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|Title:||Scripting and Orchestrating Learning Communities: A Role for Learning Analytics|
|Authors:||Slotta, James D.|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Slotta, J. D. & Acosta, A. (2017). Scripting and Orchestrating Learning Communities: A Role for Learning Analytics 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 1. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||This paper describes our efforts to add structure and formalism to the design of a CSCL curriculum for high school science–integrating individual, collaborative and whole-class inquiry activities into a coherent "learning community." A pedagogical model called Knowledge Community and Inquiry (KCI) guided our design of a curricular sequence in which one activity feeds into the next, responding differentially to students, and scaffolding new forms of interaction. We include real-time analysis of student interaction data as a source of input into the orchestration of complex scripts, which can influence the assignment of students to groups, the distribution of materials, or sequencing of activities. It can also be used to determine which groups may need help, to provide groups with formative feedback, and to provide the instructor with information concerning student groups. The primary outcome of this paper is the design itself, which is evaluated in terms of its theoretical coherence.|
|Appears in Collections:||CSCL 2017|
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