Papers
Topics
Authors
Recent
Search
2000 character limit reached

ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development

Published 1 Mar 2024 in cs.HC | (2403.00954v1)

Abstract: Teaching is one of many professions for which personalized feedback and reflection can help improve dialogue and discussion between the professional and those they serve. However, professional development (PD) is often impersonal as human observation is labor-intensive. Data-driven PD tools in teaching are of growing interest, but open questions about how professionals engage with their data in practice remain. In this paper, we present ClassInSight, a tool that visualizes three levels of teachers' discussion data and structures reflection. Through 22 reflection sessions and interviews with 5 high school science teachers, we found themes related to dissonance, contextualization, and sustainability in how teachers engaged with their data in the tool and in how their professional vision, the use of professional expertise to interpret events, shifted over time. We discuss guidelines for these conversational support tools to support personalized PD in professions beyond teaching where conversation and interaction are important.

Definition Search Book Streamline Icon: https://streamlinehq.com
References (102)
  1. Better feedback for better teaching: A practical guide to improving classroom observations. John Wiley & Sons.
  2. Socializing intelligence through academic talk and dialogue. Socializing Intelligence Through Academic Talk and Dialogue (2015), 1–480.
  3. Everything We Do, Everything We Press: Data-Driven Remote Performance Management in a Mobile Workplace. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (¡conf-loc¿, ¡city¿Montreal QC¡/city¿, ¡country¿Canada¡/country¿, ¡/conf-loc¿) (CHI ’18). Association for Computing Machinery, New York, NY, USA, 1–14. https://doi.org/10.1145/3173574.3173945
  4. Developing practice, developing practitioners: Toward a practice-based theory of professional education. Teaching as the learning profession: Handbook of policy and practice 1 (1999), 3–22.
  5. Five research-based heuristics for using video in pre-service teacher education. Journal for educational research online 5, 1 (2013), 90–114.
  6. Monique Boekaerts and Lyn Corno. 2005. Self-regulation in the classroom: A perspective on assessment and intervention. Applied psychology 54, 2 (2005), 199–231.
  7. Video as a tool for fostering productive discussions in mathematics professional development. Teaching and teacher education 24, 2 (2008), 417–436.
  8. Virginia Braun and Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative research in psychology 3, 2 (2006), 77–101.
  9. Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach. Teaching and Teacher Education 126 (2023), 104067.
  10. A general model of dissonance reduction: Unifying past accounts via an emotion regulation perspective. Frontiers in psychology 11 (2020), 540081.
  11. Ronald M Cervero. 2001. Continuing professional education in transition, 1981? 2000. International Journal of Lifelong Education 20, 1-2 (2001), 16–30.
  12. Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences 29, 4-5 (2020), 642–680.
  13. An analytic tool for supporting teachers’ reflection on classroom talk. Boulder, CO: International Society of the Learning Sciences.
  14. Classroom discourse analyzer (CDA): A discourse analytic tool for teachers. Technology, Instruction, Cognition and Learning 10, 2 (2015), 85–105.
  15. Uncovering teachers’ pedagogical reasoning in science discussions. Singapore: International Society of the Learning Sciences.
  16. Dialogic instruction: A new frontier. Handbook of Educational Psychology: Third Edition (01 2015), 378–389.
  17. Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction 10 (2016), 27–39.
  18. Developing Shared Ways of Seeing Data: The Perils and Possibilities of Achieving Intercoder Agreement. International Journal of Qualitative Methods 22 (2023), 16094069231160973.
  19. Cynthia E Coburn and William R Penuel. 2016. Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational researcher 45, 1 (2016), 48–54.
  20. Design-Based Research Collective. 2003. Design-based research: An emerging paradigm for educational inquiry. Educational researcher 32, 1 (2003), 5–8.
  21. Allan Collins. 1992. Toward a design science of education. Springer.
  22. James Collins. 1982. Discourse style, classroom interaction and differential treatment. Journal of reading behavior 14, 4 (1982), 429–437.
  23. Connor Cook. 2018. An open vocabulary approach for detecting authentic questions in classroom discourse. In . Proceedings of the 11th International Conference on Educational Data Mining (EDM 2018).
