Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/843
Full metadata record
DC FieldValueLanguage
dc.contributor.authorOshima, Jun
dc.contributor.authorTsunakawa, Takashi
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:42:53Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:42:53Z-
dc.date.issued2018-07
dc.identifier.citationOshima, J. & Tsunakawa, T. (2018). An Analysis of Collective Knowledge Advancement and Emergent Nature of Ideas in Subject-Matter Learning. 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1757
dc.identifier.urihttps://repository.isls.org//handle/1/843-
dc.description.abstractThe idea emergence is a critical nature of collective knowledge advancement in collaborative learning contexts. Although recent advancement of data-mining procedure makes it possible to detect emergent ideas, classroom teachers also like to know how much their students engaged in the discourse around their study topics. In this study, we propose an analysis combining socio-semantic network analysis for collective knowledge advancement and data-mining for detecting students’ ideas in their discourse.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleAn Analysis of Collective Knowledge Advancement and Emergent Nature of Ideas in Subject-Matter Learningen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
491.pdf203.88 kBAdobe PDFView/Open


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