Analyzing and presenting interaction data: a teacher, student and researcher perspective

Authors:
Wouter Van Diggelen;Jeroen Janssen;Maarten Overdijk;Christa S. C. Asterhan;Rakheli Hever;Baruch B. Schwarz;Gijsbert Erkens;Paul Kirschner;Gellof Kanselaar;Kristine Lund;Gregory Dyke;Jean-Jacques Girardot;Annie Corbel
Affiliations:
Research Centre Learning in Interaction, Utrecht University, Utrecht;Research Centre Learning in Interaction, Utrecht University, Utrecht;Research Centre Learning in Interaction, Utrecht University, Utrecht;School of Education, Hebrew University of Jerusalem, Israel;School of Education, Hebrew University of Jerusalem, Israel;School of Education, Hebrew University of Jerusalem, Israel;Research Centre Learning in Interaction, Utrecht University, The Netherlands;Research Centre Learning in Interaction, Utrecht University, The Netherlands;Research Centre Learning in Interaction, Utrecht University, The Netherlands;ICAR laboratory, CNRS, University of Lyon, Lyon, France;G2I, RIM, Éole Nationale Supérieure des Mines de St. Etienne, France;G2I, RIM, Éole Nationale Supérieure des Mines de St. Etienne, France;G2I, RIM, Éole Nationale Supérieure des Mines de St. Etienne, France
Venue:
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Year:
2008

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Abstract

Students' actions within a CSCL-environment can be recorded and stored as interaction data. This data can be accessed and analyzed automatically. Teachers, students and researchers may benefit from these analyses. It gives teachers and students immediate feedback about performance indicators and it can help researchers to identify meaningful patterns in the interaction data. In the symposium we focus on these three groups of users - the teacher, the student and the researcher - and explore three issues: 1) how can we extract meaningful information from the interaction data, 2) how can this information be used in practice, and 3) how should this information be presented to the user?.