Who Helps the Helper? A Situated Scaffolding System for Supporting Less Experienced Feedback Givers

Authors:
Duenpen Kochakornjarupong;Paul Brna;Paul Vickers
Affiliations:
The SCRE Centre, University of Glasgow, St Andrews Building, 11 Eldon Street, Glasgow, G3 6NH, Scotland, UK;The SCRE Centre, University of Glasgow, St Andrews Building, 11 Eldon Street, Glasgow, G3 6NH, Scotland, UK;School of IET, Northumbria University, Newcastle Upon Tyne, NE2 1XE, England, UK, duenpen@scre.ac.uk, paul.brna@scre.ac.uk, paul.vickers@unn.ac.uk
Venue:
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Year:
2005

Citing 2
Cited 2

The design of guided learner-adaptable scaffolding in interactive learning environments

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The marking system for CourseMaster

Proceedings of the 7th annual conference on Innovation and technology in computer science education

Evaluating of a Scaffolding System for Supporting Less Experienced Feedback Givers

Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
SPRITS: secure pedagogical resources in intelligent tutoring systems

ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems

Quantified Score

Hi-index	0.00

Visualization

Abstract

This research emphasizes the construction of feedback pattern. A system called McFeSPA is designed to help inexperienced teaching assistants (TAs). Inexperienced TAs mean novice TAs including novice teachers, novice tutors, and novice lecturers who lack training in how to provide quality feedback. The system employs scaffolding to help the TAs improve quality feedback skill while marking assignments. We have currently been implementing the system with techniques drawn from Artificial Intelligence, cognitive psychology and theories of education. Our next step will entail the examination of the system for both scaffolding turned off to help two TAs give feedback to a group of students and two TAs using the full system with scaffolding.