Supporting teachers’ intervention in students’ virtual collaboration using a network based model

Tiffany Herder; Zachari Swiecki; Simon Skov Fougt; Andreas Lindenskov Tamborg; Benjamin Brink Allsopp; David Williamson Shaffer; Morten Misfeldt

doi:10.1145/3170358.3170394

Supporting teachers’ intervention in students’ virtual collaboration using a network based model

Tiffany Herder, Zachari Swiecki, Simon Skov Fougt, Andreas Lindenskov Tamborg, Benjamin Brink Allsopp, David Williamson Shaffer, Morten Misfeldt

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

26 Citations (Scopus)

Abstract

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. In the paper, we present the tool and reports from interviews with three teachers who used the tool. The interviews provide insights about the teachers’ hopes, actual use, and difficulties with the tool. The main insight is that even though the teachers genuinely liked the idea and specific representations of the Process Tab, their lack of ability to teach and look at the tool at the same time hindered their use. In the final part of the paper, we discuss how to address this issue.

Original language	English
Title of host publication	Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK’18)
Editors	Simon Buckingham Shum, Rebecca Ferguson, Agathe Merceron, Xavier Ochoa
Place of Publication	New York NY USA
Publisher	Association for Computing Machinery (ACM)
Pages	21-25
Number of pages	5
ISBN (Electronic)	9781450364003
DOIs	https://doi.org/10.1145/3170358.3170394
Publication status	Published - 2018
Externally published	Yes
Event	International Learning Analytics & Knowledge Conference 2018 - SMC Conference & Function Centre, Sydney, Australia Duration: 5 Mar 2018 → 9 Mar 2018 Conference number: 8th https://latte-analytics.sydney.edu.au/ (Conference website) https://dl.acm.org/doi/proceedings/10.1145/3170358 (Proceedings)

Conference

Conference	International Learning Analytics & Knowledge Conference 2018
Abbreviated title	LAK 2018
Country/Territory	Australia
City	Sydney
Period	5/03/18 → 9/03/18
Internet address	https://latte-analytics.sydney.edu.au/ (Conference website) https://dl.acm.org/doi/proceedings/10.1145/3170358 (Proceedings)

Keywords

ACM proceedings
Immersive learning environments
Learning analytics
Teacher intervention
Teacher practices
Virtual collaboration

Access to Document

10.1145/3170358.3170394

Cite this

Herder, T., Swiecki, Z., Fougt, S. S., Tamborg, A. L., Allsopp, B. B., Shaffer, D. W., & Misfeldt, M. (2018). Supporting teachers’ intervention in students’ virtual collaboration using a network based model. In S. Buckingham Shum, R. Ferguson, A. Merceron, & X. Ochoa (Eds.), Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK’18) (pp. 21-25). Association for Computing Machinery (ACM). https://doi.org/10.1145/3170358.3170394

Herder, Tiffany ; Swiecki, Zachari ; Fougt, Simon Skov et al. / Supporting teachers’ intervention in students’ virtual collaboration using a network based model. Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK’18). editor / Simon Buckingham Shum ; Rebecca Ferguson ; Agathe Merceron ; Xavier Ochoa. New York NY USA : Association for Computing Machinery (ACM), 2018. pp. 21-25

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title = "Supporting teachers{\textquoteright} intervention in students{\textquoteright} virtual collaboration using a network based model",

abstract = "This paper reports a Design-Based Research project developing a tool (the Process Tab) that supports teachers{\textquoteright} 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. In the paper, we present the tool and reports from interviews with three teachers who used the tool. The interviews provide insights about the teachers{\textquoteright} hopes, actual use, and difficulties with the tool. The main insight is that even though the teachers genuinely liked the idea and specific representations of the Process Tab, their lack of ability to teach and look at the tool at the same time hindered their use. In the final part of the paper, we discuss how to address this issue.",

keywords = "ACM proceedings, Immersive learning environments, Learning analytics, Teacher intervention, Teacher practices, Virtual collaboration",

author = "Tiffany Herder and Zachari Swiecki and Fougt, {Simon Skov} and Tamborg, {Andreas Lindenskov} and Allsopp, {Benjamin Brink} and Shaffer, {David Williamson} and Morten Misfeldt",

year = "2018",

doi = "10.1145/3170358.3170394",

language = "English",

pages = "21--25",

editor = "{Buckingham Shum}, {Simon } and Ferguson, {Rebecca } and Agathe Merceron and Ochoa, {Xavier }",

booktitle = "Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK{\textquoteright}18)",

publisher = "Association for Computing Machinery (ACM)",

address = "United States of America",

note = "International Learning Analytics & Knowledge Conference 2018, LAK 2018 ; Conference date: 05-03-2018 Through 09-03-2018",

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}

Herder, T, Swiecki, Z, Fougt, SS, Tamborg, AL, Allsopp, BB, Shaffer, DW & Misfeldt, M 2018, Supporting teachers’ intervention in students’ virtual collaboration using a network based model. in S Buckingham Shum, R Ferguson, A Merceron & X Ochoa (eds), Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK’18). Association for Computing Machinery (ACM), New York NY USA, pp. 21-25, International Learning Analytics & Knowledge Conference 2018, Sydney, New South Wales, Australia, 5/03/18. https://doi.org/10.1145/3170358.3170394

Supporting teachers’ intervention in students’ virtual collaboration using a network based model. / Herder, Tiffany; Swiecki, Zachari; Fougt, Simon Skov et al.
Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK’18). ed. / Simon Buckingham Shum; Rebecca Ferguson; Agathe Merceron; Xavier Ochoa. New York NY USA: Association for Computing Machinery (ACM), 2018. p. 21-25.

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

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AU - Herder, Tiffany

AU - Swiecki, Zachari

AU - Fougt, Simon Skov

AU - Tamborg, Andreas Lindenskov

AU - Allsopp, Benjamin Brink

AU - Shaffer, David Williamson

AU - Misfeldt, Morten

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N2 - 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. In the paper, we present the tool and reports from interviews with three teachers who used the tool. The interviews provide insights about the teachers’ hopes, actual use, and difficulties with the tool. The main insight is that even though the teachers genuinely liked the idea and specific representations of the Process Tab, their lack of ability to teach and look at the tool at the same time hindered their use. In the final part of the paper, we discuss how to address this issue.

AB - 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. In the paper, we present the tool and reports from interviews with three teachers who used the tool. The interviews provide insights about the teachers’ hopes, actual use, and difficulties with the tool. The main insight is that even though the teachers genuinely liked the idea and specific representations of the Process Tab, their lack of ability to teach and look at the tool at the same time hindered their use. In the final part of the paper, we discuss how to address this issue.

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ER -

Herder T, Swiecki Z, Fougt SS, Tamborg AL, Allsopp BB, Shaffer DW et al. Supporting teachers’ intervention in students’ virtual collaboration using a network based model. In Buckingham Shum S, Ferguson R, Merceron A, Ochoa X, editors, Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK’18). New York NY USA: Association for Computing Machinery (ACM). 2018. p. 21-25 doi: 10.1145/3170358.3170394

Supporting teachers’ intervention in students’ virtual collaboration using a network based model

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Conference

Keywords

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