Toby Dragon 1 , Sergio Gutierrez-Santos 2 , Manolis Mavrikis 2 , and Bruce M. McLaren 1,3

1. Analysing and Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool Toby Dragon1, Sergio Gutierrez-Santos2, Manolis Mavrikis2, and Bruce M. McLaren1,3 1CeLTech, Saarland University, Germany 2London Knowledge Lab, University of London, UK 3Carnegie Mellon University, USA toby.dragon@celtch.de, {sergut,m.mavrikis}@lkl.ac.uk, bmclaren@cs.cmu.edu Technology-Enhanced Learning for Mathematics And Science, September 21, 2011. Palermo, Italy

2. Agenda Agenda • Introduction • Tools & Integration • The Tools in Action • Synthesizing Support Across Tools • Conclusion

3. Agenda Agenda • Introduction • Tools & Integration • The Tools in Action • Synthesizing Support Across Tools • Conclusion

4. Introduction Metafora – Learning to Learn Together • Computer-Supported Collaborative Learning (CSCL) system to enable 12 to 16-years-old students to learn science and mathematics using long-term, self-organized, project-based approach. • Tools: • Planning Tool • Microworlds • Discussion Tool

5. Introduction Our Challenge • Combine tools and analysis to support collaboration across tools in a pedagogically meaningful way to help students solve their given task. • For today, we focus on subsection of system: • eXpresser (microworld) • Discussion Tool

6. Agenda Agenda • Introduction • Tools & Integration • The Tools in Action • Synthesizing Support Across Tools • Conclusion

7. Tools & Integration eXpresser • A microworld where students can construct models made out of patterns of square tiles. • Underlying goal: students develop ways of thinking that underpin algebraic generalization. • Helping students visualize and understand algebraic concepts from a different perspective.

8. Tools & Integration LASAD • Generalized framework for graphical argumentation. • Create statements, questions, etc. • Graphically link with supporting and opposing facts, examples, explanations, etc. • Domain-independent tool is authored to work for different uses, specifically catered here for use in the Metafora system.

9. Tools & Integration The Metafora Platform

10. Tools & Integration The Metafora Platform

11. Tools & Integration Referable Objects

12. Agenda Agenda • Introduction • Tools & Integration • The Tools in Action • Synthesizing Support Across Tools • Conclusion

13. Tools In Action The Task Construct “Train Track” model in eXpresser in different ways. • Find the rule for the number of square tiles for any model number. • Discuss with your partner about whether your rules are correct or not and whether they are equivalent or not. • Students begin by meeting, discussing plans and thoughts, and start working on their own expresser worlds, within the system.

14. Tools In Action Recognizing Discussion Opportunity - Alice System detects a “general model created”

15. Tools In Action Recognizing Discussion Opportunity -Bob System detects tool having given feedback about “model is not general” several times

16. Tools In Action Recognizing Discussion Opportunity - Bob Share your model Discuss with Alice how to make a general model.

17. Tools In Action Discussion

18. Tools In Action Discussion

19. Tools In Action Discussion

20. Agenda Agenda • Introduction • Tools & Integration • The Tools in Action • Synthesizing Support Across Tools • Conclusion

21. Synthesizing Support Across Tools Centralized vs. Distributed Support • Concerns: • Overload • Local expertise, global view • Scalability • Connectivity • Need the benefits of both worlds.

22. Synthesizing Support Across Tools Combined Approach

23. Synthesizing Support Across Tools Combined Approach Internal Tool Feedback Analysis

24. Synthesizing Support Across Tools Combined Approach Feedback Internal Tool Feedback Analysis

25. Synthesizing Support Across Tools Abstraction for Distributed Support • Indicators: low-level, action-based markers of student behavior within a given tool. • Examples: Creating a node in LASAD, Attempting to make a rule in eXpresser. • Landmarks: High-level, accomplishment-based markers of student behavior within a single tool or across tools. • Examples: Creating a “general rule” in eXpresser, being a “helper” in LASAD.

26. Agenda Agenda • Introduction • Tools & Integration • The Tools in Action • Synthesizing Support Across Tools • Conclusion

27. Conclusion Summary • Using integrated tools to provide support by combining analysis across multiple tools. • Taking a decentralized approach that allows for both tool-specific and cross-tool support. • Example demonstrating collaborative support promoting interaction between the right students at the right time.

28. Conclusion Next Steps • Classroom facilitators (teachers / researchers) watching monitoring tools showing indicators, providing interventions. • Improvement iteration, from observation • What indicators were useful? • What did facilitators observe from watching student work directly that can’t be seen indicators? • What types of interventions do facilitators choose to make?

29. Thank you.Questions, Comments?Analysingand Supporting Students’ Interactions in Synthesized Learning Environments: A Case Study with a Microworld and a Discussion Tool Toby Dragon1, Sergio Gutierrez-Santos2, Manolis Mavrikis2, and Bruce M. McLaren1,3 1CeLTech, Saarland University, Germany 2London Knowledge Lab, University of London, UK 3Carnegie Mellon University, USA toby.dragon@celtch.de, {sergut,m.mavrikis}@lkl.ac.uk, bmclaren@cs.cmu.edu Technology-Enhanced Learning for Mathematics And Science, September 21, 2011. Palermo, Italy