Tools for concurrent, embedded, and transformative assessment of knowledge building processes and progress

Teplovs, Chris; Donoahue, Zoe; Scardamalia, Marlene; Philip, Donald N.

doi:10.3115/1599600.1599732

Cited by 13 publications

(13 citation statements)

References 7 publications

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“…The toolkit provides comprehensive summary statistics on activities in a Knowledge Forum database at both the individual and community levels. An evolving suite of lightweight analytic applets are also available for learners to monitor the behavioural, lexical, semantic, and social aspects of discourse patterns (e.g., Teplovs, Donoahue, Scardamalia, & Philip, 2007). External analytic tools with unique design goals and features, such as Knowledge Connection Analyzer ( van Aalst, Mu, & Yang, 2016) and Knowledge Building Discourse Explorer (Oshima, Oshima, & Matsuzawa, 2012), have also been actively developed.…”

Section: Examples Of Knowledge Building Analyticsmentioning

confidence: 99%

Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

Chen

Zhang

2016

Learning Analytics

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Innovation and knowledge creation call for high-level epistemic agency and designmode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a distinctive Knowledge Building pedagogy that treats education as a knowledge-creation enterprise. By critiquing current learning analytics for their focus on static-state knowledge and skills, we argue for agency-driven, choice-based analytics more attuned to higher order competencies in innovation. We further describe ongoing learning analytics initiatives that attend to these elements of design. Prospects and challenges are discussed, as well as broader issues regarding analytics for higher order competencies.

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Section: Examples Of Knowledge Building Analyticsmentioning

confidence: 99%

Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

Chen

Zhang

2016

Learning Analytics

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“…In contrast, the objects of other SCAN tools are products of the collaboration itself. These can range from macroscopic objects like entire documents (Harrer et al, 2007) over smaller objects like discussion contributions (Buder & Bodemer, 2008;De Groot et al, 2007), up to very small units like words being used (Janssen et al, 2007;Teplovs et al, 2007). Thirdly, there is a whole range of social and cognitive relations revealed through the SCAN tools.…”

Section: Discussionmentioning

confidence: 99%

“…If crucial patterns are discovered in interaction (identified through machine learning and/or pattern matching algorithms), this information will be fed back to a discussion moderator who can take several courses of action. A second example for complex aggregation and transformation mechanisms can be found in the suite of SCAN tools that Teplovs, Donoahue, Scardamalia, and Philip (2007) have developed as add-ons for the Knowledge Forum. Among these tools is a Semantic Field Visualization that uses very fine-grained PORs (with the objects being single words used by learners) and extracts similarity among texts and/or learners through Latent Semantic Analysis.…”

Section: Aggregation and Transformationmentioning

confidence: 99%

“…While analysis and feedback on navigational trails is quite a common method to inform groups about behavioral variables (e.g. Börner, Hazlewood & Lin, 2002), the authors are not aware of many similar applications for tracking social and cognitive variables over time (a notable exception being a SCAN tool for the Knowledge Forum indicating vocabulary growth over time; Teplovs et al, 2007).…”

Section: Aggregation and Transformationmentioning

confidence: 99%

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SCAN tools for collaborative learning

Buder¹,

Bodemer

Dehler

et al. 2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

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SCAN tools (Social and Cognitive Awareness and Navigation tools) inform participants about social and/or cognitive variables with respect to a group and its members. This paper describes how SCAN tools facilitate and "institutionalize" the natural processes of becoming aware about social and cognitive variables, thereby leading to adaptive behavior in collaboration. The notion of person-object relations (PORs) is introduced as the basic building block underlying both group awareness and social navigation. Four design principles of SCAN tools (response formatting, juxtaposition, aggregation/transformation, and prediction/recommendation) are discussed, and their application in CSCL scenarios is described. Finally, issues for both practical implications and use-inspired basic research on SCAN mechanisms will be explored.

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“…In order to import the associated pedagogical approach, support for the instructor role would need to be designed. Recent efforts include investigations into technology support through automated discussion analysis (Teplovs et al 2007).…”

Section: Into the Futurementioning

confidence: 99%

Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

Rosé

Ferschke

2016

Int J Artif Intell Educ

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This article offers a vision for technology supported collaborative and discussionbased learning at scale. It begins with historical work in the area of tutorial dialogue systems. It traces the history of that area of the field of Artificial Intelligence in Education as it has made an impact on the field of Computer-Supported Collaborative Learning through the creation of forms of dynamic support for collaborative learning, and makes an argument for the importance of advances in the field of Language Technologies for this work. In particular, this support has been enabled by an integration of text mining and conversational agents to form a novel type of micro-script support for productive discussion processes. This research from the early part of the century has paved the way for emerging technologies that support discussion-based learning at scale in Massive Open Online Courses (MOOCs). In the next 25 years, we expect to see this early, emerging work in MOOC contexts grow into ubiquitously available social learning approaches in free online learning environments like MOOCs, or what comes next in the online learning space. These ambitious social learning approaches include Problem Based Learning, Team Project Based Learning, and Collaborative Reflection. We expect to see the capability of drawing in and effectively supporting learners of all walks of life, especially impacting currently under-served learners. To that end, we describe the current exploratory efforts to deploy technology supported collaborative and discussion-based learning in MOOCs and offer a vision for work going forward into the next decade, where we envision learning communities and open

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Tools for concurrent, embedded, and transformative assessment of knowledge building processes and progress

Cited by 13 publications

References 7 publications

Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

SCAN tools for collaborative learning

Technology Support for Discussion Based Learning: From Computer Supported Collaborative Learning to the Future of Massive Open Online Courses

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