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Conference Paper: Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach
Title | Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach |
---|---|
Authors | |
Issue Date | 2019 |
Publisher | International 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? |
Abstract | Researchers 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. |
Description | Poster Presentation |
Persistent Identifier | http://hdl.handle.net/10722/275981 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Chen, G | - |
dc.contributor.author | Chan, KH | - |
dc.contributor.author | Chan, CKK | - |
dc.contributor.author | Yu, J | - |
dc.contributor.author | Hu, L | - |
dc.contributor.author | Wu, J | - |
dc.contributor.author | Resnick, LB | - |
dc.date.accessioned | 2019-09-10T02:53:33Z | - |
dc.date.available | 2019-09-10T02:53:33Z | - |
dc.date.issued | 2019 | - |
dc.identifier.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 | - |
dc.identifier.isbn | 978-1-7324672-4-8 | - |
dc.identifier.uri | http://hdl.handle.net/10722/275981 | - |
dc.description | Poster Presentation | - |
dc.description.abstract | Researchers 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.language | eng | - |
dc.publisher | International Society of the Learning Sciences. | - |
dc.relation.ispartof | 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019) | - |
dc.title | Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.email | Chan, KH: ckhhku@hku.hk | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.identifier.authority | Chan, KH=rp02094 | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.identifier.hkuros | 304643 | - |
dc.identifier.volume | 2 | - |
dc.identifier.spage | 959 | - |
dc.identifier.epage | 960 | - |
dc.publisher.place | Lyon, France | - |