Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/727
Title: ERCHI: A Framework for Identifying Observable Signifiers of Student Engagement in Practice Based Learning to Inform the Design of Learning Analytics
Authors: Luckin, Rose
Cukurova, Mutlu
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Luckin, R. & Cukurova, M. (2018). ERCHI: A Framework for Identifying Observable Signifiers of Student Engagement in Practice Based Learning to Inform the Design of Learning Analytics. 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.
Abstract: Abstract. Practice-based learning activities with a focus on Science, Technology, Art, Math and Engineering (STEAM) are providing new opportunities for teaching these subjects. However, we lack widely accepted ways of assessing and monitoring these practices to inform educators and learners, and enable the provision of effective support. Here, we report the results from a study with 15 teenage students taking part in a 2-day Hack. We present the results from analysis of video data recording collaborative working between groups of students. The analysis of the video data is completed using the ERICAP analytical framework (Luckin et al., 2017) based on ecology of resources and interactive, constructive, active and passive concepts. The results illustrate the differences between students’ engagement with resources which might be utilized as signifiers of student success in similar learning environments.
URI: https://doi.dx.org/10.22318/cscl2018.1549
https://repository.isls.org//handle/1/727
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
387.pdf203.78 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.