor-student collaboration as a continuum, ranging from a lower level of aggregates of individual participation, to a higher level of turn-taking process through which participants form mutual interactions, develop sustained communications, and take joint actions to achieve a shared goal. This paper then proposes an analytical framework including participation frequency, turn-taking discourse, and participant perception dimensions, to analyze instructor-student collaboration in authentic teaching and learning practices.
By Fan Ouyang
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Collaborative learning holds great value for young learners. However, these learners often encounter interpersonal conflicts that may arise based on the learning task itself or on external factors. Little is known about the nature and evolution of conflicts that occur while elementary learners work together. To investigate this phenomenon, we analyzed videos of six pairs of students completing a computer programming activity. We identified four stages of conflict: initiation, escalation, de-escalation, and conclusion. Our analysis revealed that the conflicts typically began around disagreements about code, who should have control of the keyboard and mouse, and other interpersonal events. Additionally, we found that some pairs of students resolved their conflicts through self-explanation and listening while others did not take advantage of those strategies. This research reveals types of conflicts, how they evolve between young learners, and how we may be able to support elementary learners in resolving conflicts while problem solving.
By Jennifer Tsan, Jessica Vandenberg, Xiaoting Fu, Jamieka Wilkinson, Danielle Boulden, Kristy Elizabeth Boyer, Collin Lynch, Eric Wiebe
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Researchers have recently emphasized the contribution of learning analytics interventions to the advancement of theory. We propose an analytics-supported teacher professional development (ASTPD) approach and evaluated the impact of the ASTPD approach on teacher learning and reflection about their dialogic instruction. The results show that integrating learning analytics and TPD drawing on educational theories and the TPD context had an impact on the participating teachers' dialogic practice as well as their student learning outcomes.
By Gaowei Chen, Kennedy Chan, Carol Chan, Jinjian Yu, Hu Liru, Jiajun Wu, Lauren Resnick
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Emergent Systems Microworlds (ESM) are learning environments that combine agent-based approach of modeling complex emergent phenomena and constructionist design principles. In an ESM-based curriculum implementation, students worked in groups to explore and investigate computer-based ESMs. They shared their findings and participated in teacher-guided reflections to collaboratively construct scientific knowledge. We present an analysis of a shift in students' perceptions regarding their agency, as passive recipients or active creators of knowledge, in a science classroom.
By Sugat Dabholkar, Uri Wilensky
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SciGirls Code is a two-year project (2016-2018) supporting 16 STEM outreach programs in providing elementary/middle school girls with computational thinking (CT) in an extended learning environment setting. In this proposal, case analyses of six girls are presented to examine their interests in and identities toward computer sciences (CS). Findings reveal increased confidence and interest in CS activities, new appreciation for coding, the importance of teamwork and girls' understanding of gendered identities in CS careers.
By YU-HUI CHANG, Sarah Barksdale, Lana Peterson, cassie scharber
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Examining the nature of digital texts in the developing contexts of problem-based learning (PBL) constitutes an expansion in research on dialogic approaches to learning in technology-rich, inquiry-based designs. This study adopts Interactional Ethnography as an orienting theory to frame the purposeful tracing of the unfolding knowledge co-construction processes across a medical PBL cycle. We investigate how these processes are interactionally accomplished in and across intertextually tied events where devised, generated, accessed, curated and appropriated digital texts are connected in webs of meaning. The concepts of multimodality and intertextuality from literacy studies provide explanatory theories to investigate how digital texts in the developing dialogic space are consequential the learning process across the phases of a PBL cycle. We propose the concept of dialogic intervisualizing to theorize these new text-discourse relations in inquiry-based learning.
By Susan M Bridges, Lap Ki Chan, Judith Lee Green, Asmalina Saleh, Cindy Hmelo-Silver
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Learning environments frequently use gamification to enhance user interactions. Virtual characters with whom players engage in simulated conversations often employ pre-scripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs.
