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This paper looks at technological advances in the collection and use of information about learning. Updating earlier discussions on transcripts and videorecording, the project used for examples in this paper features a digital simulation and pedagogical patterns where students met through videoconferencing as a post-pandemic alternative to table-base groupwork and then submitted transcripts of the meeting for evaluation and feedback. The transcripts were computationally analyzed to produce data streams showing the shape of conversations. These data were combined with records of students working on collaborative documents and the learning analytics for a digital simulation to illustrate new possibilities to depict collaborative student activity. Congruent with prior reflections on transcription of recordings and the recording process, this paper highlights the ways, old and new, the inscriptional process is not theory-neutral. It privileges certain activities and plays an agentive evidentiary role. 

Playable Case Studies (PCSs) are online simulations that allow learners to adopt (play) a professional role within an authentic scenario (case) as they solve realistic problems alongside fictionalized experts in an unfolding narrative. The PCS architecture offers scalable options for creating learning activities for individual learners and student teams, and the means for observing and analyzing these activities. This interactive demo will showcase PCSs the team has developed for topics ranging from cybersecurity to technical writing to disaster response, illustrating how we embed learning assessments and research surveys and run them in classroom environments. Participants and potential collaborators will interact with and provide feedback on the prototype PCS Authoring Tool, designed to streamline the creation of new PCSs. 

The paper discusses the use of Productive Disciplinary Engagement (PDE) for a curricular project that features a technology-based alternate reality game (ARG) with the objective of teaching undergraduate students about the collaborative nature of STEM careers. Much of the PDE research uses PDE as either a design-principle or as an analytics lens. This project does both. Most of this extant research focuses on spoken discourse to teach disciplinary knowledge. This project uses workplace documentary texts that are embedded within a semester-long undergraduate course designed to teach students collaboration skills using the context of natural disasters. A range of texts are used in this design from didactic to disciplinary. Students learn about professional work through educational renditions of professional cultural historical activity systems. This paper focuses on design decisions and illustrates some ways that workplace documents can be used in education. 

This poster will describe and compare different visualizations for collaborative writing using cloud-based platforms (e.g., Google Docs). The aim is to develop effective visualizations for a Learning Analytics Dashboard (LAD) to understand the processes undergirding cloud-based group writing and to support team textual practices. Theoretically situated in the literatures on Collaborative Learning Analytics, collaborative sense making, and social annotations, the visualizations will provide valuable and varied insights to researchers, educators, and students. We will be testing the visualizations and the final LAD with undergraduate students, instructors, and researchers from the fields of learning sciences and educational psychology.