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(Schlagwörter: "Interaktionsanalyse")
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SMW based VRE for addressing multi-layered data analysis. The use case of classroom interaction […]
Veja, Cornelia-Flavia; Kminek, Helge; Sticht, Kendra; Schindler, Christoph
Book Chapter
| Aus: Association for Computing Machinery (Hrsg.): Proceedings of the 13th International Symposium on Open Collaboration: OpenSym '17, August 23 - 25, 2017, Galway, Ireland | New York; NY: Association for Computing Machinery | 2017
37647 Endnote
Author(s):
Veja, Cornelia-Flavia; Kminek, Helge; Sticht, Kendra; Schindler, Christoph
Title:
SMW based VRE for addressing multi-layered data analysis. The use case of classroom interaction interpretation
In:
Association for Computing Machinery (Hrsg.): Proceedings of the 13th International Symposium on Open Collaboration: OpenSym '17, August 23 - 25, 2017, Galway, Ireland, New York; NY: Association for Computing Machinery, 2017 , S. A10
URL:
http://opensym.lero.ie/wp-content/uploads/2017/08/a10-veja.pdf
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Datenanalyse; Dialog; Forschung; Geisteswissenschaften; Hermeneutik; Interaktion; Interaktionsanalyse; Qualitative Forschung; Semantic Web; Soziale Software; Sozialwissenschaften; Virtuelle Realität; Wiki
Abstract (english):
The paper focuses on developments of virtual research environments (VREs) to enhance scholarly research practices with the specific goal to address classroom interaction analysis, using semantic technologies. Semantic Technologies give opportunity to address the recent move in Social Science towards multi-method approaches offering multi-layered research environments. VREs based on Semantic MediaWiki (SMW) provide researchers with more effective means of collaborative knowledge creation. The main challenge is capturing the multi-layered and iterative research process by participatory and evolutionary design using an agile framework development. The paper presents a heuristic research approach of Objective Hermeneutic method for qualitative data analysis in Social Sciences and Humanities. We developed a novel extension by adopting the researcher's theoretical model of Objective Hermeneutic in our VRE. This extension allows researchers to structure and interpret their data. We combine this extension with other extensions such as semantic forms to provide a user-friendly, wiki-like interface for domain experts with no prior technical expertise to easily carry out their research. As use case, the paper presents the VRE for classroom interaction which is based on two ontological models, the Objective Hermeneutic core ontology and the classroom interaction ontology, as result of authors work. (DIPF/Autor)
DIPF-Departments:
Informationszentrum Bildung
Constructive feedback, thinking process and cooperation. Assessing the quality of classroom […]
Sousa, Tahir; Flekova, Lucie; Mieskes, Margot; Gurevych, Iryna
Book Chapter
| Aus: Möller, Sebastian (Hrsg.): Proceedings of the Interspeech 2015 Conference Dresden | Berlin: Technische Universität | 2015
35635 Endnote
Author(s):
Sousa, Tahir; Flekova, Lucie; Mieskes, Margot; Gurevych, Iryna
Title:
Constructive feedback, thinking process and cooperation. Assessing the quality of classroom interaction
In:
Möller, Sebastian (Hrsg.): Proceedings of the Interspeech 2015 Conference Dresden, Berlin: Technische Universität, 2015 , S. 2739-2743
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Computerlinguistik; Datenanalyse; Denken; Deutschland; Diskursanalyse; Feedback; Interaktionsanalyse; Klassifikation; Kooperation; Mathematikunterricht; Qualität; Schulklasse; Schweiz; Semantik; Soziale Interaktion; Sprachanalyse; Unterrichtsforschung; Video
Abstract:
Analyzing and assessing the quality of classroom lessons on a range of quality dimensions is a number one educational research topic, as this allows developing teacher trainings and interventions to improve lesson quality. We model this assessment as a text classification task, exploiting linguistic features to predict the scores in several lesson quality dimensions relevant for educational researchers. Our work relies on a variety of phenomena, amongst them paralinguistic features, such as laughter, from real classroom interactions. We used these features to train machine learning models to assess various quality dimensions of school lessons. Our results show, that especially features focusing on the discourse and semantics are beneficial for this classification task. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Aspects of time and space in open classroom education
Reh, Sabine; Berdelmann, Kathrin
Book Chapter
| Aus: Bergstedt, Bosse; Herbert, Anna; Kraus, Anja; Wulf, Christoph (Hrsg.): Tacit dimensions of pedagogy | Münster: Waxmann | 2012
33210 Endnote
Author(s):
Reh, Sabine; Berdelmann, Kathrin
Title:
Aspects of time and space in open classroom education
In:
Bergstedt, Bosse; Herbert, Anna; Kraus, Anja; Wulf, Christoph (Hrsg.): Tacit dimensions of pedagogy, Münster: Waxmann, 2012 (European studies on educational practices, 1), S. 97-110
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Beobachtung; Deutschland; Empirische Untersuchung; Ethnographie; Fallstudie; Grundschule; Interaktion; Interaktionsanalyse; Lernen; Offener Unterricht; Partnerarbeit; Raum; Schüler; Schuljahr 03; Selbstregulation; Soziale Beziehung; Videoaufzeichnung; Zeit
Abstract:
In this paper we focus on the effects of implicit temporal and spatial dimensions in open classroom interaction of students. More precisely, we look at temporal aspects of interaction that evolve out of cooperative interaction and how dynamics of handling time by learning partners lead to privileged positions and power within a process that shall ultimately be cooperative. Assuming that those temporal practices are qualified by and bound to spatial and material dimensions, a central question is how the specific temporal and spatial configurations in open classroom learning contribute to increasing differences between students. Particular temporal and spatial structures are both experienced by students and generated by their interactional practices in open classroom education (Löw 2001, Berdelmann 2010). With respect to the classroom, open instruction and individualization seem to demand different and more flexible spatial arrangements (Reh/Kolbe 2009). With respect to temporal issues, an increase of flexibility and individual structuring is thought to be more adapted to the "subjective" time of learners (Drews 2008, Danner 2008) than the subjection to external time regimes (Geißler 1997). However, by analyzing video sequences, we identify forms of interaction that we assume to be implicit effects of the interplay between spatial and temporal elements and which can reverse the intended benefits of flexible time and space structures that are associated with open classroom settings.
DIPF-Departments:
Bibliothek für Bildungsgeschichtliche Forschung
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