  24. Gloria Dall’Alba and Jörgen Sandberg. 2006. Unveiling professional development: A critical review of stage models. Review of educational research 76, 3 (2006), 383–412.
  25. Effect of Video Feedback on Teacher Behavior1. The Journal of Educational Research 68, 5 (1975), 197–201.
  26. Can automated feedback improve teachers’ uptake of student ideas? evidence from a randomized controlled trial in a large-scale online course. Educational Evaluation and Policy Analysis (2023), 01623737231169270.
  27. Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. The journal of the learning sciences 19, 1 (2010), 3–53.
  28. Laura M Desimone and Katie Pak. 2017. Instructional coaching as high-quality professional development. Theory into practice 56, 1 (2017), 3–12.
  29. Mixed-initiative creative interfaces. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems. 628–635.
  30. Expert tutors feedback is immediate, direct, and discriminating. In Twenty-Third International FLAIRS Conference.
  31. Multimodal capture of teacher-student interactions for automated dialogic analysis in live classrooms. In Proceedings of the 2015 ACM on international conference on multimodal interaction. 557–566.
  32. Lois Brown Easton. 2008. From professional development to professional learning. Phi delta kappan 89, 10 (2008), 755–761.
  33. Exploratory versus explanatory visual learning analytics: Driving teachers’ attention through educational data storytelling. Journal of Learning Analytics 5, 3 (2018), 73–97.
  34. Taking 5: Work-breaks, productivity, and opportunities for personal informatics for knowledge workers. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems. 673–684.
  35. The Research Partnership for Professional Learning. n.d.. Transforming Teacher Professional Learning Together: A Call to Action. https://annenberg.brown.edu/sites/default/files/rppl-brief.pdf
  36. Kristie Ford and Kendra Welling-Riley. 2021. Student talk in science class. The Learning Professional 42, 3 (2021), 58–61.
  37. Jodi Forlizzi and Katja Battarbee. 2004. Understanding experience in interactive systems. In Proceedings of the 5th conference on Designing interactive systems: processes, practices, methods, and techniques. 261–268.
  38. Towards a framework for smart classrooms that teach instructors to teach. In International conference of the learning sciences, Vol. 3.
  39. Robyn M. Gillies. 2013. Productive academic talk during inquiry-based science. Pedagogies: An International Journal 8, 2 (2013), 126–142. https://doi.org/10.1080/1554480X.2013.767770 arXiv:https://doi.org/10.1080/1554480X.2013.767770
  40. Video research in the learning sciences. Routledge.
  41. Zooming in: Exploring the construction of professional vision in teachers’ reflection with visualizations of classroom discourse. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021. International Society of the Learning Sciences.
  42. Charles Goodwin. 2015. Professional vision. In Aufmerksamkeit: Geschichte-Theorie-Empirie. Springer, 387–425.
  43. Ruth Grant. 1992. Obsolescence or lifelong education: Choices and challenges. Physiotherapy 78, 3 (1992), 167–171.
  44. Fostering engagement with personal informatics systems. In Proceedings of the 2016 ACM Conference on Designing Interactive Systems. 286–300.
  45. Sara Hennessy and Maree Davies. 2019. Teacher professional development to support classroom dialogue. The Routledge International Handbook of Research on Dialogic Education. Abingdon, UK: Routledge (2019).
  46. A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies. Professional Development in Education 44, 2 (2018), 145–168. https://doi.org/10.1080/19415257.2016.1258653 arXiv:https://doi.org/10.1080/19415257.2016.1258653
  47. Developing a coding scheme for analysing classroom dialogue across educational contexts. Learning, culture and social interaction 9 (2016), 16–44.
  48. ” It’s hard to argue with a computer” Investigating Psychotherapists’ Attitudes towards Automated Evaluation. In Proceedings of the 2018 Designing Interactive Systems Conference. 559–571.
  49. Karen Holtzblatt and Hugh Beyer. 1997. Contextual design: defining customer-centered systems. Elsevier.
  50. Teacher–student dialogue during classroom teaching: Does it really impact on student outcomes? Journal of the Learning Sciences 28, 4-5 (2019), 462–512.
  51. Contextifier: automatic generation of annotated stock visualizations. In Proceedings of the SIGCHI Conference on human factors in computing systems. 2707–2716.
