Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment

Yuqin Yang; Jan van Aalst; Carol K.K. Chan

Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment

Yuqin Yang, Jan van Aalst, Carol K.K. Chan

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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Abstract

This study aimed to understand the dynamics that characterized the social practices developed by low-achieving students in a knowledge-building (KB) environment augmented by reflective assessment (RA), using activity systems analysis (ASA). The participants were a class of 20 Grade 11 low-achieving students working with an experienced teacher. Various classroom data was collected and analyzed. Findings indicated that, the students’ activities were mediated by: opportunities for collective reflection, the framing of data-driven collective discourse improvement and the development of new skills and interests. Pedagogical implications for future implications were also discussed.

Original language	English
Title of host publication	Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Subtitle of host publication	13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3
Editors	J. Kay, R. Luckin
Pages	1717-1718
Number of pages	2
Publication status	Published - 1 Jan 2018
Externally published	Yes
Event	13th International Conference of the Learning Sciences 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - UCL Institute of Education, London, United Kingdom Duration: 23 Jun 2018 → 27 Jun 2018 Conference number: 13 https://www.isls.org/icls/2018/icls2018.com/index.html

Conference

Conference	13th International Conference of the Learning Sciences 2018
Abbreviated title	ICLS 2018
Country	United Kingdom
City	London
Period	23/06/18 → 27/06/18
Internet address	https://www.isls.org/icls/2018/icls2018.com/index.html

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Yang, Y., van Aalst, J., & Chan, C. K. K. (2018). Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment. In J. Kay, & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count: 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3 (pp. 1717-1718)

Yang, Yuqin ; van Aalst, Jan ; Chan, Carol K.K. / Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment. Rethinking Learning in the Digital Age: Making the Learning Sciences Count: 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. editor / J. Kay ; R. Luckin. 2018. pp. 1717-1718

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title = "Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment",

abstract = "This study aimed to understand the dynamics that characterized the social practices developed by low-achieving students in a knowledge-building (KB) environment augmented by reflective assessment (RA), using activity systems analysis (ASA). The participants were a class of 20 Grade 11 low-achieving students working with an experienced teacher. Various classroom data was collected and analyzed. Findings indicated that, the students{\textquoteright} activities were mediated by: opportunities for collective reflection, the framing of data-driven collective discourse improvement and the development of new skills and interests. Pedagogical implications for future implications were also discussed.",

author = "Yuqin Yang and {van Aalst}, Jan and Chan, {Carol K.K.}",

year = "2018",

month = jan,

day = "1",

language = "English",

pages = "1717--1718",

editor = "J. Kay and R. Luckin",

booktitle = "Rethinking Learning in the Digital Age: Making the Learning Sciences Count",

note = "13th International Conference of the Learning Sciences 2018 : Rethinking Learning in the Digital Age: Making the Learning Sciences Count, ICLS 2018 ; Conference date: 23-06-2018 Through 27-06-2018",

url = "https://www.isls.org/icls/2018/icls2018.com/index.html",

}

Yang, Y, van Aalst, J & Chan, CKK 2018, Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment. in J Kay & R Luckin (eds), Rethinking Learning in the Digital Age: Making the Learning Sciences Count: 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. pp. 1717-1718, 13th International Conference of the Learning Sciences 2018, London, United Kingdom, 23/06/18.

Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment. / Yang, Yuqin; van Aalst, Jan; Chan, Carol K.K.

Rethinking Learning in the Digital Age: Making the Learning Sciences Count: 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. ed. / J. Kay; R. Luckin. 2018. p. 1717-1718.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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N2 - This study aimed to understand the dynamics that characterized the social practices developed by low-achieving students in a knowledge-building (KB) environment augmented by reflective assessment (RA), using activity systems analysis (ASA). The participants were a class of 20 Grade 11 low-achieving students working with an experienced teacher. Various classroom data was collected and analyzed. Findings indicated that, the students’ activities were mediated by: opportunities for collective reflection, the framing of data-driven collective discourse improvement and the development of new skills and interests. Pedagogical implications for future implications were also discussed.

AB - This study aimed to understand the dynamics that characterized the social practices developed by low-achieving students in a knowledge-building (KB) environment augmented by reflective assessment (RA), using activity systems analysis (ASA). The participants were a class of 20 Grade 11 low-achieving students working with an experienced teacher. Various classroom data was collected and analyzed. Findings indicated that, the students’ activities were mediated by: opportunities for collective reflection, the framing of data-driven collective discourse improvement and the development of new skills and interests. Pedagogical implications for future implications were also discussed.

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Yang Y, van Aalst J, Chan CKK. Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment. In Kay J, Luckin R, editors, Rethinking Learning in the Digital Age: Making the Learning Sciences Count: 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. 2018. p. 1717-1718

Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment

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