Scaling dialogic peer feedback via learning analytics and scripts

Erkan Er; Yannis Dimitriadis; Dragan Gasevic

doi:10.5281/zenodo.3272756

Scaling dialogic peer feedback via learning analytics and scripts

Erkan Er, Yannis Dimitriadis, Dragan Gasevic

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other › peer-review

Abstract

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.

Original language	English
Title of host publication	A Wide Lens
Subtitle of host publication	Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings Volume 2
Editors	Kristine Lund, Gerald P. Niccolai, Elise Lavoue, Cindy Hmelo-Silver, Gahgene Gweon, Michael Baker
Place of Publication	Lyon France
Publisher	International Society of the Learning Sciences
Pages	1-2
Number of pages	2
Volume	2
ISBN (Electronic)	9781732467248
DOIs	https://doi.org/10.5281/zenodo.3272756
Publication status	Published - 2019
Event	Computer Supported Collaborative Learning 2019 - Lyon, France Duration: 17 Jun 2019 → 21 Jun 2019 Conference number: 13th https://www.cscl2019.com/ https://www.isls.org/cscl/2019/www.cscl2019.com/index.html (Proceedings)

Conference

Conference	Computer Supported Collaborative Learning 2019
Abbreviated title	CSCL 2019
Country/Territory	France
City	Lyon
Period	17/06/19 → 21/06/19
Internet address	https://www.cscl2019.com/ https://www.isls.org/cscl/2019/www.cscl2019.com/index.html (Proceedings)

Access to Document

10.5281/zenodo.3272756

289630887-oaFinal published version, 785 KB

Cite this

Er, E., Dimitriadis, Y., & Gasevic, D. (2019). Scaling dialogic peer feedback via learning analytics and scripts. In K. Lund, G. P. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings Volume 2 (Vol. 2, pp. 1-2). International Society of the Learning Sciences. https://doi.org/10.5281/zenodo.3272756

Er, Erkan ; Dimitriadis, Yannis ; Gasevic, Dragan. / Scaling dialogic peer feedback via learning analytics and scripts. A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings Volume 2. editor / Kristine Lund ; Gerald P. Niccolai ; Elise Lavoue ; Cindy Hmelo-Silver ; Gahgene Gweon ; Michael Baker. Vol. 2 Lyon France : International Society of the Learning Sciences, 2019. pp. 1-2

@inproceedings{980d67a628e5438096a520c5e32c1a2e,

title = "Scaling dialogic peer feedback via learning analytics and scripts",

abstract = "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{\textquoteright} 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.",

author = "Erkan Er and Yannis Dimitriadis and Dragan Gasevic",

year = "2019",

doi = "10.5281/zenodo.3272756",

language = "English",

volume = "2",

pages = "1--2",

editor = "Kristine Lund and Niccolai, \{Gerald P.\} and Elise Lavoue and Cindy Hmelo-Silver and Gahgene Gweon and Michael Baker",

booktitle = "A Wide Lens",

publisher = "International Society of the Learning Sciences",

note = "Computer Supported Collaborative Learning 2019, CSCL 2019 ; Conference date: 17-06-2019 Through 21-06-2019",

url = "https://www.cscl2019.com/, https://www.isls.org/cscl/2019/www.cscl2019.com/index.html",

}

Er, E, Dimitriadis, Y & Gasevic, D 2019, Scaling dialogic peer feedback via learning analytics and scripts. in K Lund, GP Niccolai, E Lavoue, C Hmelo-Silver, G Gweon & M Baker (eds), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings Volume 2. vol. 2, International Society of the Learning Sciences, Lyon France, pp. 1-2, Computer Supported Collaborative Learning 2019, Lyon, France, 17/06/19. https://doi.org/10.5281/zenodo.3272756

Scaling dialogic peer feedback via learning analytics and scripts. / Er, Erkan; Dimitriadis, Yannis; Gasevic, Dragan.
A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings Volume 2. ed. / Kristine Lund; Gerald P. Niccolai; Elise Lavoue; Cindy Hmelo-Silver; Gahgene Gweon; Michael Baker. Vol. 2 Lyon France: International Society of the Learning Sciences, 2019. p. 1-2.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other › peer-review

TY - GEN

T1 - Scaling dialogic peer feedback via learning analytics and scripts

AU - Er, Erkan

AU - Dimitriadis, Yannis

AU - Gasevic, Dragan

N1 - Conference code: 13th

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/85073369915

U2 - 10.5281/zenodo.3272756

DO - 10.5281/zenodo.3272756

M3 - Conference Paper

AN - SCOPUS:85073369915

VL - 2

SP - 1

EP - 2

BT - A Wide Lens

A2 - Lund, Kristine

A2 - Niccolai, Gerald P.

A2 - Lavoue, Elise

A2 - Hmelo-Silver, Cindy

A2 - Gweon, Gahgene

A2 - Baker, Michael

PB - International Society of the Learning Sciences

CY - Lyon France

T2 - Computer Supported Collaborative Learning 2019

Y2 - 17 June 2019 through 21 June 2019

ER -

Er E, Dimitriadis Y, Gasevic D. Scaling dialogic peer feedback via learning analytics and scripts. In Lund K, Niccolai GP, Lavoue E, Hmelo-Silver C, Gweon G, Baker M, editors, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings Volume 2. Vol. 2. Lyon France: International Society of the Learning Sciences. 2019. p. 1-2 doi: 10.5281/zenodo.3272756

Scaling dialogic peer feedback via learning analytics and scripts

Abstract

Conference

Access to Document

Other files and links

Cite this