  52. Andy Jacob and Kate McGovern. 2015. The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. TNTP (2015).
  53. Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change. Teaching and Teacher Education 112 (2022), 103631.
  54. Video-based research made “easy”: Methodological lessons learned from the TIMSS video studies. Field Methods 19, 3 (2007), 284–299.
  55. Breaking the habit of ineffective professional development for teachers. McKinsey on society (2012), 1–12.
  56. Toward automated feedback on teacher discourse to enhance teacher learning. In Proceedings of the 2020 chi conference on human factors in computing systems. 1–13.
  57. A deep transfer learning approach to modeling teacher discourse in the classroom. In LAK21: 11th international learning analytics and knowledge conference. 302–312.
  58. “Good Enough!”: Flexible Goal Achievement with Margin-based Outcome Evaluation. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems. 1–15.
  59. Longitudinal studies in HCI research: a review of CHI publications from 1982–2019. Springer.
  60. Karen Koellner and Jennifer Jacobs. 2015. Distinguishing models of professional development: The case of an adaptive model’s impact on teachers’ knowledge, instruction, and student achievement. Journal of teacher education 66, 1 (2015), 51–67.
  61. Working with machines: The impact of algorithmic and data-driven management on human workers. In Proceedings of the 33rd annual ACM conference on human factors in computing systems. 1603–1612.
  62. A stage-based model of personal informatics systems. In Proceedings of the SIGCHI conference on human factors in computing systems. 557–566.
  63. Karen Littleton and Christine Howe. 2010. Educational dialogues: Understanding and promoting productive interaction. Routledge.
  64. Improving medical students’ awareness of their non-verbal communication through automated non-verbal behavior feedback. Frontiers in ICT 3 (2016), 11.
  65. A web-based telehealth training platform incorporating automated nonverbal behavior feedback for teaching communication skills to medical students: a randomized crossover study. Journal of medical Internet research 18, 9 (2016), e246.
  66. Karen V. Mann. 2002. Thinking about learning: Implications for principle-based professional education. Journal of Continuing Education in the Health Professions 22, 2 (2002), 69–76. https://doi.org/10.1002/chp.1340220202
  67. From data to insights: A layered storytelling approach for multimodal learning analytics. In Proceedings of the 2020 chi conference on human factors in computing systems. 1–15.
  68. Teacher tracking with integrity: What indoor positioning can reveal about instructional proxemics. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 4, 1 (2020), 1–27.
  69. Katherine L. McNeill and Diane Silva Pimentel. 2010. Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education 94, 2 (2010), 203–229. https://doi.org/10.1002/sce.20364 arXiv:https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.20364
  70. Sarah Michaels and Catherine O’Connor. 2015. Conceptualizing talk moves as tools: Professional development approaches for academically productive discussion. Socializing intelligence through talk and dialogue (2015), 347–362.
  71. Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in philosophy and education 27 (2008), 283–297.
  72. Tova Michalsky. 2020. Preservice teachers’ professional vision for and capacity to teach self-regulated learning: Effects of scaffolding level. Teachers College Record 122, 3 (2020), 1–48.
  73. Hayes Mizell. 2010. Why Professional Development Matters. ERIC.
  74. An instrument for measuring teachers’ trust in AI-based educational technology. In LAK22: 12th international learning analytics and knowledge conference. 56–66.
  75. ”An Instructor is [Already] Able to Keep Track of 30 Students”: Students’ Perceptions of Smart Classrooms for Improving Teaching & Their Emergent Understandings of Teaching and Learning. In Proceedings of the 2023 ACM Designing Interactive Systems Conference (Pittsburgh, PA, USA) (DIS ’23). Association for Computing Machinery, New York, NY, USA, 1277–1292. https://doi.org/10.1145/3563657.3596079
  76. David J Nicol and Debra Macfarlane-Dick. 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education 31, 2 (2006), 199–218.
  77. Hannele Niemi. 2002. Active learning—a cultural change needed in teacher education and schools. Teaching and teacher education 18, 7 (2002), 763–780.
  78. Julia O’sullivan. 2003. Unlocking the workforce potential: is support for effective continuing professional development the key? Research in Post-Compulsory Education 8, 1 (2003), 107–122.
