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Evaluating the Quality of the Deliberation in Moral Case Deliberations: A coding scheme

BIOETHICS 2017年第4期31卷 277-285页

作者： Jellema, Hylke Kremer, Swanny Mackor, Anne-Ruth Molewijk, Bert Univ Groningen Fac Law Groningen Netherlands FPC Dr S van Mesdag Clin Groningen Netherlands Univ Groningen Fac Law Profess Eth Particular Legal Profess Groningen Netherlands Free Univ Med Ctr VUmc EMGO Qual Care Dept Med Humanities Clin Eth Support Amsterdam Netherlands Univ Oslo Fac Med Inst Hlth & Soc Clin EthCtr Med Eth Oslo Norway

Moral Case Deliberation (MCD) is an up and coming form of ethics support wherein clinical professionals deliberate about moral questions they face in their work. So far, it has been unclear what quality of deliberation in MCD is entailed and how to evaluate this quality. This article proposes a coding scheme that fits the theoretical background of MCD and allows researchers to evaluate the quality of the deliberation in MCDs. We consider deliberation in MCD to be of good quality when participants enrich their own understanding of a case by being exposed to the viewpoints of others. In order to have such an enriching effect, the deliberation in an MCD ought to involve different kinds of arguments from the perspectives of different stakeholders and in favour of different resolutions to the case;and the process of deliberation ought to be critical but constructive.

关键词： moral case deliberation pragmatic hermeneutics dialogical ethics clinical ethics support coding scheme deliberative quality

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The Dimensions of Reflection coding scheme: A New Tool for Measuring the Impact of Designing for Reflection in Early Childhood 23

The Dimensions of Reflection Coding Scheme: A New Tool for M...

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15th Conference on Creativity and Cognition (C and C)

作者： Hubbard, Layne Jackson Adricula, Norielle Brown, Chelsea Perkoff, E. Margaret Dudy, Shiran Colunga, Eliana Yeh, Tom Univ Calif Irvine Sch Educ Irvine CA 92697 USA Univ Colorado Dept Linguist Boulder CO 80309 USA Univ Colorado Dept Psychol & Neurosci Boulder CO 80309 USA Univ Colorado Dept Comp Sci Boulder CO 80309 USA

ISBN: (纸本)9798400701801

Reflection is a metacognitive skill that's essential to creative discovery. As we design interactive technologies for reflection, how might we measure the impact of our designs? In this paper, we develop a coding scheme to explore reflective moments in the speech and language of young children during child-computer interaction. Using cross-disciplinary theories - from the learning sciences to cognitive neuroscience - we define and describe 13 reflective processes occurring within Baumer's 3 conceptual dimensions of reflection. We then use this framework to measure the impact of a child-robot storytelling interaction with twelve children ages 4-5, and offer developmentally-appropriate transcript examples for each of the 13 reflective processes. This coding scheme provides a practical tool for exploring the impact of our designs on reflection, and can be used to guide design iteration.

关键词： reflection cognition storytelling coding scheme interaction design & children early childhood

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Learning and innovation skills in making contexts: a comprehensive analytical framework and coding scheme

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ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 2021年第6期69卷 3179-3207页

作者： Timotheou, Stella Ioannou, Andri Cyprus Univ Technol Cyprus Interact Lab Limassol Cyprus Res Ctr Interact Media Smart Syst & Emerging Tech Nicosia Cyprus

With the Maker movement increasingly adopted across K-12 schools and non-formal makerspaces, students are being given more opportunities to engage in Making activities using tools such as robots, electronics, arts, and crafts. Making activities are thought to help students develop twenty-first-century skills, especially communication and collaboration, creative thinking and problem solving, all of which come under the umbrella of learning and innovation (L&I) skills. The overall research question driving the study is: how do students develop L&I skills in Making contexts? To understand how students develop these skills we need frameworks and coding schemes which can help with skills' identification and analysis. Finding such analytical tools with applicability in Making contexts has proven challenging. In Phase A, the present study proposes an analytical framework and coding scheme-the L&I skills in Making analytical framework and coding scheme-for the identification and analysis of L&I skills in Making contexts, informed by existing twenty-first-century skills frameworks as well as data from an empirical investigation with young learners. In Phase B, the applicability of the coding scheme is checked with a portion of the empirical data while evidence is presented for the identification and analysis of L&I skills in dialogic interactions during the Making activities. The study extends previous findings supporting that Making activities might be able to support students in developing twenty-first-century skills, but most importantly, has a unique contribution to the literature supporting researchers who are looking for an analytical framework and coding scheme to identify and analyse students' L&I skills in Making contexts.

关键词： Learning and innovation skills Twenty-first-century skills Making Makerspaces Maker movement Analytical framework coding scheme STEAM

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A coding scheme FOR USE IN THE DESIGN OF ELECTRONIC CONSUMER PRODUCTS FOR OLDER ADULTS 13

A CODING SCHEME FOR USE IN THE DESIGN OF ELECTRONIC CONSUMER...

