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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?
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]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?
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  Data: <searchLink fieldCode="AR" term="%22Rosé%2C+Carolyn%22">Rosé, Carolyn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cp3a@andrew.cmu.edu</i><br /><searchLink fieldCode="AR" term="%22Järvelä%2C+Sanna%22">Järvelä, Sanna</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Sep2022, Vol. 17 Issue 3, p327-331. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Perspective+taking%22">Perspective taking</searchLink><br />*<searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11412-022-09378-6
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        Text: English
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      – SubjectFull: Educational psychology
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              Text: Sep2022
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