68,911 research outputs found
Analytic frameworks for assessing dialogic argumentation in online learning environments
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchersâ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation
CDFIs Stepping into the Breach: An Impact EvaluationâSummary Report
This report summarizes research undertaken by the Carsey School of Public Policy to evaluate impacts of the Community Development Financial Institutions (CDFI) Fund on CDFIs and of the CDFI industry on the people and communities it serves. In summary, we find a variety of evidence indicating that CDFIs are advancing the statutory purposes of the CDFI Fund to promote economic revitalization and community development through the provision of credit, capital and financial services to underserved populations and communities in the United State
Integration of tools for the Design and Assessment of High-Performance, Highly Reliable Computing Systems (DAHPHRS), phase 1
Systems for Space Defense Initiative (SDI) space applications typically require both high performance and very high reliability. These requirements present the systems engineer evaluating such systems with the extremely difficult problem of conducting performance and reliability trade-offs over large design spaces. A controlled development process supported by appropriate automated tools must be used to assure that the system will meet design objectives. This report describes an investigation of methods, tools, and techniques necessary to support performance and reliability modeling for SDI systems development. Models of the JPL Hypercubes, the Encore Multimax, and the C.S. Draper Lab Fault-Tolerant Parallel Processor (FTPP) parallel-computing architectures using candidate SDI weapons-to-target assignment algorithms as workloads were built and analyzed as a means of identifying the necessary system models, how the models interact, and what experiments and analyses should be performed. As a result of this effort, weaknesses in the existing methods and tools were revealed and capabilities that will be required for both individual tools and an integrated toolset were identified
Using theory to inform capacity-building: Bootstrapping communities of practice in computer science education research
In this paper, we describe our efforts in the deliberate creation of a
community of practice of researchers in computer science education
(CSEd). We understand community of practice in the sense in
which Wenger describes it, whereby the community is characterized
by mutual engagement in a joint enterprise that gives rise to a
shared repertoire of knowledge, artefacts, and practices.
We first identify CSEd as a research field in which no shared
paradigm exists, and then we describe the Bootstrapping project,
its metaphor, structure, rationale, and delivery, as designed to create
a community of practice of CSEd researchers. Features of
other projects are also outlined that have similar aims of capacity
building in disciplinary-specific pedagogic enquiry. A theoretically
derived framework for evaluating the success of endeavours of
this type is then presented, and we report the results from an
empirical study. We conclude with four open questions for our
project and others like it: Where is the locus of a community of
practice? Who are the core members? Do capacity-building models
transfer to other disciplines? Can our theoretically motivated
measures of success apply to other projects of the same nature
The impact of technology: value-added classroom practice: final report
This report extends Bectaâs enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded.
The project proposes a broader perspective on the notion of âimpactâ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning.
The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schoolsâ senior managers, were interviewed as part of a âdeep auditâ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachersâ log activity. The aim of this was to obtain a broader contextualisation of their teaching
Recommended from our members
Artificial Intelligence And Big Data Technologies To Close The Achievement Gap.
We observe achievement gaps even in rich western countries, such as the UK, which in principle have the resources as well as the social and technical infrastructure to provide a better deal for all learners. The reasons for such gaps are complex and include the social and material poverty of some learners with their resulting other deficits, as well as failure by government to allocate sufficient resources to remedy the situation. On the supply side of the equation, a single teacher or university lecturer, even helped by a classroom assistant or tutorial assistant, cannot give each learner the kind of one-to-one attention that would really help to boost both their motivation and their attainment in ways that might mitigate the achievement gap.
In this chapter Benedict du Boulay, Alexandra Poulovassilis, Wayne Holmes, and Manolis Mavrikis argue that we now have the technologies to assist both educators and learners, most commonly in science, technology, engineering and mathematics subjects (STEM), at least some of the time. We present case studies from the fields of Artificial Intelligence in Education (AIED) and Big Data. We look at how they can be used to provide personalised support for students and demonstrate that they are not designed to replace the teacher. In addition, we also describe tools for teachers to increase their awareness and, ultimately, free up time for them to provide nuanced, individualised support even in large cohorts
- âŠ