Supporting teachers' intervention in students' virtual collaboration using a network based model
Open accessAbstract
This paper reports a Design-Based Research project developing a tool (the Process Tab) that supports teachers' interventions with students in virtual internships. The tool uses a networked approach and allows insights into the discourse of groups and individuals based on contributions in chat fora and assignments.
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Many researchers seek to develop AI technologies that support and guide teachers' decision-making while deferring to teachers' ultimate judgment and oversight.
“Many researchers seek to develop AI technologies that support and guide teachers' decision-making, freeing teachers from routine, uncontentious tasks and decisions while continuing to defer to teachers' ultimate judgment and oversight (see, for example, Herder et al., 2018).”
From Assessment in the age of artificial intelligence (2022) · cites this paper as Herder et al., 2018
Section 3 (The Process Tab; page unavailable) describes a tool that gives teachers summaries and suggested interventions, leaving teachers to decide how to act. Section 5 (Results; page unavailable) reports that teachers used those summaries to direct their attention, but rarely used the tool overall. The paper does not support the citing sentence’s further suggestion that the tool freed teachers from routine tasks; Section 6 instead describes the time and effort needed to interpret its output. (LLM, conf=0.84)
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Cites
Design-based research: Putting a stake in the ground
Barab, S., & Squire, K. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1301_1 · Cited by 2,642 · cited 1× · see citing works
“To address this design problem, we initiated a participatory Design-Based Research project [14] to develop the Process Tab , a tool that enables teachers to get these insights while simultaneously learning about the dimensions of presenting complex, actionable learning analytics to teachers.”
MethodEpistemic Network Analysis: A Worked Example of Theory-Based Learning Analytics
University of Wisconsin–Madison, U., Shaffer, D. W., Ruis, A. R., & University of Wisconsin–Madison, U. (2017) · Handbook of Learning Analytics · doi:10.18608/hla17.015 · Cited by 255 · cited 1× · see citing works
“In the case of virtual internships, Shaffer and colleagues developed a suite of theoretically grounded learning analytics tools that allow researchers to interpret and compare students’ network of relations between critical concepts [11, 7, 12, 13].”
BackgroundSelf-citationChesler, N. C., Ruis, A. R., Collier, W., Swiecki, Z., Arastoopour, G., & Williamson Shaffer, D. (2015) · Journal of Biomechanical Engineering · doi:10.1115/1.4029235 · Cited by 76 · see citing works
Self-citation
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Research works printed but not linked: 14
- D.B. Clark, B. Nelson, P. Sengupta, & C.M. D'Angelo. 2009. Rethinking science learning through digital games and simulations: Genres, examples, and evidence. Proceedings of the National Academies Board on Science Education Workshop on Learning Science: Computer Games, Simulations, and Education. Washington D.C.: National Academies Press.
- M.J. Dondlinger. 2007. Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4, 1, 21-31.
- M.A. Honey, & M.L. Hilton (Eds.). 2011. Learning science through computer games and simulations. National Academies Press, Washington D.C.
- K. Squire. 2011. Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Technology, Education--Connections (the TEC Series). Teachers College Press, New York, NY.
- J.J. Vogel, D.S. Vogel, J. Cannon-Bowers, C.A. Bowers, K. Muse, & M. Wright. 2006. Computer gaming and interactive simulations for learning: A meta- analysis. Journal of Educational Computing Research, 34, 3, 229-243.
- K.A. Wilson, W.L. Bedwell, E.H. Lazzara, E. Salas, C.S. Burke, J.L. Estock, K.L. Orvis, & C. Conkey. 2009. Relationships between game attributes and learning outcomes: Review and research proposals. Simulation & Gaming, 40, 2, 217- 266.
- D.W. Shaffer. 2017. Quantitative ethnography. Cathcart Press, Madison, WI.
- K. Holstein, B.M. McLaren, & V. Aleven. 2017. Intelligent tutors as teachers' aides: exploring teacher needs for real-time analytics in blended classrooms. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 257-266). Vancouver, British Columbia: ACM.
- Z. Swiecki, M. Misfeldt, J. Stoddard, D.W. Shaffer. 2017. Dependency-Centered Design as an Approach to Pedagogical Authoring. In Y. Baek (Ed.), Game- Based Learning: Theory Strategies and Performance Outcomes. NOVA, Hauppauge, NY.
- D.W. Shaffer, D. Hatfield, G. Svarovsky, P. Nash, A. Nulty, E. Bagley, K. Frank, A. Rupp, & R. Mislevy. 2009. Epistemic Network Analysis: A prototype for 21st century assessment of learning. International Journal of Learning and Media, 1, 2, 33-53.
- D.W. Shaffer, W. Collier, & A.R. Ruis. 2016. A tutorial on epistemic network analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3, 3, 9-45.
- N.Selwyn. 2011. 'It's all about standardisation' -exploring the digital (re)configuration of school management and administration. Cambridge Journal of Education, 41, 4, 473.
- D.W. Shaffer. 2007. How Computer Games Help Children Learn. Palgrave Macmillan, New York.
- K. Beckett, & D.W. Shaffer. 2005. Augmented by reality: The pedagogical praxis of urban planning as a pathway to ecological thinking. Journal of Educational Computing Research, 33, 1, 31-52.
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Assessment in the age of artificial intelligence
Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2022.100075 · Cited by 409 · see citing works
Self-citation
- Authors
- Herder, T., Swiecki, Z., Fougt, S. S., Tamborg, A. L., Allsopp, B. B., Shaffer, D. W., & Misfeldt, M.
- Affiliations
- University of Wisconsin–Madison (US)
- Metropolitan University College (DK)
- Aalborg University (DK)
- ORCID
- Venue
- Proceedings of the 8th International Conference on Learning Analytics and Knowledge
- Publisher
- ACM
- Published
- 2018-03-07
- Pages
- 21-25
- OpenAlex
- W2770518389
- Cited by
- 26
- References
- 3
- Citations by year
- 2025: 1 · 2024: 3 · 2023: 3 · 2022: 4 · 2021: 8 · 2020: 2 · 2019: 4 · 2018: 1
- FWCI
- 4.25
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Conference on Learning Analytics and Knowledge (LAK) (publishedVersion)
- VBN Forskningsportal (Aalborg Universitet) (submittedVersion)
- Funders
- MacArthur Foundation
- Spencer Foundation
- Wisconsin Alumni Research Foundation, and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison
- National Science Foundation (DRL-0918409, DRL-0946372, DRL-1247262, DRL-1418288, DRL-1661036, DRL-1713110, DUE-0919347, DUE-1225885, EEC-1232656, EEC-1340402, REC-0347000)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- teacher intervention, remote collaboration, virtual internships, network models, chat forums, group discourse, online learning support, design-based research
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