By Raja Lala, Marcell van Geest, Stefan Ruseti, Johan Jeuring, Mihai Dascalu, Jordy van Dortmont, Gabriel Gutu-Robu, Michiel Hulsbergen
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CSCL research has recently put considerable focus on the benefits of emotional
awareness in the regulation of learning. Some studies have took further steps to develop technology-rich tools to raise learner awareness of self and peer emotional states. However, little is known about learners' willingness to share their emotions, what emotions they prefer to keep for themselves and why. Using a qualitative exploratory approach, this study analyzed interview and self-report emotion data from 11 participants. Results revealed eight main antecedents to emotion sharing or not sharing, and how learners react to their own or their peer's shared emotions. Findings also showed that bodily changes (e.g., physiological, facial, or vocal) as well as behavioral and cognitive cues led to an understanding of self and others' emotions. These findings have implications for the design of advanced emotional CSCL tools that support emotion awareness and sharing amongst students during collaborative learning activities.
By Maedeh Kazemitabar, Elise Lavoué, Susanne Lajoie, Rubiela Carrillo, Tenzin Doleck
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This paper explored how to scaffold teachers' analysis of dialogue in order to improve their formative assessments. We implemented a half-day teacher workshop wherein the teachers were asked to collaboratively analyze a transcribed dialogue using both a manual approach and dialogue analysis tool. An analysis of the teachers' writings and dialogues in the workshop revealed that the teachers were able to identify the students' lack of understanding and consider its reasons usable in formative assessments.
By Moegi Saito, Shinya Iikubo, Hajime Shirouzu
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Students need to accurately assess their performance on collaborative sense-making before employing strategies and making changes to improve their collaborative learning processes. In this study, one group of three undergraduate students who took part in five synchronous discussion in an online text-based learning environment was focused on as a case. The patterns of self-assessment, their calibration of understanding of learning goals, and inaccurate understandings were analyzed and discussed.
By Yu Xia, Hyeyeon Lee, Marcela Borge
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This poster explores how different types of virtual reality technology (VR) allow for various degrees of collaborative enactment within virtual environments. This two-staged study analyzed the engagement and reflections of 27 students with three forms of VR hardware. Findings from direct observations and students' perceptions suggest that the capabilities of high-end immersive virtual reality (IVR) can allow for more meaningful and natural forms of embodied interactions, locomotion, and verbal communication.
By Omar Ceja-Salgado, Sara Price
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This research investigates an approach to improving science teacher's access to high-quality PD. Working with a small number of teachers, this exploratory study details how we combined social capital mechanisms with essential teacher learning and PD requirements to overcome existing challenges in the delivery of a PD course in a fully online asynchronous platform. Findings reveal comparably high satisfaction and usability of course materials as compared to previous face-to-face PD. Teachers also articulated positive experiences from the intentional social capital course design in the areas of tie quality, depth of interaction, and access to expertise. However, the development of trust among teachers was harder to construct.
By Susan Yoon, Kate M Miller, Jooeun Shim, Daniel Wendel, Ilana Schoenfeld, Emma Anderson, David Reider
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New physical computing toolkits offer much promise for promoting collaborative learning by engendering embodied interactions that can support collaborative discovery. To examine how these can unfold during a learning activity, we conducted a classroom study where pairs of children explored mappings between various sensors and actuators embedded in a physical-digital artifact. We found how a number of embodied interactions emerged that were effectively used to progress learning through the processes of showing, sharing and contesting.
By Zuzanna Lechelt, Yvonne Rogers, Nicolai Marquardt
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A mixed methods study of a 14-day computational-thinking-and-computer-science-infused environmental science intervention observed 193 middle schoolers to engage behaviorally. Based on self-reports and observations, some students increased coding and computer science (CCS) interest and negotiated CCS identity. New criteria for the study and evaluation of identity development, strongly related to interest development, may provide a useful framework for other interventions intended to broaden computational participation.
