Using automated and fine-grained analysis of pronoun use as indicators of progress in an online collaborative project

Conference item


Thompson, Kate, Kennedy-Clark, Shannon, Kelly, Nick and Wheeler, Penny. (2013) Using automated and fine-grained analysis of pronoun use as indicators of progress in an online collaborative project. 10th International Conference on Computer-Supported Collaborative Learning, CSCL. United States of America: Computer Supported Collaborative Learning. pp. 486 - 493
AuthorsThompson, Kate, Kennedy-Clark, Shannon, Kelly, Nick and Wheeler, Penny
Year2013
PublisherComputer Supported Collaborative Learning
Scopus EID2-s2.0-84886533953
Web address (URL)http://eprints.usq.edu.au/24732/2/Thompson_Kennedy-Clark_Kelly_Wheeler_CSCL_2013_PV.pdf
Open accessOpen access
Publisher's version
Journal citation1, pp. 486 - 493
Page range486 - 493
Research GroupLearning and Teaching Centre
Grant IDarc/FL100100203
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/866q2/using-automated-and-fine-grained-analysis-of-pronoun-use-as-indicators-of-progress-in-an-online-collaborative-project

  • 0
    total views
  • 2
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Peer review of learning designs: Interdisciplinary SoTEL
Wheeler, Penny, Jarrott, Mary and Daddow, Angela. (2018) Peer review of learning designs: Interdisciplinary SoTEL. In M. Campbell, J. Willems and C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell, S. Palmer, L. Riddell, I. Story, H. Suri, and J. Tai (Ed.). Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Australia: Ascilite. pp. 538 - 542
Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop
Wheeler, Penny, Trausan-Matu, Stefan, Donaldson, Jonan Phillip and Barany, Amanda. (2018) Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop. United Kingdom: International Society of the Learning Sciences. pp. 1663 - 1664
Transformative and troublesome: Reflective blogging for professional learning about university teaching
Smidt, Andy, Wheeler, Penny, Peralta, Louisa R. and Bell, Amani. (2018) Transformative and troublesome: Reflective blogging for professional learning about university teaching. Reflective Practice: International and Multidisciplinary Perspectives. 19(4), pp. 474 - 489. https://doi.org/10.1080/14623943.2018.1525345
Designing the EMBeRS Summer School: Connecting stakeholders in learning, teaching and research
Thompson, Kate, Danielson, Antje, Gosselin, Dave, Knight, Simon, Martinez-Maldonaldo, Roberto, Parnell, Roderic, Pennington, Deana, Svoboda-Gouvea, Julia, Vincent, Shirley and Wheeler, Penny. (2017) Designing the EMBeRS Summer School: Connecting stakeholders in learning, teaching and research. In Chen, W., Yang, J. and Modh Ayub, A. (Ed.). New Zealand: International Conference on Computers in Education. pp. 210 - 215
Discovering indicators of successful collaboration using tense : Automated extraction of paterns in discourse
Thompson, Kate, Kennedy-Clark, Shannon, Wheeler, Penelope and Kelly, Nick. (2014) Discovering indicators of successful collaboration using tense : Automated extraction of paterns in discourse. British Journal of Educational Technology. 45(3), pp. 461 - 470. https://doi.org/10.1111/bjet.12151
Using discourse analysis to assess student problem-solving in a virtual world
Kennedy-Clark, Shannon and Wheeler, Penny. (2014) Using discourse analysis to assess student problem-solving in a virtual world. In In S. Kennedy-Clark, K. Everett and P. Wheeler (Ed.). Cases on the assessment of scenario and game-based virtual worlds in higher education pp. 211 - 237 IGI Global.
Collaborative process analysis coding scheme (CPACS): Examining the macro- and micro- level of students' discourse in a virtual world
Kennedy-Clark, Shannon and Thompson, Kate. (2013) Collaborative process analysis coding scheme (CPACS): Examining the macro- and micro- level of students' discourse in a virtual world. International Journal of Virtual and Personal Learning Environments. 4(2), pp. 19 - 49. https://doi.org/10.4018/jvple.2013040102
MUVEing slowly :applying slow pedagogy to a scenario-based virtual environment
Tanti, Miriam and Kennedy-Clark, Shannon. (2010) MUVEing slowly :applying slow pedagogy to a scenario-based virtual environment. In C. Steel, M. Keppell and P. Gerbic (Ed.). Proceedings of the Ascilite Sydney 2010 conference: curriculum, technology and transformation for an unknown future. Australia: University of Queensland Press. pp. 963 - 967