iTalk-iSee: A Participatory Visual Learning Analytical Tool for Productive Peer Talk

Autor/inn/en	Hu, Liru; Wu, Jiajun; Chen, Gaowei
Titel	iTalk-iSee: A Participatory Visual Learning Analytical Tool for Productive Peer Talk
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 17 (2022) 3, S.397-425 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Liru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-022-09374-w
Schlagwörter	Peer Relationship; Group Discussion; Interaction; Learning Processes; Problem Solving; Dialogs (Language); Visual Learning + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Gruppendiskussion; Interaktion; Learning process; Lernprozess; Problemlösen; Dialog; Dialogs; Dialogue; Dialogues; Visual education; Visuelles Lernen
Abstract	Productive peer talk moves have a fundamental role in structuring group discussions and promoting peer interactions. However, there is a lack of comprehensive technical support for developing young learners' skills in using productive peer talk moves. To address this, we designed iTalk-iSee, a participatory visual learning analytical tool that supports students' learning and their use of productive peer talk moves in dialogic collaborative problem-solving (DCPS). This paper discusses aspects of the design of iTalk-iSee, including its underlying theoretical framework, visualization, and the learner agency it affords. Informed by the theory of Bakhtinian dialogism, iTalk-iSee maps productive peer talk moves onto learning goals in DCPS. It applies well-established visualization design principles to connect with students, hold and direct their attention, and enhance their understanding. It also follows a three-step (code [right arrow] visualize [right arrow] reflect) macro-script to strengthen students' agency in analyzing and interpreting their talk. This paper also discusses the progressive modifications of iTalk-iSee and evaluates its usability in a field study. We present the implications of essential design features of iTalk-iSee and the challenges of using it (relating to, for example, teacher guidance, data collection, transcription, and coding). We also provide suggestions and directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01