By Amy R. Semerjian, Collette Roberto
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When integrating robotics into teaching activities, most educators employ Competition-Based Learning (CBL) approach. However, CBL may diminish robotics potential, because competitions may discourage active construction of knowledge and the development of talent by isolating students. In this study, we aim to employ knowledge building pedagogy and technology and explore if and how knowledge building creates an innovation network in robotics.
By Ahmad Khanlari, Marlene Scardamalia
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Multimodal Learning Analytics innovations offer exciting opportunities for Computer-Supported Collaborative Learning (CSCL) practice and research, but they also make more evident the need to make the design of analytics tool into a horizontal, co-design process. The emergence of new algorithms and sensors can be a major breakthrough in the way CSCL research is conducted and automated feedback is provided. However, there still is a lack of research on how these innovations can be used by teachers and learners, as most existing systems are restricted to experimental research setups. This poster paper sheds light on the first steps that can be made towards making the design of CSCL analytics interfaces a co-design process where teachers, learners and other stakeholders become design partners.
By Roberto Martinez-Maldonado, Vanessa Echeverria, Doug Elliott, Carmen Axisa, Tamara Power, Simon Buckingham Shum
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This poster discusses a promising collaboration platform to encourage students in co-constructing historical knowledge through a network visualization tool. The tool uniquely mediated collaboration at both the small and large group level in a big lecture format undergraduate history class. The findings demonstrated the tool mediated a specific sequence of collaborating processes at both levels and students' ability to see the historical relationships.
By Haesol Bae, Kalani Craig, Joshua Danish, Cindy Hmelo-Silver, Suraj Uttamchandani, Maksymilian Szostalo
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We held two years of community meetings where we iteratively designed and prototyped a community augmented reality app. We aim to reimagine two neighbourhoods to overcome stigmatization and change the perspectives. This design objective motivates our augmented reality history app.
By Kit Martin
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In this study we present a digital microblogging tool called Talkwall with the aim to contribute to research focusing on how digital technology can facilitate student participation, dialogue, and learning in the classroom. By analyzing classroom interactions, we show how Talkwall supported joint meaning making in a whole-class setting.
By Jan Arild Dolonen, Ingvill Rasmussen, Sten Ludvigsen
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A universal struggle in online education is encouraging authentic engagement. Nowhere is this familiar challenge more apparent than the online discussion forum, which students often treat as obligatory rather than enriching. This reaction could be due to low self-determination within the course design. Using Self-Determination Theory as its basis, this study seeks to address the question of whether a choice-based course encourages autonomy, competence, and relatedness, and if these result in enhanced engagement in forums.
By Valerie Barbaro
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Vocational learning processes within interaction are poorly documented in the scientific literature. Difficulties lie in the need to identify "observables" that provide access to the interactional ingredients of learning processes as well as to the dynamic transformation of practices. In line with research work that focuses on epistemic asymmetries within interaction, we propose here to examine situations where novice professionals encounter difficulties and thus call upon their colleagues, more or less experienced, to ask for help. Building upon research work on the critical concept of "epistemic territories" as it has been developed within Conversational Analysis, we will highlight how request sequences for assistance project upcoming possible instructional activity. We are therefore interested in informal vocational learning situations that take place independently of a curriculum, and in the interactional processes that constitute them.
By Vasiliki Markaki-Lothe, Laurent Filliettaz
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We investigate how a collaborative software development paradigm in the workplace can be adapted for collaborative project-based learning in the classroom. The paradigm, called Mob Programming, where a group of co-located developers work on one problem concurrently, inspires Online Mob Programming which structures groups of 3-6 students collaborating online, in a platform integrated with automated support for role rotation. Results from this study comparing OMP scaffolding with self-organization in a university computer science course shows OMP scaffolds help students adopt OMP roles without a significant drop in group product quality.