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13th International Design Conference

作者： Morris, L. D. McKay, A. Cassidy, T. Univ Leeds Sch Mech Engn Leeds LS2 9JT W Yorkshire England

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DEVELOPMENT OF A coding scheme FOR QUALITATIVE ANALYSIS OF STUDENT MOTIVATION IN SENIOR CAPSTONE DESIGN

DEVELOPMENT OF A CODING SCHEME FOR QUALITATIVE ANALYSIS OF S...

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American-Society-of-Mechanical-Engineers(ASME) International Design Engineering Technical Conferences / 39th American-Society-of-Mechanical-Engineers(ASME) Computers and Information in Engineering Conference (IDETC-CIE)

作者： Shah, Devanshi Kames, Elisabeth Clark, McKenzie Morkos, Beshoy Florida Inst Technol Dept Mech & Civil Engn Melbourne FL 32901 USA

ISBN: (纸本)9780791859216

Senior Capstone Design courses offer two major types of projects: industry sponsored projects and non-industry sponsored projects. Previous studies show changes in student motivation based on the type of project they select. However, the quantitative data analysis fails to capture the reasoning behind the student's inclination towards a certain type of project in the beginning of the selection phase. Also, little is known about the personal experiences of the student working on the team and project they choose. This paper addresses the gap in the examination of student motivation based on the type of projects they select. This paper outlines a coding scheme developed to analyze the qualitative interview data gathered during an open -floor style exit interview with all of the senior design teams. The thirty minute exit interviews were conducted at the end of the semester to capture their experiences and reflections about the course. A coding manual is generated which highlights the codes observed frequently among the teams. Themes are developed highlighting the important phases of the course. The objective is to develop a coding scheme for senior capstone design courses which would serve as a guide to the educators to determine various factors that influence student motivation and improve the senior design experience for all students.

关键词： coding scheme Motivation Industry Projects Non-industry projects

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Evaluation of Automatic Collaborative Learning Process coding Using Deep Learning Methods Based on Multi-Dimensional coding scheme

Evaluation of Automatic Collaborative Learning Process Codin...

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IEEE International Conference on Teaching, Assessment, and Learning for Engineering (IEEE TALE) - Engineering Next-Generation Learning

作者： Shibata, Chihiro Ando, Kimihiko Inaba, Taketoshi Tokyo Univ Technol Grad Sch Bion Comp & Media Sci Tokyo Japan Tokyo Univ Technol Cloud Serv Ctr Tokyo Japan

ISBN: (纸本)9781538665220

In computer-supported collaborative learning research, it is important to determine the guidelines for appropriate scaffolding by extracting indicators for distinguishing groups with poor progress in a collaborative process by analyzing the mechanism of interactive activation. coding and statistical analysis are often adopted for analyzing such collaborative processes. In this study, using a multi-dimensional coding scheme with four dimensions designed to analyze the collaborative learning process more comprehensively and multilaterally, automatic coding is performed using deep learning methods and its accuracy is verified. In addition, this method is used to predict another dataset and determine its validity. The experiments of this study show that except for some typical misclassifications, the overall results were positive. However, in order to solve this misclassification problem, we also have to reconsider the redesign of the coding scheme and reexamine the classification technique by deep learning.

关键词： computer-supported collaborative learning coding scheme deep learning methods automatic coding

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Developing a coding scheme for analysing classroom dialogue across educational contexts

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LEARNING CULTURE AND SOCIAL INTERACTION 2016年 9卷 16-44页

作者： Hennessy, Sara Rojas-Drummond, Sylvia Higham, Rupert Maria Marquez, Ana Maine, Fiona Maria Rios, Rosa Garcia-Carrion, Rocio Torreblanca, Omar Jose Barrera, Maria Univ Cambridge Cambridge CB2 8PQ England Univ Nacl Autonoma Mexico Mexico City DF Mexico Univ Deusto Bilbao Spain

The research reported sought to develop a framework for systematically analysing classroom dialogue for application across a range of educational settings. The paper outlines the development and refinement of a coding scheme that attempts to represent and operationalise commonalities amongst some key theorists in the field concerning productive forms of educational dialogue.. The team has tested it using video recordings from classroom settings in the UK and Mexico, across age phases, subject areas, and different interactional contexts including whole class, group and paired work. Our scheme for Educational Dialogue Analysis (SEDA) is situated within a sociocultural paradigm, and draws on Hymes' Ethnography of Communication to highlight the importance of context. We examined how such a tool could be used in practice. We found that concentrating on the 'communicative act' to explore dialogue between participants was an appropriate level of granularity, while clustering the 33 resulting codes according to function of the acts helped to highlight dialogic sequences within lessons. We report on the application of the scheme in two different learning contexts and reflect on its fitness for purpose, including perceived limitations. Development of specialised sub-schemes and a version for teachers is underway. (C) 2016 The Authors. Published by Elsevier Ltd.

