How can fact encourage collaboration and selfcorrection?

Kurt VanLehn, Hugh Burkhardt, Salman Cheema, Daniel Pead, Alan Schoenfeld, Jon Wetzel

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter describes some atypical mathematics instruction and our attempts to support it with an intelligent tutoring system. The instruction requires students to work collaboratively in small groups, individually, and as a whole class. The instruction encourages a particular type of deep thinking that we call self-correction. Our FACT (Formative Assessment with Computational Thinking) system helps teachers orchestrate all the activities required by this instruction. It replaces the paper posters that students construct with electronic posters. FACT monitors students’ handwriting, typing, arrangement of electronic cards, and other edits to their posters. Teachers carry a tablet running the FACT dashboard, which keeps them aware of their class’s performance. Driven by FACT’s analytics, the dashboard also alerts teachers of opportunities to help students learn and to collaborate better. FACT has been iteratively developed in over 50 classroom trials. It is currently being evaluated with more classroom trials.

Original languageEnglish (US)
Title of host publicationDeep Comprehension
Subtitle of host publicationMulti-Disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension
PublisherTaylor and Francis
Pages114-127
Number of pages14
ISBN (Electronic)9781351613279
ISBN (Print)9781315109503
DOIs
StatePublished - Jan 1 2018

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ASJC Scopus subject areas

  • Psychology(all)
  • Social Sciences(all)

Cite this

VanLehn, K., Burkhardt, H., Cheema, S., Pead, D., Schoenfeld, A., & Wetzel, J. (2018). How can fact encourage collaboration and selfcorrection? In Deep Comprehension: Multi-Disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension (pp. 114-127). Taylor and Francis. https://doi.org/10.4324/9781315109503