By Sreecharan Sankaranarayanan, Xu Wang, Cameron Dashti, Marshall An, Clarence Ngoh, Michael Hilton, Majd F Sakr, Carolyn Rosé
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In this exploratory study, a small number of biology teachers participated in an online professional development (PD) course delivered in an asynchronous format. To understand the unique perceptions of newer and experienced teachers when delivering PD through an online platform, we conducted post-experience interviews, coded the transcripts, and analyzed the connections between the codes using epistemic network analysis. Findings revealed significant differences in how teachers perceive PD delivery format; experienced teachers had positive perceptions of face-to-face PD while newer teachers had positive perceptions of online PD. In terms of the online discussion, there were no significant differences; both groups articulated positive perceptions. Implications for evolving the design of online PD approaches are discussed.
By Denise M. Bressler, Susan Yoon, Katherine Miller, Jooeun Shim, Daniel Wendel, Ilana Schoenfeld, Emma Anderson, David Reider
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Research as Learning from Youth: Leveraging Collaborative Digital Tools to Position Youth as Experts on Themselves
By Cynthia Story Graville, Joseph L Polman, Taylor Morgan, Claire Englander, Jordan Fair, Kurt Lott, Tessa McGartland, BriYana Merrill, Kennedy Morganfield, Darby Moore, Annie O'Brien, Adam Rush, Patrick Shanahan, Erik Swenson, Ben Sylar, Michael Teasedale, Erikah White
This paper explores collaboration in a co-research team including teen interns and traditionally-credentialed adult researchers. Through collective redesign of roles and methods, the team leveraged common cloud-based collaboration and productivity tools to support positioning teen interns as expert researchers on themselves. Digital youth practices and formal research conventions were hybridized into a new set of "syncretic" research practices.
By Cynthia Story Graville, Joseph L Polman, Taylor Morgan, Claire Englander, Jordan Fair, Kurt Lott, Tessa McGartland, BriYana Merrill, Kennedy Morganfield, Darby Moore, Annie O'Brien, Adam Rush, Patrick Shanahan, Erik Swenson, Ben Sylar, Michael Teasedale, Erikah White
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This research investigates the types of revisions students make to position-time graphs they construct. In our online graphing unit, students construct position-time graphs and then revise their graphs after receiving various forms of feedback. We examine how and why students attempt to revise their graphs, finding that students continue to have difficulty with constructing and revising position-time graphs. We then suggest areas for support in the future design of guidance for graph construction.
By Emily Jean Harrison, Elizabeth McBride, Marcia Linn
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Dialogic peer feedback is a challenge to design and implement when learning takes place at scale. For proper implementation of dialogic feedback among large learning cohorts, peers' interactions and learning activities need to be framed and systematized within a solid theoretical perspective. This paper presents a theoretical model of dialogic peer feedback, consisting of three interconnected phases. This model incorporates learning analytics and scripts to support individual and collaborative regulatory processes involved in each phase.
By Erkan Er, Yannis Dimitriadis, Dragan Gasevic
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In this paper we question the role of environmental sound on the process of CL. The first pilot study is presented where we investigated effects of environmental sound on EDA and voice VA of the participants. The created visualization presents the dependence between mentioned parameters and serves as an awareness tool for participants in CL. Preliminary results are provocative; there seems to be mentioned dependences and participants accept the proposed visualization as a useful tool to support self-regulation during CL.
By Milica Vujovic, Davinia Hernández-Leo
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Previous studies have focused on examining individuals' computational thinking (CT) practices in varied learning contexts. This study aimed to expand the current framework of CT by investigating how CT is practiced through collaborative design activities with Scratch. We analyzed students' CT practices as a group in different design stages. By identifying the patterns of CT practices which emerged through collaborative design activities, this study informed how CT is socially practiced in small groups.
By Joey Huang, Kylie A Peppler
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This research investigates two ways to encourage revision of scientific essays an online genetics unit. Revising is difficult for students, due partly to lack of practice and guidance. We examine the effects of two activities designed to support gaining ideas from evidence by comparing an essay annotator activity that models the essay revision process (text) to an activity in which students annotate screenshots of interactive models from the unit (model). All students improved in their ability to revise, but low prior knowledge students benefited more from the text annotator condition.
