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Context and collaborative problem solving (Cps): The development of observable signifiers to inform the design of cps learning analytics

Luckin, R; Cukurova, M; Mavrikis, M; Millan, E; (2017) Context and collaborative problem solving (Cps): The development of observable signifiers to inform the design of cps learning analytics. In: Making a Difference: Prioritizing Equity and Access in CSCL 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017 Volume 2. (pp. pp. 839-840). International Society of the Learning Sciences, Inc.: Philadelphia, PA, USA. Green open access

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Abstract

Collaborative Problem Solving (CPS) is a key skill for the modern workplace. We do not, however, have widely accepted ways of assessing and monitoring CPS to inform educators and learners and enable the provision of effective support. This paper reports the findings of an empirical study involving 15 school students aged 14-15 years taking part in a 2-day Hack Event. The analysis identifies the observable signifiers of CPS and offers a step towards the design of automated data capture protocols and CPS learning analytics.

Type: Proceedings paper
Title: Context and collaborative problem solving (Cps): The development of observable signifiers to inform the design of cps learning analytics
Event: Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017
ISBN-13: 9780990355021
Open access status: An open access version is available from UCL Discovery
Publisher version: https://cscl17.files.wordpress.com/2018/02/finalvo...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10092981
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