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Assessing Collaborative Undergraduate Student Wikis and SVN with Technology-based Instrumentation: Relating Participation Patterns to Learning

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Collection

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Pedagogical Issues in Computing

Tagged Division

Computers in Education

Page Count

10

Page Numbers

22.233.1 - 22.233.10

Permanent URL

https://peer.asee.org/17514

Download Count

21

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Paper Authors

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Chitra Bharathi Ganapathy University Of Southern California

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Erin Shaw University of Southern California

biography

Jihie Kim University of Southern California

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Jihie Kim is the Principal Investigator of the Intelligent Technologies for Teaching and Learning group in the USC Information Sciences Institute (http://ai.isi.edu/pedtek). She is also a Research Assistant Professor in the Computer Science Department at the University of Southern California (USC). Dr. Kim received a Ph.D. from the USC, and a master's and a bachelor's degrees from the Seoul National University.

Her current interests include pedagogical discourse analysis, human-computer interaction, social network assistance, and assessment of student collaborative online activities. She leads synergistic work among machine learning experts, educational psychologists, NLP researchers, and STEM instructors. She is the PI of five NSF projects including the CCLI/PedDiscourse, CCLI/PedWiki and NSDL/SocRecomm projects under the EHR Directorate and CreativeIT/PedGames and IIS/PedWorkflow projects under the CISE Directorate. Under the PedWiki effort, her team is developing instructional assessment tools based on discourse analysis and identifying scaffolding opportunities to promote engagement and collaboration.

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Abstract

Assessing Collaborative Undergraduate Student Wikis and SVN with Technology-based Instrumentation: Relating Participation Patterns to Learning [Authors removed for Blind Review] [Affliation removed for Blind Review]This paper presents a detailed analysis of an undergraduate computer science course that implementsproject-based learning through joint coding projects that use team collaboration tools like wikis andversion control systems. The goal of the case study work is two-fold: First, to understand the process ofcollaboration from a pedagogical perspective. Secondly, to use the findings to determine how effectivestudent knowledge and performance assessment tools can be developed to provide feedback to helpinstructors understand student strengths and need-to-improve areas. Inspired by an Activity Theoryframework, we present an analysis that was performed using technology based instrumentation andautomatic content processing. Our analysis covers interactions between teams and tools, quantity andchronology of contributions, and correlations between work and achievement.

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