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Chen

Bodong Chen

Assistant Professor
Ph.D., OISE/University of Toronto
M.Ed., Peking University
B.S., Beijing Normal University

learning technologies
personal website

Curriculum and Instruction
Room 210B LES

1954 Buford Ave
Tel: 612/626-2050

Office hours:
by appointment

Areas of Expertise

Computer-supported collaborative learning, learning analytics, knowledge building, higher order competencies, and social media

Research Summary

My research agenda focuses on devising computer-supported collaborative learning environments and analytics for group knowledge building. Motivated by a societal need for "21st century competencies" and troubled by the practice of using technology to merely digitize traditional pedagogy, I treat technologies as a tool to uncover student competencies beyond traditional curriculum standards. This interest evolves from my initial studies of 7 to 8-year-olds' capabilities in reflecting on their collaborative work for conceptual gaps and future actions---a task normally assumed by the teacher. Applying design-based research, I iteratively design and revise technological and pedagogical interventions to help students embark on such practice, and trace students' domain knowledge, epistemic beliefs, collaboration, and literacy skills. My personal belief is that, given enough opportunities and proper supports, students are able to assume higher levels of agency in their own learning.

I also research learning analytics, with a focus on semantic, temporal and discourse analytics, in contexts of online discussion and Massive Open Online Courses (MOOCs). My recent efforts include applying sequence mining to examine the relationship among student intents, behaviors, and outcomes in MOOCs. In addition, I have an interest in open networked scholarship mediated by social media, focusing on academic community dynamics on Twitter.

 

Courses Taught

  • CI 8134 - Foundations of Research in Curriculum and Instruction I
  • CI 5330 - Learning Analytics in the Knowledge Age (Special Topics)
  • CI 5330 - Social Network Analysis in Education (Special Topics)
  • CI 5301 - Foundations of Computer Applications for Business and Education
  • CI 4331W / CI 2331W - Technology and Ethics in Society

 

Selected Publications

  1. Selected Journal Articles

    Chen, B., Resendes, M., Chai, C.S., & Hong, H.-Y. (in press). “Two tales of time”: Uncovering the significance of sequential patterns among contribution types in knowledge-building discourse. Interactive Learning Environments.

    Chen, B., Chen, C.-M., Hong, H.-Y., & Chai, C. S. (in press). Learning analytics: Approaches and cases from Asia. In The Routledge Handbook on Schools and Schooling in Asia. Routledge.

    Chen, B. & Zhang, J. (2016). Analytics for knowledge creation: Towards epistemic agency and design-mode thinking. Journal of Learning Analytics, 3(2), 139–163. http://dx.doi.org/10.18608/jla.2016.32.7

    Chen, B. (2016). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Educational Technology Research and Development. http://dx.doi.org/10.1007/s11423-016-9467-0

    Chen, B., & Hong, H.-Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2), 266–288. doi:10.1080/00461520.2016.1175306

    Hong, H.-Y., Chen, B., & Chai, C. S. (2016). Exploring the development of college students’ epistemic views during their knowledge building activities. Computers & Education, 98, 1–13. doi:10.1016/j.compedu.2016.03.005

    Chen, B., Scardamalia, M., & Bereiter, C. (2015). Advancing knowledge building discourse through judgments of promising ideas. International Journal of Computer-Supported Collaborative Learning, 10(4), 345-366. doi:10.1007/s11412-015-9225-z

    Chen, B. (2015). From theory use to theory building in learning analytics: A commentary on “Learning analytics to support teachers during synchronous CSCL”. Journal of Learning Analytics, 2(2), 163–168. doi:10.18608/jla.2015.22.12

    Chen, B. (2015). Exploring the digital divide: The use of digital technologies in Ontario public schools. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(3), 1-23.

    Resendes, M., Scardamalia, M., Bereiter, C., Chen, B., & Halewood, C. (2015). Group-level formative feedback and metadiscourse. International Journal of Computer-Supported Collaborative Learning, 10(3), 309–336. doi:10.1007/s11412-015-9219-x

    Selected Conference Proceedings

    Ma, L., Matsuzawa, Y., Chen, B., & Scardamalia, M. (2016). Community knowledge, collective Responsibility: The emergence of rotating leadership in three knowledge building communities. In Proceedings of the International Conference on Learning Sciences 2016. Singapore: The International Society of the Learning Sciences.

    Cai, Q., Wu, H., & Chen, B.. (2016). Using differentiated feedback messages to promote student learning in an introductory statistics course. In Proceedings of the International Conference on Learning Sciences 2016. Singapore: The International Society of the Learning Sciences.

    Chen, B., Ma, L., Matsuzawa, Y., & Scardamalia, M. (2015). The development of productive vocabulary in knowledge building: A longitudinal study. In O. Lindwall, P. Hakkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen. (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1 (pp. 443-450). Gothenburg, Sweden: The International Society of the Learning Sciences. [Best Paper Nominee]

    Chen, B., Chen, X., & Xing, W. (2015). "Twitter archeology" of Learning Analytics and Knowledge conferences. In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (pp. 340–349). New York, NY, USA: ACM. doi:10.1145/2723576.2723584

    Chen, B., & Resendes, M. (2014). Uncovering what matters: Analyzing transitional relations among contribution types in knowledge-building discourse. In Proceedings of the Fourth International Conference on Learning Analytics And Knowledge - LAK ’14 (pp. 226–230). New York, New York, USA: ACM Press. doi:10.1145/2567574.2567606

    Chen, B., Scardamalia, M, Resendes, M., Chuy, M., & Bereiter, C. (2012). Students' Intuitive Understanding of Promisingness and Promisingness Judgments to Facilitate Knowledge Advancement. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (ICLS 2012) -- Volume 1, Full Papers (pp. 111-118). Sydney, Australia: ISLS.