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|Title:||Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Chen, G., Chan, K., Chan, C., Yu, J., Liru, H., Wu, J., & Resnick, L. (2019). Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 959-960). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Researchers have recently emphasized the contribution of learning analytics interventions to the advancement of theory. We propose an analytics-supported teacher professional development (ASTPD) approach and evaluated the impact of the ASTPD approach on teacher learning and reflection about their dialogic instruction. The results show that integrating learning analytics and TPD drawing on educational theories and the TPD context had an impact on the participating teachers' dialogic practice as well as their student learning outcomes.|
|Appears in Collections:||CSCL 2019|
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