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In press

  1. Chen, B., & Fan, Y. (in press). Learning Analytics: Perspectives from Mainland China. Technical report. Manila, The Philippines: Digital Learning for Development (DL4D).
  2. Chen, B., & Huang, T. (in press). Unpacking Learning Analytics: An attempt to tilt the iceberg [in Chinese]. Open Learning Research. [preprint]
  3. 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.

2017

  1. Chen, B. (2017). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Educational Technology Research and Development, 65(2), 255–277. https://doi.org/10.1007/s11423-016-9467-0 [preprint]
  2. 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. https://doi.org/10.1080/10494820.2016.1276081 [RG]
  3. Wang, Q., Chen, B., Fan, Y., & Zhang, G. (2017). MOOCs as an alternative for teacher professional development: Examining learner persistence in one Chinese MOOC. Final project report, DL4D, Manila, The Philippines.
  4. Chen, B., Fan, Y., Zhang, G., Wang, Q. (2017). Examining motivations and self-regulated learning strategies of returning MOOCs learners. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 542–543). New York, NY: ACM. https://doi.org/10.1145/3027385.3029448 [preprint]
  5. Chen, B., Chang, Y.-H., Ouyang, F., & Zhou, W. (2017, April). Fostering online discussions through social learning analytics. Paper presented at the 2017 AERA Annual Meeting. San Antonio, TX.

2016

  1. Chen, B. & Hong, H.-Y. (2016). Schools as knowledge-building organizations: Thirty years of design research. Educational Psychologist, 51(2):266-288. http://dx.doi.org/10.1080/00461520.2016.1175306 [preprint]
  2. 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 [❤OA❤]
  3. 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. http://dx.doi.org/10.1016/j.compedu.2016.03.005
  4. 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. [RG]
  5. Hong, H., Chen, B.., Lin, C.P., & Wu, Y.-T. (2016). Fostering more informed epistemic views among students through knowledge building. In Proceedings of the International Conference on Learning Sciences 2016. Singapore: The International Society of the Learning Sciences.
  6. 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. [RG]
  7. Chen, B., Wise, A. F., Knight, S., & Cheng, B. H. (2016). Putting temporal analytics into practice. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ’16 (pp. 488–489). New York, New York, USA: ACM Press. http://dx.doi.org/10.1145/2883851.2883865 [preprint]

2015

  1. 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. http://dx.doi.org/10.18608/jla.2015.22.12 [❤OA❤]
  2. 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. http://dx.doi.org/10.1007/s11412-015-9225-z [preprint]
  3. 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. [❤OA❤]
  4. 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. http://dx.doi.org/10.1007/s11412-015-9219-x [preprint]
  5. Goggins, S., Xing, W., Chen, X., Chen, B., & Wadholm, B. (2015). Learning analytics at “small” scale: Exploring a complexity-grounded model for assessment automation. Journal of Universal Computer Science, 21(1), 66–92. [❤OA❤]
  6. 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. [preprint]
  7. 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 - LAK ’15 (pp. 340–349). New York, NY, USA: ACM. http://dx.doi.org/10.1145/2723576.2723584 [preprint]
  8. Chen, B. (2015). Devising technological and pedagogical supports for metadiscourse in knowledge building. 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 2 (pp. 908-909). Gothenburg, Sweden: The International Society of the Learning Sciences.
  9. Knight, S., Wise, A. F., Chen, B., & Cheng, B. H. (2015). It’s about time: 4th international workshop on temporal analyses of learning data. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge - LAK ’15 (pp. 388–389). New York, NY, USA: ACM Press. http://dx.doi.org/10.1145/2723576.2723638 [preprint]

2014

  1. 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. http://dx.doi.org/10.1145/2567574.2567606
  2. Chen, B. (2014). Visualizing semantic space of online discourse: The Knowledge Forum case. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge - LAK ’14 (pp. 271–272). New York, New York, USA: ACM Press. http://dx.doi.org/10.1145/2567574.2567595
  3. Chen, B., Gallagher-Mackay, K., Kidder, A., & Proulx, K. (2014). Public education: Our best investment (Annual report on Ontario’s publicly funded schools 2014). Technical report, People for Education, Toronto, ON, Canada.
  4. Chen, B., Gallagher-Mackay, K., & Kidder, A. (2014). Digital learning in Ontario schools: The ‘new normal’. Technical report, People for Education, Toronto, ON, Canada.
  5. Rolheiser, C., Chen, B., Håklev, S., Harrison, L., Najafi, H., & Teplovs, C. (2014). Hatch, match, and dispatch: Examining the relationship between student intent, expectations, behaviours and outcomes in six Coursera MOOCs at the University of Toronto. Technical report, MOOC Research Initiative. Retrieved from http://www.moocresearch.com/reports

2013

  1. Resendes, M., Chen, B., Acosta, A., & Scardamalia, M. (2013). The effect of formative feedback on vocabulary use and distribution of vocabulary knowledge in a grade two Knowledge Building class. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 – Full Papers & Symposia (pp. 391-398). International Society of the Learning Sciences.
  2. Chen, B., Scardamalia, M., Acosta, A., Resendes, M., & Kici, D. (2013). Promisingness judgments as facilitators of knowledge building. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 – Short papers, Panels, Posters, Demos & Community Events (pp. 231-232). International Society of the Learning Sciences.
  3. Xu, Z., Woodruff, E., & Chen, B. (2013). Efficacy of reward allotment on children’s motivation and learning. In Proceedings of the European Conference on Games Based Learning (pp. 748–755). Porto, Portugal: Academic Publishing.

2012

  1. Zhang, Y., Chen, B., Scardamalia, M., & Bereier, C. (2012). From shallow to deep constructivism: Development of Knowledge Building theory and its application in China [in Chinese]. E-education Research, 9, 5-12.
  2. 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.

2011

  1. Chen, B., Resendes, M., Chuy, M., Tarchi, C. & Bereiter, C. (2011). Identifying promising ideas in a knowledge-building discourse [in Italian]. QWERTY - Interdisciplinary Journal of Technology, Culture and Education, 6(2), 224-241.
  2. Chuy, M., Resendes, M., Tarchi, C., Chen, B., & Scardamalia, M. (2011). Ways of contributing to an explanation-seeking dialogue in science and history [in Italian]. QWERTY - Interdisciplinary Journal of Technology, Culture and Education, 6(2), 242-260.
  3. Chen, B., Chuy, M., Resendes, M., Scardamalia, M., & Bereiter, C. (2011). Evaluation by grade 5 and 6 students of the promisingness of ideas in knowledge-building discourse. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume II - Short Papers & Posters (pp. 571-575). Hong Kong: International Society of the Learning Sciences.
  4. Resendes, M., Chuy, M., Chen, B., & Scardamalia, M. (2011). Ways of contributing to a knowledge building dialogue in history. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume II - Short Papers & Posters (pp. 998-999). Hong Kong: International Society of the Learning Sciences.

2010

  1. Chen, B. & Wang, Q. (2010). Pursuing effective facilitating strategies: The effect of facilitator’s leadership behaviors on online learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 2192-2199). Chesapeake, VA: AACE.
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Crisscross Landscapes

Bodong Chen, University of Minnesota

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