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Help with 1. Sketch the argument

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Allena Berry — General

Garrett (10/3)

Your project seems ripe to get more specific about the type of Chemistry lesson you are interested in students learning. I know, this may not actually be what you are interested in studying. After all, your research question is about feedback as defined by visibility towards learning targets. Heck, Orange Theory fitness does the same thing but in the context of working out! However, it'll be important to define what the lesson is so that you can get into the weeds a bit more. It doesn't have to be something super detailed; the lesson could be about students learning what the difference is between electrons, protons, and neutrons. It will help you be more concrete in defining what the "map" is that you want to design. While there are likely to be some design principles that are relevant for feedback more broadly, it has to be grounded in something and, since you chose Chemistry, tell me a little bit more about this lesson and the learning challenges this map would highlight.

This may not be relevant for your Canvas exactly, but you will want to start detailing why the existing solutions are insufficient. (This may be a place where literature comes in; actually, it's definitely a place where literature should come in.) Is it because the existing software doesn't implement the design principles that you identify? Clarity there will be helpful.

There are points of your fixable root cause that are difficult for me to understand (i.e. "f a student completes a task, then that students
may learn something, but it might be the intended learning outcome.") What does that mean?

Finally, literature on metacognition is really related to these ideas about reflection that seem to be important for your tool. It might not be a bad idea to go back to Ambrose and see who is cited in the sections on feedback and reflection.

2 years ago

Jamie Gorson — General

#yay !! You filled out the whole canvas in the first week. Alone that is a big accomplishment. #lookout to make sure that you haven't just answered all of the questions but also look at the alignment between them

#tryagain students *should* care about their learning is not a good reason for why they care. Actually give a reason for why they care, or why it is important to them.

Task: learn lesson. What does learn lesson mean. What are the product that you want these students to have and the process that you want them to go through. I don't really know what learn lesson means. Do you want them to be able to recite all of the names of the compounds that they memorized from a list? Do you want them to know how to name compounds?

In your Value proposition you talk about how your intervention would impact a student being invested in learning, however your root causes don't have anything about student investment in learning.

In your research question you ask how x makes an impact on "how a student learns". I don't actually know what you mean by how a student learns. What is that specifically asking?

2 years ago

Kristine Lu - - "visibility of learning state"??
- Stakeholders...seem pretty broad. What about potential edtech companies?
- Your research question could be a lot more specific to the design solution you're proposing?
- Did you change the "mistakes" section to "measure"?
- I am not sure that your task measures potential to fix root causes

2 years ago

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