582,936 research outputs found
Learning analytics to identify exploratory dialogue within synchronous text chat
While generic web analytics tend to focus on easily harvested quantitative data, Learning Analytics will often seek qualitative understanding of the context and meaning of this information. This is critical in the case of dialogue, which may be employed to share knowledge and jointly construct understandings, but which also involves many superficial exchanges. Previous studies have validated a particular pattern of âexploratory dialogueâ in learning environments to signify sharing, challenge, evaluation and careful consideration by participants. This study investigates the use of sociocultural discourse analysis to analyse synchronous text chat during an online conference. Key words and phrases indicative of exploratory dialogue were identified in these exchanges, and peaks of exploratory dialogue were associated with periods set aside for discussion and keynote speakers. Fewer individuals posted at these times, but meaningful discussion outweighed trivial exchanges. If further analysis confirms the validity of these markers as learning analytics, they could be used by recommendation engines to support learners and teachers in locating dialogue exchanges where deeper learning appears to be taking place
Conceptualising teachers' professional learning with Web 2.0
Purpose â This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach â The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and features of professional learning and the underlying affordances of Web 2.0 technologies and applications. It generates an exploratory conceptual framework based on the emerging findings from this review using a socioâcultural theoretical perspective. The framework is explored through three individual illustrations which are drawn from a much larger case study which the author is undertaking within a newly established Academy in the North of England. Findings â The findings indicate that there is potential value in exploring professional learning with Web 2.0 technologies in the ways described. The framework offers an exploratory instrument to examine how professional learning for teachers could be supported with Web 2.0 technologies in ways that might have significant benefits over traditional methods of continuing professional development (CPD). Originality/value â The potential value and affordances of Web 2.0 technologies for teachers' professional learning are largely unexplored and underâtheorised, and this work seeks to establish a framework for further discussion and empirical exploration
Using materials from the history of mathematics in discovery-based learning
This paper reports on attempt to integrate history of mathematics in discovery-based learning using technology. Theoretical grounding of the idea is discussed. An exploratory environment on triangle geometry is described. It is designed to support and motivate students' activities in learning through inquiry. Conjectures about properties of Lemoine point and Simson line are produced and proved by students using e-learning textbook
Physical extracurricular activities in educational child-robot interaction
In an exploratory study on educational child-robot interaction we investigate
the effect of alternating a learning activity with an additional shared
activity. Our aim is to enhance and enrich the relationship between child and
robot by introducing "physical extracurricular activities". This enriched
relationship might ultimately influence the way the child and robot interact
with the learning material. We use qualitative measurement techniques to
evaluate the effect of the additional activity on the child-robot relationship.
We also explore how these metrics can be integrated in a highly exploratory
cumulative score for the relationship between child and robot. This cumulative
score suggests a difference in the overall child-robot relationship between
children who engage in a physical extracurricular activity with the robot, and
children who only engage in the learning activity with the robot.Comment: 5th International Symposium on New Frontiers in Human-Robot
Interaction 2016 (arXiv:1602.05456
Learning morphological phenomena of Modern Greek an exploratory approach
This paper presents a computational model for the description of concatenative morphological phenomena of modern Greek (such as inflection, derivation and compounding) to allow learners, trainers and developers to explore linguistic processes through their own constructions in an interactive openâended multimedia environment. The proposed model introduces a new language metaphor, the âpuzzleâmetaphorâ (similar to the existing âturtleâmetaphorâ for concepts from mathematics and physics), based on a visualized unificationâlike mechanism for pattern matching. The computational implementation of the model can be used for creating environments for learning through design and learning by teaching
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