Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/855
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dc.contributor.authorGerritsen, David
dc.contributor.authorZimmerman, John
dc.contributor.authorOgan, Amy
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:43:06Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:43:06Z-
dc.date.issued2018-07
dc.identifier.citationGerritsen, 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.urihttps://doi.dx.org/10.22318/cscl2018.1779
dc.identifier.urihttps://repository.isls.org//handle/1/855-
dc.description.abstractTeaching 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.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleTowards a Framework for Smart Classrooms that Teach Instructors to Teachen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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