Empowering Teachers with Real-Time Analytics: Effects on Classroom Teaching and Participatory Equity

Professor Chen, Gaowei   (Principal Investigator (PI))

21

2023-06-30

149060

Empowering Teachers with Real-Time Analytics: Effects on Classroom Teaching and Participatory Equity

learning analytics, real-time analytics, classroom teaching, classroom discourse, participatory equity

Education: Research on Teaching & Learning

2203100662

Seed Fund for PI Research – Translational and Applied Research

2022

On-going

The project team has developed a discourse analytics tool (Classroom Discourse Analyzer [CDA], Chen et al., 2015, 2020; Chen & Chan, 2022) and a video-visualization e-learning platform (v2elearn platform, Tong et al., 2022; Wang et al., 2022) funded by the Innovation and Technology Fund for Better Living (FBL) scheme. These analytics tools provide analytical feedback on teacher-students classroom interactions and have been used in teacher education and professional development as a teaching reflection tool. The team also developed a discourse analytics and visualization product to interpret student-student interactions in group discussions (iTalk-iSee, Hu et al., 2022). However, these tools are not for real-time teaching use due to technological constraints such as automatic transcription and speech recognition speed, as well as machine learning accuracy and reliability. The advancement in these fields makes it possible for designing and developing real-time analytics tools to empower classroom teaching. Therefore, the proposed project aims to accomplish the following objectives:To design and integrate audio and visual capturing with automatic speech recognition applications for high quality transcriptions of classroom talk;To develop a model of discourse analytics by employing the state-of-the art neural networks and natural language processing technologies to extract useful classroom interaction features;To pilot the real-time analytic tool and evaluate the effects on teacher noticing and responses to students’ learning needs and classroom participatory equity; andTo revise the tool and apply for the Innovation Technology Fund.ReferencesChen, G., & Chan, C. K. K. (2022). Visualization-and analytics-supported video-based professional development for promoting mathematics classroom discourse. Learning, Culture and Social Interaction, 33, 100609.Chen, G., Chan, C. K. K., Chan, K. K. H., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences, 29(4-5), 642-680.Chen, G., Clarke, S. N., & Resnick, L. B. (2015). Classroom Discourse Analyzer (CDA): A discourse analytic tool for teachers. Technology, Instruction, Cognition and Learning, 10(2), 85-105.Chen, G., Michaels, S., & Resnick, L. B. (2016). Expert, novice, and machine coding of teacher academically productive talk moves. In the proceedings of the International Conference of the Learning Sciences, ICLS 2016.Clarke, S. N. (2015). The right to speak. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.Hu, L., Wu, J., & Chen, G. (2022). iTalk–iSee: A participatory visual learning analytical tool for productive peer talk. International Journal of Computer-Supported Collaborative Learning, 17(3), 397-425.Michaels, S., O’Connor, M. C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in the Philosophy of Education, 27(4), 283-297.Tong, Y., Chan, C. K. K., Chen, G., & Wang, P. (2022). Developing Productive Classroom Dialogue Using Analytics-supported video-Based Approach for Teacher Learning. In proceedings of the International Society of the Learning Sciences Annual Meeting (ISLS 2022). Hiroshima, Japan: International Society of the Learning Sciences.Wang, P., Chen, G., Tong, Y., & Yang, C. (2022). Post-flipped classrooms: Designing a video-based visualization learning approach for supporting emergency remote teaching. In proceedings of the International Society of the Learning Sciences Annual Meeting (ISLS 2022). Hiroshima, Japan: International Society of the Learning Sciences.Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C. (2014). Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning. International Journal of Educational Research, 63, 79-93.