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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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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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Perceiving the organisation through a coding scheme

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PRAGMATICS 2024年第3期34卷 422-446页

作者： Nissi, Riikka Lehtinen, Esa Univ Jyvaskyla Appl Linguist Jyvaskyla Finland Univ Jyvaskyla Modern Finnish Jyvaskyla Finland

In contemporary organisations, managerial expertise is increasingly viewed as an ability to reflect on activities, processes and human relations within organisational life in order to gain a systemic understanding of the workings of the organisation. This article examines the interactional practices of a consultant-led management training where steering groups of an organisation have a task of gaining such expertise. The article investigates how managerial expertise is constructed and negotiated in training interaction as the groups categorise their managerial actions through a specific coding scheme. The analysis shows that the use of the coding scheme is contingent on being able to display access to organisational processes and activities, connecting general managerial knowledge to specific, local knowledge of the organisation and moving from 'knowing-that' to 'knowing-how' type of knowledge.

关键词： knowledge expertise professional interaction management training organisational consulting coding scheme

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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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Designing and Validating a coding scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms

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JOURNAL OF EDUCATION FOR TEACHING 2021年第3期47卷 337-352页

作者： Ng, Oi-Lam Ni, Yujing Shi, Lian Chen, Gaowei Cui, Zhihao Chinese Univ Hong Kong Dept Curriculum & Instruct Hong Kong Peoples R China Chinese Univ Hong Kong Dept Educ Psychol Hong Kong Peoples R China Univ Hong Kong Human Commun Dev & Informat Sci Hong Kong Peoples R China

This paper documents the process and outcome of the development and validation of a coding scheme to analyse mathematics classroom discourse in the context of Hong Kong primary schools. The objective of this coding scheme was to systematically analyse teacher discourse behaviours before and after an intervention programme;the programme aimed to assist in-service teachers to develop conceptual and practical tools for engaging students in dialogical discourse in mathematics classrooms. This paper provides a detailed outline of what took place in designing and refining the coding scheme as well as improving its validity and reliability. The developed coding scheme can be effective for highlighting dialogic discourse, authority structures and student participation in mathematics classrooms and beyond. Consequently, it was possible to assess the efficacy of the teacher intervention programme. On the other hand, the developed coding scheme could be used to help teachers to gain a sense of efficacy over their instruction by giving them a roadmap for what they can do before and during instruction.

关键词： Teacher discourse behaviours coding scheme classroom discourse reliability mathematics education

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Flexible coding scheme for robotic arm control driven by motor imagery decoding

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JOURNAL OF NEURAL ENGINEERING 2022年第5期19卷 056008-056008页

作者： Ai, Qingsong Zhao, Mengyuan Chen, Kun Zhao, Xuefei Ma, Li Liu, Quan Wuhan Univ Technol Sch Informat Engn Wuhan 430070 Peoples R China Hubei Univ Sch Comp Sci & Informat Engn Wuhan 430062 Hubei Peoples R China

Objective. Brain computer interface (BCI) technology is an innovative way of information exchange, which can effectively convert physiological signals into control instructions of machines. Due to its spontaneity and device independence, the motor imagery (MI) electroencephalography (EEG) signal is used as a common BCI signal source to achieve direct control of external devices. Several online MI EEG-based systems have shown potential for rehabilitation. However, the generalization ability of the current classification model of MI tasks is still limited and the real-time prototype is far from widespread in practice. Approach. To solve these problems, this paper proposes an optimized neural network architecture based on our previous work. Firstly, the artifact components in the MI-EEG signal are removed by using the threshold and threshold function related to the artifact removal evaluation index, and then the data is augmented by the empirical mode decomposition (EMD) algorithm. Furthermore, the ensemble learning (EL) method and fine-tuning strategy in transfer learning (TL) are used to optimize the classification model. Finally, combined with the flexible binary encoding strategy, the EEG signal recognition results are mapped to the control commands of the robotic arm, which realizes multiple degrees of freedom control of the robotic arm. Main results. The results show that EMD has an obvious data amount enhancement effect on a small dataset, and the EL and TL can improve intra-subject and inter-subject model evaluation performance, respectively. The use of a binary coding method realizes the expansion of control instructions, i.e. four kinds of MI-EEG signals are used to complete the control of 7 degrees of freedom of the robotic arm. Significance. Our work not only improves the classification accuracy of the subject and the generality of the classification model while also extending the BCI control instruction set.

关键词： motor imagery electroencephalography empirical mode decomposition ensemble learning coding scheme transfer learning

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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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Perceiving the organisation through a coding scheme

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PRAGMATICS 2023年

作者： Nissi, Riikka Lehtinen, Esa Univ Jyvaskyla Appl Linguist Jyvaskyla Finland Univ Jyvaskyla Modern Finnish Jyvaskyla Finland Univ Jyvaskyla Dept Language & Commun Studies POB 35 Jyvaskyla 40014 Finland

关键词： knowledge expertise professional interaction management training organisational consulting coding scheme

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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 development of a coding scheme to analyse argumentative utterances during group-work

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THINKING SKILLS AND CREATIVITY 2020年 36卷 100657-100657页

作者： Larrain, Antonia Freire, Paulina Strasser, Katherine Grau, Valeska Univ Alberto Hurtado Fac Psychol Avda Almirante Barroso 26 Santiago Chile Pontificia Univ Catolica Chile Sch Psychol Avda Vicuna Mackenna 4860 Macul Chile

The relationship between peer argumentation and thinking and conceptual development has increasingly caught the attention of scholars since the work of Piaget. Analysing face-to-face peer-group classroom argumentation is challenging. There are very good analytic frameworks, but their usefulness for analysing large corpora and conducing quantitative analysis is not clear, as reliability and validity measures are often not reported. The aim of this paper is to describe the development and psychometric properties of a coding scheme to analyse argumentative moves during group-work interaction. The coding scheme was used to analyse 321 videos of fourth-grade students' group work during science lessons (unit of Forces) oriented by the same instructional design. Evidence was gathered during three experimental studies randomized at class level. We ran reliability and validity analyses. The results suggest that the coding scheme can be reliable used (in terms of both inter-rater and scale reliability) and allow to make valid inferences, and can be used to systematically relate both individual and group argumentation to individual outcomes.

关键词： coding scheme classroom talk group-work argumentation thinking and concept development

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