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DC Field | Value | Language |
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dc.contributor.author | Sommer, Stephen | |
dc.contributor.author | Hinojosa, Leighanna | |
dc.contributor.author | Traut, Hilary | |
dc.contributor.author | Polman, Joseph | |
dc.contributor.author | Weidler-Lewis, Joanna | |
dc.date.accessioned | 2017-06-19T10:52:18Z | |
dc.date.accessioned | 2017-06-19T08:57:41Z | - |
dc.date.available | 2017-06-19T10:52:18Z | |
dc.date.available | 2017-06-19T08:57:41Z | - |
dc.date.issued | 2017-07 | |
dc.identifier.citation | Sommer, S., Hinojosa, L., Traut, H., Polman, J., & Weidler-Lewis, J. (2017). Integrating Eye-Tracking Activities Into a Learning Environment to Promote Collaborative Meta-Semiotic Reflection and Discourse 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. | en_US |
dc.identifier.uri | https:dx.doi.org/10.22318/cscl2017.100 | |
dc.identifier.uri | https://repository.isls.org/handle/1/194 | - |
dc.description.abstract | At the beginning of a one week science summer camp designed to promote student visual, scientific and data literacy, participants were recorded viewing infographics by an eye tracking-machine. Data were shared with participants the following day as fodder for discussion about data literacy, visual representations, and information processing. The eye-tracking activities helped make visible and public students' private visual strategies. Utilizing these data and other multi-modal representations, students participated in a collaborative, metacognitive, reflective process regarding their own visual strategies, the mental processes of others, and comparisons within. This activity was one of an ensemble of technological activities and artifacts that afforded students a way to collaboratively engage with otherwise private, and often tacit thoughts. Results of this work in progress suggest that this sort of computer-supported intervention could be used productively to enhance student multi-semiotic discourse and collaborative reflective inquiry. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Philadelphia, PA: International Society of the Learning Sciences. | en_US |
dc.title | Integrating Eye-Tracking Activities Into a Learning Environment to Promote Collaborative Meta-Semiotic Reflection and Discourse | en_US |
dc.type | Book chapter | en_US |
Appears in Collections: | CSCL 2017 |
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