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|Title:||Designing an Adaptive Collaborative Problem-Solving System With Expanded Evidence-Centered Design|
Glazewski, Krista D.
Hmelo-Silver, Cindy E.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Saleh, A., Phillips, T., Glazewski, K. D., Hmelo-Silver, C. E., Mott, B., & Lester, J. (2022). Designing an adaptive collaborative problem-solving system with expanded evidence-centered design. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 328-331). International Society of the Learning Sciences.|
|Abstract:||In this paper, we detail the design of an adaptive collaborative problem-solving system in a game-based inquiry environment. We apply the expanded evidence-centered design (e-ECD) framework, an approach that specifies the relationship between learning and assessment. A key assumption of the classic ECD framework is that assessments capture student competencies which are ‘fixed’ during the time of the assessment. However, in our game-based inquiry environment the system responds to student behaviors by scaffolding student learning. This means that there is a desired change in learner competencies as students respond to the computer-based prompts. Drawing on the e-ECD framework, we articulate this model of change in our environment. We draw on the zone of proximal development and learning progressions to articulate student proficiencies, task, and evidence models related to the change model.|
|Appears in Collections:||ISLS Annual Meeting 2022|
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