Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/886
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dc.contributor.authorAcosta, Alisa
dc.contributor.authorSlotta, Jim
dc.date.accessioned2018-11-04T23:14:21Z
dc.date.accessioned2018-11-04T22:43:38Z-
dc.date.available2018-11-04T23:14:21Z
dc.date.available2018-11-04T22:43:38Z-
dc.date.issued2018-07
dc.identifier.citationAcosta, A. & Slotta, J. (2018). Representations of Progress in a Learning Community Curriculum for Grade 12 Biology. 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 1. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.432
dc.identifier.urihttps://repository.isls.org//handle/1/886-
dc.description.abstractThis paper reports on the design and implementation of several student- and teacher-facing learning analytics representations within a blended learning community curriculum for Grade 12 Biology. Using a custom designed technology environment called CKBiology, these representations captured the real-time progress of the learning community at three levels of granularity: Individual students, small groups, and whole class. Our results focus on the perspectives of students and teachers, triangulating data from a student questionnaire, teacher interview, and CKBiology log files to identify how different representations of progress contributed to awareness, motivation, and the overall practices of the learning community. Grounded in the theoretical model of Knowledge Community and Inquiry, this work seeks to strengthen connections between learning analytics research and the learning sciences.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleRepresentations of Progress in a Learning Community Curriculum for Grade 12 Biologyen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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