Please use this identifier to cite or link to this item:
Title: Using Epistemic Network Analysis to Explore Discourse Patterns Across Design Iterations of a Teacher Dashboard
Authors: Adair, Amy
Owens, Jessica
Gobert, Janice
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Adair, A., Owens, J., & Gobert, J. (2022). Using epistemic network analysis to explore discourse patterns across design iterations of a teacher dashboard. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 297-304). International Society of the Learning Sciences.
Abstract: Providing high-level support to students on NGSS inquiry practices can be challenging; however, teacher dashboards can help teachers provide just-in-time instruction to students, both in-person and online. Prior work has shown some success with a dashboard that alerts teachers in real time on students’ science inquiry difficulties, but teachers differed in their use of the alerts. To further support teachers, we designed a second iteration, in which the alerts included actionable, evidence-based Teacher Inquiry Practice Supports (TIPS), a series of suggested scaffolds that teachers can use to support students on the practices with which they are struggling. In this study, we investigate how the discursive support patterns from one teacher differed when using the dashboard alerts without TIPS followed by with TIPS. Findings suggest that TIPS influenced how the teacher incorporated different types of support for her students, and further, that the support given varied across different virtual lab stages.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_297-304.pdf1.58 MBAdobe PDFView/Open

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