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Conference Paper: The impact of CSCL beyond the online environment

TitleThe impact of CSCL beyond the online environment
Authors
Issue Date2013
PublisherInternational Society of the Learning Sciences (ISLS)
Citation
The 10th International Conference on Computer-Supported Collaborative Learning (CSCL 2013), Madison, United States, 15-19 June 2013. In the To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, 2013, v. 1, p. 105-112 How to Cite?
AbstractAccountable Talk is a form of classroom interaction that positions students as thinkers in interaction and encourages students to make their thinking visible for collaborative reasoning. This paper reports on a two-year teacher professional development program in which teachers were coached to use Accountable Talk practices in their classrooms. Online collaborative learning activities were used to prepare students for these whole-class, teacher lead discussions using the same paradigm. Findings from a series of studies embedded within the two year professional development program provides evidence that novel conversational agent designs, based on the Accountable Talk approach to discussion facilitation, improve learning during the online exercises and better prepare students to benefit from whole class discussions. In this paper we evaluate the effect on teacher uptake of Accountable Talk practices when their students have participated in these online small group activities. © ISLS.
DescriptionThe Proceedings can be viewed at: http://www.isls.org/cscl2013/Volume%201%20Final%20CSCL%202013%20Proceedings.pdf
Persistent Identifierhttp://hdl.handle.net/10722/194444
ISSN

 

DC FieldValueLanguage
dc.contributor.authorClarke, SN-
dc.contributor.authorChen, G-
dc.contributor.authorStainton, C-
dc.contributor.authorKatz, S-
dc.contributor.authorGreeno, JG-
dc.contributor.authorResnick, LB-
dc.contributor.authorDyke, G-
dc.contributor.authorHowley, I-
dc.contributor.authorAdamson, D-
dc.contributor.authorRosé, CP-
dc.date.accessioned2014-01-30T03:32:36Z-
dc.date.available2014-01-30T03:32:36Z-
dc.date.issued2013-
dc.identifier.citationThe 10th International Conference on Computer-Supported Collaborative Learning (CSCL 2013), Madison, United States, 15-19 June 2013. In the To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, 2013, v. 1, p. 105-112-
dc.identifier.issn1573-4552-
dc.identifier.urihttp://hdl.handle.net/10722/194444-
dc.descriptionThe Proceedings can be viewed at: http://www.isls.org/cscl2013/Volume%201%20Final%20CSCL%202013%20Proceedings.pdf-
dc.description.abstractAccountable Talk is a form of classroom interaction that positions students as thinkers in interaction and encourages students to make their thinking visible for collaborative reasoning. This paper reports on a two-year teacher professional development program in which teachers were coached to use Accountable Talk practices in their classrooms. Online collaborative learning activities were used to prepare students for these whole-class, teacher lead discussions using the same paradigm. Findings from a series of studies embedded within the two year professional development program provides evidence that novel conversational agent designs, based on the Accountable Talk approach to discussion facilitation, improve learning during the online exercises and better prepare students to benefit from whole class discussions. In this paper we evaluate the effect on teacher uptake of Accountable Talk practices when their students have participated in these online small group activities. © ISLS.-
dc.languageeng-
dc.publisherInternational Society of the Learning Sciences (ISLS)-
dc.relation.ispartofTo See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings-
dc.titleThe impact of CSCL beyond the online environment-
dc.typeConference_Paper-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-84886517767-
dc.identifier.hkuros238850-
dc.identifier.volume1-
dc.identifier.spage105-
dc.identifier.epage112-
dc.publisher.placeUnited States-

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