Engaging teachers in discussions around temporality measures from analytics to inform knowledge building discourse

Abstract

This study examined the use of learning analytics designs to support teacher understanding of knowledge building discourse. In this study, learning analytics are designed to help teachers shift their focus on idea-centric knowledge building discourse, i.e. one that weigh students' questions and ideas on the potential for authentic inquiry and improvability. We present teachers' weekly meeting at which a group of teachers interpreted two sets of markers in students' online discussion using Knowledge Forum®. They are (i) keywords as content markers and (ii) Knowledge Building scaffold support as epistemic markers. We hope to inform the use of temporal measures of the learning analytics to surface invisible indicators to teachers that allowed them to understand students' discourse from the stance of improvability and reflect on how to improve the idea-centric discourse among students.