Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Data Mining: Practical Machine Learning Tools and Techniques, Second Edition (Morgan Kaufmann Series in Data Management Systems)
Thread-based analysis of patterns of collaborative interaction in chat
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Tutorial Dialogue as Adaptive Collaborative Learning Support
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Topic segmentation of dialogue
ACTS '09 Proceedings of the HLT-NAACL 2006 Workshop on Analyzing Conversations in Text and Speech
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 2
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Thinking hard together: the long and short of collaborative idea generation in scientific inquiry
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Computers & Education - Methodological issue in researching CSCL
Modeling the Rhetoric of Human-computer interaction
HCII'11 Proceedings of the 14th international conference on Human-computer interaction: interaction techniques and environments - Volume Part II
Computational representation of discourse practices across populations in task-based dialogue
Proceedings of the 4th international conference on Intercultural Collaboration
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Automatic analysis of discussion logs from studies of computer supported collaborative learning has become more prevalent as technology for machine learning and text mining have become more powerful and usable. We extend this effort to analysis of transcripts of whole group classroom discussions. We argue in favor of adapting a transactivity based framework developed for analysis of collaborative learning discussions for use in the context of whole class discussions. Results from an evaluation of this technology applied to transcripts from 3 class periods of middle school math demonstrate promising results, specifically Cohen's Kappa of .69 in comparison with human annotators for identifying transactive contributions and .68 for identifying which prior utterance a transactive contribution relates to. Potential applications for teacher professional development, automatic assessment of learning processes, and real time support for classroom discussion facilitators is discussed. Implications for theory building related to learning in classroom discussions is also addressed.