TY - GEN
T1 - ClassInSight
T2 - 2024 CHI Conference on Human Factors in Computing Sytems, CHI 2024
AU - Ngoon, Tricia J.
AU - Sushil, S.
AU - Stewart, Angela
AU - Lee, Ung Sang
AU - Venkatraman, Saranya
AU - Thawani, Neil
AU - Mitra, Prasenjit
AU - Clarke, Sherice
AU - Zimmerman, John
AU - Ogan, Amy
N1 - Publisher Copyright:
© 2024 Copyright held by the owner/author(s)
PY - 2024/5/11
Y1 - 2024/5/11
N2 - Teaching is one of many professions for which personalized feedback and reflection can help improve dialogue and discussion between the professional and those they serve. However, professional development (PD) is often impersonal as human observation is labor-intensive. Data-driven PD tools in teaching are of growing interest, but open questions about how professionals engage with their data in practice remain. In this paper, we present ClassInSight, a tool that visualizes three levels of teachers' discussion data and structures reflection. Through 22 reflection sessions and interviews with 5 high school science teachers, we found themes related to dissonance, contextualization, and sustainability in how teachers engaged with their data in the tool and in how their professional vision, the use of professional expertise to interpret events, shifted over time. We discuss guidelines for these conversational support tools to support personalized PD in professions beyond teaching where conversation and interaction are important.
AB - Teaching is one of many professions for which personalized feedback and reflection can help improve dialogue and discussion between the professional and those they serve. However, professional development (PD) is often impersonal as human observation is labor-intensive. Data-driven PD tools in teaching are of growing interest, but open questions about how professionals engage with their data in practice remain. In this paper, we present ClassInSight, a tool that visualizes three levels of teachers' discussion data and structures reflection. Through 22 reflection sessions and interviews with 5 high school science teachers, we found themes related to dissonance, contextualization, and sustainability in how teachers engaged with their data in the tool and in how their professional vision, the use of professional expertise to interpret events, shifted over time. We discuss guidelines for these conversational support tools to support personalized PD in professions beyond teaching where conversation and interaction are important.
UR - https://www.scopus.com/pages/publications/85194855941
UR - https://www.scopus.com/pages/publications/85194855941#tab=citedBy
U2 - 10.1145/3613904.3642487
DO - 10.1145/3613904.3642487
M3 - Conference contribution
AN - SCOPUS:85194855941
T3 - Conference on Human Factors in Computing Systems - Proceedings
BT - CHI 2024 - Proceedings of the 2024 CHI Conference on Human Factors in Computing Sytems
PB - Association for Computing Machinery
Y2 - 11 May 2024 through 16 May 2024
ER -