Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/203
Title: Assessing Student Generated Infographics for Scaffolding Learning With Multiple Representations
Authors: Gebre, Engida
Issue Date: Jul-2017
Publisher: Philadelphia, PA: International Society of the Learning Sciences.
Citation: Gebre, E. (2017). Assessing Student Generated Infographics for Scaffolding Learning With Multiple Representations In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.
Abstract: Student-generated multiple representations are increasingly used in science education, thereby creating a challenge for educators to assess these inscriptions. This paper used student-generated infographics created collaboratively in classrooms where secondary school students were engaged in authentic science news reporting and inductively generated tools for assessing quality infographics in authentic learning contexts. Results showed student-generated infographics can be assessed for dimensionality of the represented topic as well as for representation of understanding. Findings have implication for facilitating learning with infographics and analysis of visual research data.
URI: https://repository.isls.org/handle/1/203
https://dx.doi.org/10.22318/cscl2017.109
Appears in Collections:CSCL 2017

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