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Chen

Bodong Chen

Assistant Professor
Ph.D., OISE/University of Toronto

personal website

Curriculum and Instruction
Room 210B LES

1954 Buford Ave
Tel: 612-626-2050

Office hours:
by appointment

Areas of Interest

Computer-supported collaborative learning; Learning analytics; Knowledge building; Higher order competencies; Social media

Research Interests

I am a learning scientist and an educational technologist in the Department of Curriculum and Instruction at the University of Minnesota--Twin Cities. My work deals with the design of digital environments for collaborative learning conducive to competencies that are essential for a knowledge society. More specifically, I

  1. Devise pedagogical practices, computer software, and data analytics for collaborative learning;
  2. Investigate complex learning processes in authentic settings; and
  3. Apply nascent computational methods to both software engineering and empirical research

As an educational researcher and technologist, my long-term goal is to make learning a meaningful part of one's societal participation by designing nascent technological tools and pedagogical innovations.

 

Courses Taught

  • CI 8134 - Foundations of Research in Curriculum and Instruction I
  • CI 8135 - Foundations of Research in Curriculum and Instruction II
  • CI 8371 - Applied Social Network Analysis in Education (fully online)
  • CI 5371 - Learning Analytics: Theory and Practice (fully online)
  • 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. & Huang, T. (2019). It is about timing: Explaining prestige in an online social learning environment. Journal of Computer Assisted Learning. doi:10.1111/jcal.12355

    Chen, B. (2019). Designing for networked collaborative discourse: An UnLMS Approach. TechTrends, 63(2), 194–201. doi:10.1007/s11528-018-0284-7

    Chen, B., Chang, Y.-H., Ouyang, F., & Zhou, W. (2018). Fostering student engagement in online discussion through social learning analytics. The Internet and Higher Education, 37, 21–30. doi:10.1016/j.iheduc.2017.12.002

    Chen, B., Resendes, M., Chai, C.S., & Hong, H.-Y. (2017). “Two tales of time”: Uncovering the significance of sequential patterns among contribution types in knowledge-building discourse. Interactive Learning Environments, 25(2), 162–175. doi:10.1080/10494820.2016.1276081

    Chen, B. (2016). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Educational Technology Research and Development, 65(2), 255–277. doi: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

    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

    Selected Book Chapters

    Chen, B., Haklev, S. & Rosé, C.P. (in press). Massive-scale collaborative learning. In International Handbook of Computer-Supported Collaborative Learning. Springer.

    Chen, B., & Lin, F. (in press). Supporting collaborative learning in computer-supported environments. In P. Kendeou, P. Van Meter, A. List, & D. Lombardi (Eds.), Handbook of Learning from Multiple Representations and Perspectives. New York, NY: Routledge.

    Chen, B., Chen, C.-M., Hong, H.-Y., & Chai, C. S. (2018). Learning analytics: Approaches and cases from Asia. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (pp. 419–432). New York, NY: Routledge.

    Selected Conference Proceedings

    Chen, B., & Zhu, H. (2019). Towards Value-Sensitive Learning Analytics Design. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 343–352). ACM. https://doi.org/10.1145/3303772.3303798

    Lund, K., Chen, B., Gaudwin, S. (2018). The potential of interdisciplinarity in MOOC research: How do researchers in education and computer science compare?. In Proceedings of the 2018 Learning @ Scale Conference. London, UK: ACM Press. https://doi.org/10.1145/3231644.3231661

    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.

    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.

    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