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Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool Toby Dragon.

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Presentation on theme: "Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool Toby Dragon."— Presentation transcript:

1 Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool Toby Dragon 1, Sergio Gutierrez-Santos 2, Manolis Mavrikis 2, and Bruce M. McLaren 1,3 1 CeLTech, Saarland University, Germany 2 London Knowledge Lab, University of London, UK 3 Carnegie Mellon University, USA toby.dragon@celtch.de, {sergut,m.mavrikis}@lkl.ac.uk, bmclaren@cs.cmu.edu Technology-Enhanced Learning for Mathematics And Science, September 21, 2011. Palermo, Italy

2 TELMAS@EC-TEL, 21 September 2011, Palermo Agenda Introduction Tools & Integration The Tools in Action Synthesizing Support Across Tools Conclusion Agenda 1

3 TELMAS@EC-TEL, 21 September 2011, Palermo Agenda Introduction Tools & Integration The Tools in Action Synthesizing Support Across Tools Conclusion Agenda 2

4 TELMAS@EC-TEL, 21 September 2011, Palermo Introduction 3 Computer-Supported Collaborative Learning (CSCL) system to enable 12 to 16-years-old students to learn science and mathematics using long-term, self-organized, project-based approach. Tools: Planning Tool Microworlds Discussion Tool Metafora – Learning to Learn Together

5 TELMAS@EC-TEL, 21 September 2011, Palermo Introduction 4 Combine tools and analysis to support collaboration across tools in a pedagogically meaningful way to help students solve their given task. For today, we focus on subsection of system: eXpresser (microworld) Discussion Tool Our Challenge

6 TELMAS@EC-TEL, 21 September 2011, Palermo Agenda Introduction Tools & Integration The Tools in Action Synthesizing Support Across Tools Conclusion Agenda 5

7 TELMAS@EC-TEL, 21 September 2011, Palermo Tools & Integration 6 A microworld where students can construct models made out of patterns of square tiles. Underlying goal: students develop ways of thinking that underpin algebraic generalization. Helping students visualize and understand algebraic concepts from a different perspective. eXpresser

8 TELMAS@EC-TEL, 21 September 2011, Palermo Tools & Integration 7 Generalized framework for graphical argumentation. Create statements, questions, etc. Graphically link with supporting and opposing facts, examples, explanations, etc. Domain-independent tool is authored to work for different uses, specifically catered here for use in the Metafora system. LASAD

9 TELMAS@EC-TEL, 21 September 2011, Palermo Tools & Integration 8 The Metafora Platform

10 TELMAS@EC-TEL, 21 September 2011, Palermo Tools & Integration 9 The Metafora Platform

11 TELMAS@EC-TEL, 21 September 2011, Palermo Tools & Integration 10 Referable Objects

12 TELMAS@EC-TEL, 21 September 2011, Palermo Agenda Introduction Tools & Integration The Tools in Action Synthesizing Support Across Tools Conclusion Agenda 11

13 TELMAS@EC-TEL, 21 September 2011, Palermo Tools In Action 12 The Task Construct “Train Track” model in eXpresser in different ways. Find the rule for the number of square tiles for any model number. Discuss with your partner about whether your rules are correct or not and whether they are equivalent or not. Students begin by meeting, discussing plans and thoughts, and start working on their own expresser worlds, within the system.

14 TELMAS@EC-TEL, 21 September 2011, Palermo Tools In Action 13 Recognizing Discussion Opportunity - Alice System detects a “general model created” System detects a “general model created”

15 TELMAS@EC-TEL, 21 September 2011, Palermo Tools In Action 14 Recognizing Discussion Opportunity -Bob System detects tool having given feedback about “model is not general” several times System detects tool having given feedback about “model is not general” several times

16 TELMAS@EC-TEL, 21 September 2011, Palermo Tools In Action 15 Recognizing Discussion Opportunity - Bob Share your model Discuss with Alice how to make a general model. Share your model Discuss with Alice how to make a general model.

17 TELMAS@EC-TEL, 21 September 2011, Palermo Tools In Action 16 Discussion

18 TELMAS@EC-TEL, 21 September 2011, Palermo Tools In Action 17 Discussion

19 TELMAS@EC-TEL, 21 September 2011, Palermo Tools In Action 18 Discussion

20 TELMAS@EC-TEL, 21 September 2011, Palermo Agenda Introduction Tools & Integration The Tools in Action Synthesizing Support Across Tools Conclusion Agenda 19

21 TELMAS@EC-TEL, 21 September 2011, Palermo Synthesizing Support Across Tools 20 Centralized vs. Distributed Support Concerns: Overload Local expertise, global view Scalability Connectivity Need the benefits of both worlds.

22 TELMAS@EC-TEL, 21 September 2011, Palermo 21 Combined Approach Synthesizing Support Across Tools

23 TELMAS@EC-TEL, 21 September 2011, Palermo 22 Combined Approach Internal Tool Feedback Synthesizing Support Across Tools Analysis

24 TELMAS@EC-TEL, 21 September 2011, Palermo 23 Combined Approach Internal Tool Feedback Analysis Synthesizing Support Across Tools Feedback

25 TELMAS@EC-TEL, 21 September 2011, Palermo Synthesizing Support Across Tools 24 Abstraction for Distributed Support Indicators: low-level, action-based markers of student behavior within a given tool. Examples: Creating a node in LASAD, Attempting to make a rule in eXpresser. Landmarks: High-level, accomplishment-based markers of student behavior within a single tool or across tools. Examples: Creating a “general rule” in eXpresser, being a “helper” in LASAD.

26 TELMAS@EC-TEL, 21 September 2011, Palermo Agenda Introduction Tools & Integration The Tools in Action Synthesizing Support Across Tools Conclusion Agenda 25

27 TELMAS@EC-TEL, 21 September 2011, Palermo Conclusion 26 Summary Using integrated tools to provide support by combining analysis across multiple tools. Taking a decentralized approach that allows for both tool- specific and cross-tool support. Example demonstrating collaborative support promoting interaction between the right students at the right time.

28 TELMAS@EC-TEL, 21 September 2011, Palermo Conclusion 27 Next Steps Classroom facilitators (teachers / researchers) watching monitoring tools showing indicators, providing interventions. Improvement iteration, from observation What indicators were useful? What did facilitators observe from watching student work directly that can’t be seen indicators? What types of interventions do facilitators choose to make?

29 Thank you. Questions, Comments? Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool Toby Dragon 1, Sergio Gutierrez-Santos 2, Manolis Mavrikis 2, and Bruce M. McLaren 1,3 1 CeLTech, Saarland University, Germany 2 London Knowledge Lab, University of London, UK 3 Carnegie Mellon University, USA toby.dragon@celtch.de, {sergut,m.mavrikis}@lkl.ac.uk, bmclaren@cs.cmu.edu Technology-Enhanced Learning for Mathematics And Science, September 21, 2011. Palermo, Italy

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