Active Learning Observation Networks: Visualizations, analyses and relations to didactic theory

Research output: Contribution to conference › Poster › Research › peer-review

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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

Alavi, K, Holm-Janas, V & Bruun, J 2022, 'Active Learning Observation Networks: Visualizations, analyses and relations to didactic theory', International Conference on Quantitative Ethnography 2022 , København, Denmark, 15/10/2022 - 19/10/2022.

APA

Alavi, K., Holm-Janas, V., & Bruun, J. (2022). Active Learning Observation Networks: Visualizations, analyses and relations to didactic theory. Poster session presented at International Conference on Quantitative Ethnography 2022 , København, Denmark.

Vancouver

Alavi K, Holm-Janas V, Bruun J. Active Learning Observation Networks: Visualizations, analyses and relations to didactic theory. 2022. Poster session presented at International Conference on Quantitative Ethnography 2022 , København, Denmark.

Author

Alavi, Karen ; Holm-Janas, Viktor ; Bruun, Jesper. / Active Learning Observation Networks : Visualizations, analyses and relations to didactic theory. Poster session presented at International Conference on Quantitative Ethnography 2022 , København, Denmark.1 p.

Bibtex

@conference{e9e19aa2d96f4f7bb66083ef677d9435,
title = "Active Learning Observation Networks: Visualizations, analyses and relations to didactic theory",
abstract = "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.",
author = "Karen Alavi and Viktor Holm-Janas and Jesper Bruun",
year = "2022",
language = "English",
note = "null ; Conference date: 15-10-2022 Through 19-10-2022",
url = "https://www.icqe22.org/",

}

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