InProceedings of the 2018 CHI Conference on Human Factors in Computing Systems. Exploration and explanation in computational notebooks. MA-LIS PracticumInternships Internships are important for our student as they provide practical experience and exposure to different work environments, allowing. Practicums are an opportunity to apply expertise in a real-world setting. We partner with libraries, archives, nonprofits, corporations, and more to provide placements. Ten simple rules for writing and sharing computational analyses in Jupyter Notebooks. Practicums All MA-LIS students complete a 120-hour practicum. Rule A, Birmingham A, Zuniga C, Altintas I, Huang SC, Knight R, Moshiri N, Nguyen MH, Rosenthal SB, Pérez F, Rose PW. Journal of the American Medical Informatics Association. Using electronic health record audit logs to study clinical activity: a systematic review of aims, measures, and methods. Programs include: On-campus & online master’s 5 concentrations & a double-degree option. Catherine Arnott Smith, Professor, University of Wisconsin-Madison, Madison. Programs The UW-Madison iSchool offers information-education programs from a global top-25 university for a wide variety of students. Journal of the American Medical Informatics Association. Piloting the Emerging Technologies Internship at a Health Sciences. Metrics for assessing physician activity using electronic health record log data. Sinsky CA, Rule A, Cohen G, Arndt BG, Shanafelt TD, Sharp CD, Baxter SL, Tai-Seale M, Yan S, Chen Y, Adler-Milstein J. Length and Redundancy of Outpatient Progress Notes Across a Decade at an Academic Medical Center. LIS 615: Systems Analysis and Project Management for Information Professionals Recent Publications Human-computer interaction, medical informatics, human-centered data science Courses Taught MS – Human Centered Design & Engineering, University of Washington, 2013īS – Industrial Engineering, University of Illinois, Urbana-Champaign, 2011 Research Interests Synthesizing our findings, we discuss the role of CK within a classroom activity system for learning communities.PhD – Cognitive Science, UC San Diego, 2018 We also identified four distinct teacher discourse orientations, finding that these were invoked in different proportions depending on the orchestrational needs of the inquiry script. Analysis of teachers' orchestration patterns revealed a "3R" orchestration cycle (Reflect-Refocus-Release) that teachers used repeatedly within a single class session, to guide reflective community discussion and refocus students' inquiry. For each version, we analyzed the role of CK in scaffolding student inquiry, with a focus on teachers' facilitation of productive whole-class discussions. We present enactments of two design iterations in which CK was integrated within broader elementary science units where the curriculum was guided by a theoretical framework called Knowledge Community and Inquiry (KCI). A community knowledge base is dynamically visualized on the classroom's interactive whiteboard, serving as a persistent visual reference that allows teachers to gauge the progress of the class, identify patterns, gaps or conflicts, and engage the students in extemporaneous or planned discussions of their ideas. CK supports teachers' orchestration of inquiry in blended learning environments, scaffolding the learning community as it progresses through a complex inquiry script. Students represent their ideas in the form of notes, add their ideas to a collective knowledge base, and use this knowledge base as a resource for their subsequent inquiries. We report on a multi-year design study of a technology environment called Common Knowledge (CK), designed to support learning communities in K-12 classrooms.
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