By Emily Jean Harrison, Libby Gerard, Marcia Linn
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This study seeks to address the growing need for greater access to effective, on-demand, low-cost professional development (PD) through the development of a small private online course (SPOC) as a pilot test for a scale-up to a full massive open online course (MOOC). Traditional MOOCs are not designed for collaboration and social interaction among participants that build communities, which has been shown to be an important aspect of effective PD. This study provides insights in designing for collaboration on a traditional MOOC platform (in our case edX). A pilot study was run with a small group of in-service teachers to test a collaborative design with an eye to how the design will scale to a full MOOC.
By Katherine Miller, Susan Yoon, Jooeun Shim, Daniel Wendel, Ilana Schoenfeld, Emma Anderson, David Reider
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By Erica Halverson, Amy LJ Mueller, Zhaohui Dai
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This paper reports on an ongoing design based research project in which researchers and teachers collaborate to design, teach and assess STEAM units of work. Drawing on research on project based learning and interdisciplinary collaboration, we investigate two computer-supported tools that mediated between: students in groups reaching consensus on disciplines included in their project, and students and teachers engaging in self- and teacher-assessment using a rubric. We make recommendations for future iterations of the research.
By Kate Thompson, Susan Chapman, Harry Kanasa
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This study examined the effectiveness of teacher collaboration in promoting teachers' attitudes and perceived competence toward design. Team design talk was analyzed. Additional data included teachers' attitude and perceived competence questionnaire. Results showed that teachers' perceived competence toward design improved after collaboration, yet their attitude toward design did not change significantly. Qualitative analysis showed that challenging ideas was found positively correlated to the formation of team shared mental model.
By Chunli Wang, Xiaoqing Gu
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This poster aims at presenting the findings of a case study of a group of student teachers using online discussion as a form of Computer-Supported Collaborative Learning (CSCL) in doing inquiry projects in collaboration with prospective teachers from Spain and experienced teachers from Canada. Data was collected from individual and focus group interviews, as supplemented with online discussion threads. Findings evidenced the processes and potentials of global curriculum inquiry using online discussion in developing student teachers' global citizenship. Implications about the use of online discussion for supporting the development of global citizenship in teacher education as well as future research directions are then discussed.
By Sally Wai Yan WAN
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Teaching computational thinking (CT) in K-12 curricula requires supporting teachers in developing relevant knowledge and skills. In this paper, we present a participatory design approach for in-service teachers' professional development which takes a distributed expertise stance in engaging teachers as co-designers of their learning. Our qualitative analysis revealed that teachers valued the learning community that emerged, their evolved perceptions regarding integrating CT in subject matter, and their transformative agency in reimagining teaching of CT.
By Shamya Karumbaiah, Sugat Dabholkar, Jooeun Shim, Susan Yoon, Betty Chandy, Andy Ye
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In this study, we examine how teachers use existing resources to enhance their teaching practices in a computationally-based science curriculum. We used a theoretical framework that examined how two teachers differentially activated material, cultural, social, and symbolic resources in different teaching contexts. This led to differing instantiations of their curricula and ultimately differing student learning outcomes. We discuss implications for this research in terms of the qualities of implementation that need to be emphasized in professional development activities.
By Jooeun Shim, Susan Yoon, Noora F Noushad
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First and second grade students in a technology-based immersive learning environment collaboratively created and performed dances as an embodied form of sensemaking to reinforce scientific learning. Providing verbal and gestural feedback on a dance synthesized embodied, enactive, and cognitive practices. Students watching dances used gesture where their vocabulary was no longer adequate to describe their scientific understanding. We argue that legitimizing multimodal forms of expression expands on students' collaborative reasoning tools.
By Lindsay Lindberg, Danielle Keifert, Noel Enyedy, Joshua Danish
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