• Publications
  • Influence
Designing pedagogical interventions to support student use of learning analytics
  • A. Wise
  • Computer Science
  • LAK '14
  • 24 March 2014
This paper first makes the case for the overall importance of intervention design, situating it within the larger landscape of the learning analytics field, and then considers the specific issues of interaction design for student use of learning analytics. Expand
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Getting Down to Details: Using Theories of Cognition and Learning to Inform Tangible User Interface Design
We build on previous efforts to address the need for a structure to think about TUI design for learning by constructing the Tangible Learning Design Framework. Expand
  • 102
  • 9
  • PDF
Visions of CSCL: eight provocations for the future of the field
  • A. Wise, B. B. Schwarz
  • Sociology, Computer Science
  • Int. J. Comput. Support. Collab. Learn.
  • 1 December 2017
The field of CSCL is at a critical moment in its development. Expand
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  • 8
The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning
This research experimentally manipulated the social presence cues in instructor's messages to students. The context was an online professional development one-credit course with one-to-one mentoringExpand
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  • 8
Developing Learning Analytics Design Knowledge in the "Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use
This paper addresses a relatively unexplored area in the field of learning analytics: how analytics are taken up and used as part of teaching and learning processes, with a focus on students as analytics users. Expand
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Why Theory Matters More than Ever in the Age of Big Data
It is an exhilarating and important time for conducting research on learning, with unprecedented quantities of data available. There is danger, however, in thinking that with enough data, the numbersExpand
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Learning Analytics for Online Discussions: Embedded and Extracted Approaches
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 asynchronous online discussions. Expand
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Towards more precise design guidance: specifying and testing the functions of assigned student roles in online discussions
Roles designed to elicit the functions give direction, use theory, bring in source, respond, and summarize showed a greater degree of function fulfillment than roles which were not. Expand
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Supporting Future Faculty in Developing their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants
Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little isExpand
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Mining for gold: Identifying content-related MOOC discussion threads across domains through linguistic modeling
This study addresses overload and chaos in MOOC discussion forums by developing a model to categorize threads based on whether or not they are substantially related to course content. Expand
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