Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?
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| Title: | Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key? |
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| Authors: | Rosé, Carolyn1 (AUTHOR) cp3a@andrew.cmu.edu, Järvelä, Sanna2 (AUTHOR) |
| Source: | International Journal of Computer-Supported Collaborative Learning. Sep2022, Vol. 17 Issue 3, p327-331. 5p. |
| Subject Terms: | *Perspective taking, *Computers in education, *Educational psychology, *Educational technology, Identity (Psychology) |
| Abstract: | This September issue comprises four full articles with three interrelated themes, namely, the ability to grow, assessments to measure growth, and real time assessment through analytics to prompt growth. The papers also show how new analytic methods and digital trace data can be fashioned into tools to prompt learners and teachers in the practice of CSCL (Rosé, & Dimitriadis, [18]). Real time analytics for prompting growth In light of the conceptual focus on the process of growth investigated in the early two articles of this edition, the final two articles delve into real time analytics and their potential for prompting growth as a form of automated assessment in action displayed through awareness tools. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This September issue comprises four full articles with three interrelated themes, namely, the ability to grow, assessments to measure growth, and real time assessment through analytics to prompt growth. The papers also show how new analytic methods and digital trace data can be fashioned into tools to prompt learners and teachers in the practice of CSCL (Rosé, & Dimitriadis, [18]). Real time analytics for prompting growth In light of the conceptual focus on the process of growth investigated in the early two articles of this edition, the final two articles delve into real time analytics and their potential for prompting growth as a form of automated assessment in action displayed through awareness tools. [Extracted from the article] |
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| ISSN: | 15561607 |
| DOI: | 10.1007/s11412-022-09378-6 |
