Fostering Cognitive Presence in Online Courses: A Systematic Review

Fostering Cognitive Presence in Online Courses: A Systematic Review

Abstract

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008-2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence—triggering event, exploration, integration, and resolution—were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.

Authors

Rob Moore
University of Florida
robmoore@coe.ufl.edu

Courtney N. Miller
Old Dominion University

In Pursuit of Creativity in Minecraft: A Mixed-Method Approach

In Pursuit of Creativity in Minecraft: A Mixed-Method Approach

Abstract

Despite Minecraft’s incredible popularity, we know very little about how the game might enable creativity. To assess and support the creativity of the structures that players create in Minecraft, we need to understand how Minecrafters describe creativity in their communities, and how similar or different those descriptions match the creativity literature. In this study, we used a modified rubric for creativity and investigated if we could find evidence for this rubric in how Minecraft builds are being evaluated in YouTube. We also used natural language processing (NLP) to develop automatic coding algorithms for future use. Insights here would inform the literature, research, and educational practices of creativity.

Authors

Seyedahmad Rahimi
University of Florida
srahimi@coe.ufl.edu

Justice T. Walker
University of Texas at El Paso
 jtwalker@utep.edu

Lin Lin Lipsmeyer
Southern Methodist University
llipsmeyer@smu.edu

Jinnie Shin
University of Florida
jinnie.shin@coe.ufl.edu

Toward Defining and Assessing Creativity in Sandbox Games

Toward Defining and Assessing Creativity in Sandbox Games

Abstract

Digital sandbox games such as Minecraft can be used to assess and support creativity. Doing so, however, requires an understanding of what is deemed creative in this game context. One approach is to understand how Minecrafters describe creativity in their communities, and how much those descriptions overlap with the established definitions of creativity in the literature. Based on prior work, we used a modified rubric for assessing a creative product in this study. We investigated the evaluation of a total of 52 Minecraft builds (i.e., structures that are created by the Minecrafters) from five YouTube videos. In addition to qualitatively coding the video transcripts, we also used natural language processing (NLP) for automatic coding of our data at scale. Our qualitative analysis of the YouTube transcripts revealed evidence for all but one dimension (i.e., humor) of the creativity rubric we used in our dataset. In addition, two new dimensions of creativity emerged in our qualitative coding process (i.e., realism and effort). Finally, the NLP model that we developed achieved about 80% accuracy in distinguishing the sentences that showed evidence of creativity. This study provides insights for research and educational practices of creativity in Minecraft or similar game or simulation environments.

Authors

Seyedahmad Rahimi
University of Florida
srahimi@ufl.edu

Justice T. Walker
University of Texas, El Paso
jtwalker@utep.edu

Lin Lin Lipsmeyer
Southern Methodist University
llipsmeyer@smu.edu

Jinnie Shin
University of Florida
jinnie.shin@coe.ufl.edu

UKG Grant Through Reboot Representation Supports Computer Science Education

UKG Grant Through Reboot Representation Supports Computer Science Education

The 2018 Rebooting Representation report detailed a significant lack of women representation, particularly women of color, in the U.S. tech sector. Driven by the report’s findings and action items, the Reboot Representation Tech Coalition was formed. The group is composed of 22 leading tech companies that are committed to doubling the number of Black, Latina, and Native American women receiving computing degrees by 2025. The Coalition works to achieve that goal through targeted, philanthropic investments in the often overlooked programs and institutions that make education and careers in computing more equitable.

UKG, one of the world’s leading human capital management cloud companies and a Reboot Representation Tech Coalition senior executive member, has granted $200,000 to UF to create a pipeline of opportunities designed to bring more Black, Latina and Native American women into K-12 computer science (CS) education. Facilitated through partnership with Reboot Representation, this funding will expand outreach, scholarships and mentoring through CSEveryone, the Kenneth C. Griffin Computer Science Education for All Initiative.

UF was selected, in part, for ongoing efforts around teacher development and K-12 CS inclusion. Black, Latina and Native American women represent approximately 16% of the total U.S. population, yet they make up only 4% of students obtaining bachelor’s degrees in computing. Reboot Representation is addressing this gap by leveraging corporate philanthropic giving to invest in programs supporting Black, Latina, and Native American women in computing— from classroom to internship to career.

