Exploring foundations for computer-supported collaborative learning
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
An investigation of student practices in asynchronous computer conferencing courses
Computers & Education
Learning analytics to identify exploratory dialogue within synchronous text chat
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
The learning analytics cycle: closing the loop effectively
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Designing pedagogical interventions to support student use of learning analytics
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
Teaching the unteachable: on the compatibility of learning analytics and humane education
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
A cognitive processing framework for learning analytics
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
Establishing an ethical literacy for learning analytics
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in online discussions. A pedagogical model that translates the concepts and findings of the research program into guidelines for practice and analytics with which students and instructors can assess their discussion participation are presented. The analytics are both embedded in the learning environment and extracted from it, allowing for integrated and reflective metacognitive activity. The pedagogical intervention is based on the principles of (1) Integration (2) Diversity (of Metrics) (3) Agency (4) Reflection (5) Parity and (6) Dialogue. Details of an initial implementation of this approach and preliminary findings are described. Initial results strongly support the value of student-teacher dialogue around the analytics. In contrast, instructor parity in analytics use did not seem as important to students as was expected. Analytics were reported as useful in validating invisible discussion activity, but at times triggered emotionally-charged responses.