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Evidence-Centered Design and Its Application to Collaborative Problem Solving in Practice-based Learning Environments

Cukurova, M; Mavrikis, M; Luckin, R; (2017) Evidence-Centered Design and Its Application to Collaborative Problem Solving in Practice-based Learning Environments. (Seventh Framework Programme of the European Commission: GA No 619738 619738 ). SRI International: Menlo Park, CA. Green open access

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Abstract

Learning analytics is introducing a number of new techniques and frameworks for studying learning, including collaborative problem-solving processes. An increasing number of researchers are using data from students’ interactions with learning technologies to support the assessment of collaborative problem solving. Moreover, to create shared understanding among the multiple disciplines involved in learning analytics research (such as psychology, social psychology, the learning sciences, machine learning, statistics, and artificial intelligence) and those studying learning processes like collaborative problem solving, researchers recently started working on theoretical frameworks to share insights, receive feedback, and build on one another’s efforts. Evidence-centered design (ECD), an assessment design process that assessment designers use to articulate design goals and decisions, has been leveraged successfully as such a framework. ECD was shown to be very useful in framing large data sets generated in digital learning environments, offering data on students’ interactions with a system that made it possible to track and identify student learning processes such as “gaming the system”, “engagement”, “wheel spinning”, and “task persistence”. Although ECD has been shown to be useful for assessment design in digital learning environments, we argue that its potential is broader, that it is also applicable to multimodal learning analytics from practice-based learning environments. In this paper, we first present the practice-based learning environment that we are studying, and then we show how ECD could be deployed for the assessment of collaborative problem-solving​ processes in these learning environments.

Type: Report
Title: Evidence-Centered Design and Its Application to Collaborative Problem Solving in Practice-based Learning Environments
Open access status: An open access version is available from UCL Discovery
Publisher version: https://a4li.sri.com/archive/papers/Cukurova_2017_...
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.
Keywords: collaborative problem-solving, Evidence-centred design
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/1543233
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