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Detecting cognitive engagement using word embeddings within an online teacher professional development community

机译：在在线教师专业发展社区中使用Word Embeddings检测认知参与

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Research states that effective teacher professional development (PD) engages teachers as active learners and co-creators of content. However, it is yet to be known whether such pedagogy impacts on cognitive engagement. We adopt the ICAP Framework to measure cognitive engagement in a teacher PD Massively Open Online Course (MOOC). We use word embeddings to automate the identification of teachers' community contributions as representing 'active' engagement by manipulating course materials, or 'constructive' engagement through the generation of new knowledge. We explored individual variation in engagement across units. Our findings demonstrated that the participants' cognitive engagement is influenced by the nature of MOOC tasks. We adopted a manual content analysis approach to explore constructive contributions. From 67 cases considered, all but one case was identified as containing 'constructive knowledge', providing a solid basis for replicating our proposed methodology to analyse cognitive engagement within the community-centric MOOC models.
机译：研究表明，有效的教师专业发展（PD）从事教师作为活跃的学习者和内容共同创造者。然而，尚不知道这种教育学对认知参与的影响。我们采用ICAP框架来衡量教师PD大量开放在线课程（MOOC）的认知参与。我们使用Word Embeddings来自动确定教师社区贡献，因为通过制造课程材料的人身来说，通过生成新知识来实现​​“积极”参与。我们探讨了跨机构的个人差异。我们的研究结果表明，参与者的认知参与受到MOOC任务的性质的影响。我们采用了一项手动内容分析方法来探索建设性贡献。从67例考虑到，除了一个案例之外，还确定了一个含有“建设性知识”，为复制我们提出的方法来分析社区中心的MOOC模型中的认知参与，为复制提供了坚实的基础。

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