关键词： Dialogue coding scheme Communicative act Classroom interaction Sociocultural theory

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MOEA/D with An Improved Multi-Dimensional Mapping coding scheme for Constrained Multi-Objective Portfolio Optimization

MOEA/D with An Improved Multi-Dimensional Mapping Coding Sch...

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IEEE Congress on Evolutionary Computation (IEEE CEC)

作者： Chen, Yi Zhou, Aimin East China Normal Univ Shanghai Key Lab Multidimens Informat Proc Dept Comp Sci & Technol 3663 North Zhongshan Rd Shanghai Peoples R China

ISBN: (纸本)9781728121536

Portfolio optimization is an important financial problem, which involves an optimal allocation of finite capital to a series of assets to achieve an acceptable trade-off between profit and risk in a given investment period. In this paper, an extended Markowitz's mean-variance portfolio optimization model, which is converted as a constrained multi-objective problem, is studied. Since this model involves both discrete and continuous variables, a multi-dimensional mapping coding scheme (MDM) has been adopted to convert discrete variables to continuous ones. Although the basic MDM is effective for dealing with the constrained multi-objective portfolio optimization problems, it sometimes prefers to choose some balanced investments, in which the allocation of funds for each selected asset is very similar. This may result in a focus on the low-risk and low-yield solutions. To solve this problem, an improved multi-dimensional mapping coding scheme is proposed in this paper. This new coding scheme is integrated into the decomposition based multi-objective evolutionary algorithm (MOEA/D). The algorithm is then applied to some test data, with the asset size ranging from 31 to 255, and the experimental results have indicated that the improved MDM coding scheme can significantly improve the performance comparing to the basic MDM coding scheme.

关键词： MOEA/D multi-objective portfolio optimization coding scheme

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The "DeMAND" coding scheme: A "common language" for representing and analyzing student discourse

The "DeMAND" coding scheme: A "common language" for represen...

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14th International Conference on Artificial Intelligence in Education (AIED 2009)

作者： Campbell, Gwendolyn E. Steinhauser, Natalie B. Dzikovska, Myroslava O. Moore, Johanna D. Callaway, Charles B. Farrow, Elaine Univ Edinburgh Training Syst Div Naval Air Warfare Ctr Edinburgh EH8 9YL Midlothian Scotland

ISBN: (纸本)9781607500285

We propose that a set of five dimensions forms a foundation underlying a number of prevalent theoretical perspectives on learning. We show how student contributions to instructional dialogue can be reliably annotated with these dimensions. Finally, we provide preliminary validation evidence for our coding scheme and illustrate the potential value of such an approach to analyzing student behavior in tutorial dialogue.

关键词： Learning theories intelligent tutoring systems coding scheme tutorial dialogue

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Rethinking the assessment of the quality of teacher reflection by validating an innovative vignette-based instrument and an analytic coding scheme

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ASIA PACIFIC EDUCATION REVIEW 2024年第5期25卷 1197-1214页

作者： Yilmaz, Elanur Akar, Hanife Recep Tayyip Erdogan Univ Fac Educ Educ Sci Dept TR-53200 Rize Turkiye Middle East Tech Univ Fac Educ Educ Sci Dept TR-06800 Ankara Turkiye

This study introduces the development of a new, transferable, customizable, authentic, and analytic framework for addressing different dimensions of teacher reflection. Given the emphasis on teacher reflection as a socially situated practice spawned by cognitive and affective aspects, this study covers four dimensions (i.e., breadth, depth, dialog, and affectivity). Ultimately and importantly, this empirical study constructs and validates an innovative vignette-based instrument and its analytic coding scheme on the basis of this framework for assessing the quality of reflection of elementary science teachers. The instrument includes eight vignettes, which include various authentic science teaching contexts, followed by three open-ended questions for each vignette to prompt teacher reflection on (1) the issues raised in the vignette, (2) the actions that could be taken to solve the problems, and (3) teacher emotions concerning the problems encountered. The instrument is validated through content, construct, internal, and face validity;and audit trial and inter-coder reliability are used to ensure the reliability of the data and findings. In summary, the study recruits 81 elementary science teachers from 24 public elementary schools in urban and suburban schools in Ankara for two reasons: (1) to ensure that the vignettes are clear and authentic as intended and (2) to develop a coding scheme involving descriptions and indicators of behaviors for each dimension of reflection quality accordingly to assess the quality of teacher reflection. For data analysis, once statistical conclusion validity and inter-coder reliability are established and a high percentage of agreement is obtained for each dimension across all vignettes (a > 0.70), content validity is once again explored by assessing whether the guiding framework of the instrument capture teacher reflections. The results indicate that the instrument can be an effective tool for assessing the quality of reflection of e

关键词： Vignettes Quality of teacher reflection In-service teachers coding scheme

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