Active Learning Observation Networks: Visualizations, analyses and relations to didactic theory
Research output: Contribution to conference › Poster › Research › peer-review
Standard
Active Learning Observation Networks : Visualizations, analyses and relations to didactic theory. / Alavi, Karen; Holm-Janas, Viktor; Bruun, Jesper.
2022. Poster session presented at International Conference on Quantitative Ethnography 2022 , København, Denmark.Research output: Contribution to conference › Poster › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - CONF
T1 - Active Learning Observation Networks
AU - Alavi, Karen
AU - Holm-Janas, Viktor
AU - Bruun, Jesper
PY - 2022
Y1 - 2022
N2 - Classroom observations protocols have been used to gauge the types of actions made by students and teachers in classrooms [1–5]. Analyses based on protocol observations have been used in middle and high school settings (e.g. [4]) as well as university settings to summarize teaching. We argue that encoding and portraying observations of student and teacher actions in networks, may expand the use of observation protocols to capture the dynamics of teaching [7].The purpose of this poster is twofold. First, we illustrate how we encode video observations to network maps via an expanded version of the Classroom Obser- vation Protocol for Undergraduate STEM (COPUS) [1]. Second, we show an example network and a network map, which illustrate how observation networks may be used to analyse a lesson. Our example comes from a Danish project which developed and investigated high school physics teaching. The example network and network map of this study stems from video observations of one of the lessons from the project.
AB - Classroom observations protocols have been used to gauge the types of actions made by students and teachers in classrooms [1–5]. Analyses based on protocol observations have been used in middle and high school settings (e.g. [4]) as well as university settings to summarize teaching. We argue that encoding and portraying observations of student and teacher actions in networks, may expand the use of observation protocols to capture the dynamics of teaching [7].The purpose of this poster is twofold. First, we illustrate how we encode video observations to network maps via an expanded version of the Classroom Obser- vation Protocol for Undergraduate STEM (COPUS) [1]. Second, we show an example network and a network map, which illustrate how observation networks may be used to analyse a lesson. Our example comes from a Danish project which developed and investigated high school physics teaching. The example network and network map of this study stems from video observations of one of the lessons from the project.
M3 - Poster
Y2 - 15 October 2022 through 19 October 2022
ER -
ID: 333347013