UKG fosters a diverse and inclusive culture of belonging, which drives its corporate social responsibility efforts. This focus aligns with the company’s senior executive membership in the Reboot Representation Tech Coalition, which aims to double the number of Black, Latina and Native American women receiving computing degrees by 2025.

“UKG believes in the unique value of all people, and we are thrilled to partner with Reboot Representation and the University of Florida as part of our UKG Close the Gap Pay Equity Initiative,” said Brian K. Reaves, EVP and Chief Belonging, Diversity and Equity Officer at UKG. “It’s not enough to advocate for pay equity within corporations, we know that pay inequities start much earlier and can be systemic in nature. We hope that increasing representation among computer science educators has the potential to create lasting change in classrooms for years to come, inspiring more BLNA young women to pursue careers in computer science.”

The 2018 Rebooting Representation report found that “teachers can influence girls to engage and persist in computing, whether that is encouraging them to sign up for a class or to stick one out. Providing additional, proactive teacher encouragement to women students is critical, particularly for underrepresented women of color.”  The report also indicated that “diverse teams, including ones with greater gender diversity, are on average more creative, innovative and ultimately more profitable.” This grant addresses immediate representation needs that will impact the future workforce of tomorrow.

“At Reboot, we know that teachers are the backbone of education, and to educate successfully means to support them significantly and intentionally,” said Dwana Franklin-Davis, Chief Executive Officer, Reboot Representation. “We also know that having trusted mentors, educators and advisors who can relate to their lived experiences is deeply valuable for Black, Latina and Native American women in computing degree programs. We’re excited to partner with the University of Florida on a unique and much-needed program to support tomorrow’s tech workforce by supporting educators today.”

Maya Israel, associate professor of educational technology and computer science education, is leading a team of researchers and teacher educators in efforts to integrate CS education in all aspects of K-12 education by transforming teacher preparation and expanding K-12 CS education programs. Leveraging the existing efforts of CSEveryone, the grant from UKG will formalize opportunities aimed at bringing more Black, Latina and Native American teachers into K-12 CS education.

“Having the support of UKG and Reboot Representation is doubly rewarding, considering our focus on inclusion and access in K-12 computer science,” Israel said. “The teacher scholarships provided through this funding helps us meet our goal of providing all children in Florida with the opportunity to access high-quality, inclusive computer science instruction — a diverse K-12 teacher workforce is key to accomplishing this mission.”

About UKG: At UKG, our purpose is people. As strong believers in the power of culture and belonging as the secret to success, we champion great workplaces and build lifelong partnerships with our customers to show what’s possible when businesses invest in their people. Born from a historic merger that created one of the world’s leading HCM cloud companies, our Life-work Technology approach to HR, payroll, and workforce management solutions for all people helps 70,000 organizations around the globe and across every industry anticipate and adapt to their employees’ needs beyond just work.

To learn more, visit ukg.com.

About Reboot Representation: Reboot Representation Tech Coalition is a group of 22 leading tech companies that are committed to doubling the number of Black, Latina, and Native American women receiving computing degrees by 2025. The Coalition works to achieve that goal through targeted, philanthropic investments in the often overlooked programs and institutions that make education and careers in computing more equitable.

Find more information at: rebootrepresentation.org

Maya Israel

Maya Israel, Ph.D.

Hey Chatbot, tell me how kids can learn about AI

Hey Chatbot, tell me how kids can learn about AI

UF researchers and students hold summer camp for local children to make AI more accessible.

Soccer-bot, stress-bot and fashion-bot are just three examples of conversational apps created by middle schoolers using a unique digital interface developed by University of Florida researchers. AMBY, which stands for AI Made By You, was piloted this summer as a part of Camp DIALOGS, an NSF-funded project aimed at making artificial intelligence and computer science more accessible, particularly for students in lower-income areas. The camp is a joint effort between UF’s Herbert Wertheim College of Engineering and College of Education and aligns with the university’s integrated approach to AI. In addition to providing pathways for camp attendees to learn more about AI and computer science, the lesson activities and learning approaches developed for the camp will be made available to middle school teachers throughout Florida.

This story was originally published at news.ufl.edu.