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Conference Paper: Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach

TitleDesigning Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach
Authors
Chen, GChan, KHChan, CKKYu, JHu, LWu, JResnick, LB
Issue Date2019
PublisherInternational Society of the Learning Sciences.
Citation
13th International Conference on Computer Supported Collaborative Learning (CSCL 2019): A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, Lyon, France, 17-21 June 2019. In Lund, K ... (et al) (eds.), Conference Proceedings, v. 2, p. 959-960 How to Cite?
AbstractResearchers have recently emphasized the contribution of learning analytics interventions to the advancement of theory. We propose an analytics-supported teacher professional development (ASTPD) approach and evaluated the impact of the ASTPD approach on teacher learning and reflection about their dialogic instruction. The results show that integrating learning analytics and TPD drawing on educational theories and the TPD context had an impact on the participating teachers' dialogic practice as well as their student learning outcomes.
DescriptionPoster Presentation
Persistent Identifierhttp://hdl.handle.net/10722/275981
ISBN
978-1-7324672-4-8

 

DC FieldValueLanguage
dc.contributor.authorChen, G-
dc.contributor.authorChan, KH-
dc.contributor.authorChan, CKK-
dc.contributor.authorYu, J-
dc.contributor.authorHu, L-
dc.contributor.authorWu, J-
dc.contributor.authorResnick, LB-
dc.date.accessioned2019-09-10T02:53:33Z-
dc.date.available2019-09-10T02:53:33Z-
dc.date.issued2019-
dc.identifier.citation13th International Conference on Computer Supported Collaborative Learning (CSCL 2019): A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, Lyon, France, 17-21 June 2019. In Lund, K ... (et al) (eds.), Conference Proceedings, v. 2, p. 959-960-
dc.identifier.isbn978-1-7324672-4-8-
dc.identifier.urihttp://hdl.handle.net/10722/275981-
dc.descriptionPoster Presentation-
dc.description.abstractResearchers have recently emphasized the contribution of learning analytics interventions to the advancement of theory. We propose an analytics-supported teacher professional development (ASTPD) approach and evaluated the impact of the ASTPD approach on teacher learning and reflection about their dialogic instruction. The results show that integrating learning analytics and TPD drawing on educational theories and the TPD context had an impact on the participating teachers' dialogic practice as well as their student learning outcomes.-
dc.languageeng-
dc.publisherInternational Society of the Learning Sciences.-
dc.relation.ispartof13th International Conference on Computer Supported Collaborative Learning (CSCL 2019)-
dc.titleDesigning Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach-
dc.typeConference_Paper-
dc.identifier.emailChen, G: gwchen@hku.hk-
dc.identifier.emailChan, KH: ckhhku@hku.hk-
dc.identifier.emailChan, CKK: ckkchan@hku.hk-
dc.identifier.authorityChen, G=rp01874-
dc.identifier.authorityChan, KH=rp02094-
dc.identifier.authorityChan, CKK=rp00891-
dc.identifier.hkuros304643-
dc.identifier.volume2-
dc.identifier.spage959-
dc.identifier.epage960-
dc.publisher.placeLyon, France-

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