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DC Field | Value | Language |
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dc.contributor.author | Gerritsen, David | |
dc.contributor.author | Zimmerman, John | |
dc.contributor.author | Ogan, Amy | |
dc.date.accessioned | 2018-11-04T23:35:55Z | |
dc.date.accessioned | 2018-11-04T22:43:06Z | - |
dc.date.available | 2018-11-04T23:35:55Z | |
dc.date.available | 2018-11-04T22:43:06Z | - |
dc.date.issued | 2018-07 | |
dc.identifier.citation | Gerritsen, D., Zimmerman, J., & Ogan, A. (2018). Towards a Framework for Smart Classrooms that Teach Instructors to Teach. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. | en_US |
dc.identifier.uri | https://doi.dx.org/10.22318/cscl2018.1779 | |
dc.identifier.uri | https://repository.isls.org//handle/1/855 | - |
dc.description.abstract | Teaching Assistants (TAs) play a major role in higher education; however, they receive little if any training on how to teach. Quality training requires access to grounded feedback and relevant suggestions for improvement. We developed a framework for using features of a smart classroom. This work reframes the instructor as the learner. It provides training on discursive practices with feedback based on the instructor’s in-class behaviors. We built and deployed a system based on this framework to five STEM TAs as part of a larger study. This paper: discusses the action-reflection-planning framework we used, provides evidence for how the framework addresses TA learning goals, and discusses how other researchers might make use of the framework. | en_US |
dc.language.iso | en | en_US |
dc.publisher | International Society of the Learning Sciences, Inc. [ISLS]. | en_US |
dc.title | Towards a Framework for Smart Classrooms that Teach Instructors to Teach | en_US |
dc.type | Book chapter | en_US |
Appears in Collections: | ICLS 2018 |
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