  79. Kevin Patton and Melissa Parker. 2017. Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher education 67 (2017), 351–360.
  80. Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer 37, 1 (2022), 107–136.
  81. Next generation research in dialogic learning. Wiley handbook of teaching and learning (2018), 323–338.
  82. How (well structured) talk builds the mind. Innovations in educational psychology: Perspectives on learning, teaching and human development (2010), 163–194.
  83. Providing performance feedback to teachers: A review. Teacher education and special education 27, 4 (2004), 396–407.
  84. What classroom audio tells about teaching: a cost-effective approach for detection of teaching practices using spectral audio features. In LAK21: 11th International Learning Analytics and Knowledge Conference. 132–140.
  85. Automated feedback on discourse moves: Teachers’ perceived utility of a big data tool.. In Annual meeting of the American Educational Research Association.
  86. Tina Seidel and Kathleen Stürmer. 2014. Modeling and measuring the structure of professional vision in preservice teachers. American educational research journal 51, 4 (2014), 739–771.
  87. Understanding screen-reader users’ experiences with online data visualizations. In Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility. 1–16.
  88. Professional Vision in Action: An Exploratory Study. Issues in Teacher Education 17, 2 (2008), 27–46.
  89. Valerie J Shute. 2008. Focus on formative feedback. Review of educational research 78, 1 (2008), 153–189.
  90. Chelsea Stewart. 2014. Transforming professional development to professional learning. Journal of adult education 43, 1 (2014), 28–33.
  91. James W Stigler and Kevin F Miller. 2018. 24 Expertise and Expert Performance in Teaching. The Cambridge handbook of expertise and expert performance (2018), 431.
  92. Changes in professional vision in the context of practice: Preservice teachers’ professional vision changes following practical experience: A video-based approach in university-based teacher education. Gruppendynamik und Organisationsberatung 44 (2013), 339–355.
  93. Rachel Thomson and Janet Holland. 2003. Hindsight, foresight and insight: The challenges of longitudinal qualitative research. International Journal of Social Research Methodology 6, 3 (2003), 233–244.
  94. Designing to Support Teacher Reflection on Science Classroom Discourse: Insights From Implementation. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 1637-1640. International Society of the Learning Sciences.
  95. Elizabeth A van Es and Miriam G Sherin. 2021. Expanding on prior conceptualizations of teacher noticing. ZDM–Mathematics Education 53 (2021), 17–27.
  96. How Teachers in India Reconfigure Their Work Practices around a Teacher-Oriented Technology Intervention. Proc. ACM Hum.-Comput. Interact. 3, CSCW, Article 220 (Nov. 2019), 21 pages. https://doi.org/10.1145/3359322
  97. The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue. International Journal of Research & Method in Education 42, 2 (2019), 185–203.
  98. Tali Wallach and Ruhama Even. 2005. Hearing students: The complexity of understanding what they are saying, showing, and doing. Journal of Mathematics Teacher Education 8 (2005), 393–417.
  99. Beyond individualism: professional culture and its influence on feedback. Medical education 47, 6 (2013), 585–594.
  100. Ann Webster-Wright. 2009. Reframing professional development through understanding authentic professional learning. Review of educational research 79, 2 (2009), 702–739.
  101. Gordon Wells and Rebeca Mejía Arauz. 2006. Dialogue in the classroom. The journal of the learning sciences 15, 3 (2006), 379–428.
  102. Effect of confidence and explanation on accuracy and trust calibration in AI-assisted decision making. In Proceedings of the 2020 conference on fairness, accountability, and transparency. 295–305.

Summary

No one has generated a summary of this paper yet.

Ai Sparkles Streamline Icon: https://streamlinehq.com Sign Up to Summarize

Paper to Video (Beta)

Whiteboard

No one has generated a whiteboard explanation for this paper yet.

Ai Sparkles Streamline Icon: https://streamlinehq.com Sign Up to Generate

Open Problems

We haven't generated a list of open problems mentioned in this paper yet.

Ai Sparkles Streamline Icon: https://streamlinehq.com Generate Now

Continue Learning

We haven't generated follow-up questions for this paper yet.

Ai Sparkles Streamline Icon: https://streamlinehq.com Generate Now

Collections

Sign up for free to add this paper to one or more collections.

User Circle Single Streamline Icon: https://streamlinehq.com Sign Up