Hui Soo Chae

Talking back to the Asian model minority discourse: Korean‐origin youth experiences in high school

This paper examines the educational and social experiences of Korean‐origin, working‐class youth in New York City public high schools. By elucidating how Asian‐origin youth understand, negotiate and resist the Asian model minority discourse, the participants (1) disrupt popular characterisations of the Asian‐origin community, (2) critique dominant ideologies such as meritocracy and (3) share stories that Asian‐origin youth can utilise to ‘strengthen traditions of social, political, and cultural survival and resistance’ (D.G. Solorzano & T.J. Yosso (2002) Critical race methodology: counter‐storytelling as an analytical framework for education research, Qualitative Inquiry , 8(1), pp. 23–44). In addition to contributing important narratives to the discourse on school improvement, multiculturalism and urban education, these youth challenge educators to rethink problematic notions of identity and culture that perpetuate the marginalisation of Asian‐origin people. I am not the model minority. Before I can talk about Asian American experiences at all, I have to kill off the model minority myth because the stereotype obscures many realities. I am an Asian American, but I am not good with computers. I cannot balance my checkbook much less perform calculus in my head. I would like to fail in school for no reason other than to cast off my freakish alter ego of geek and nerd. (Wu, 2002, p. 39)

Using social network analysis to highlight an emerging online community of practice

In this exploratory study, Cocciolo, Chae and Natriello investigate the extent to which the communicative processes exhibited within a large digital repository illustrate the emergence of an online community of practice (CoP). In order to make this claim, we present a method for identifying the emergence of an online CoP using Social Network Analysis (SNA) on communication data (i.e., uploads and downloads) and institutional role (i.e., expert/faculty vs. novice/student). The analysis reveals that the online repository provides opportunities for novices to perform the role of the expert knowledge facilitator. We posit that these conditions constitute a necessary element for the emergence of an online CoP.

Survey Sidekick: Structuring Scientifically Sound Surveys

Online surveys are becoming more popular as a means of information gathering in both academia and industry because of their relatively low cost and delivery. However, there are increasing debates on data quality in online surveys. We present a novel survey prototyping tool that integrates embedded learning resources to facilitate the survey prototyping process and encourage creating scientifically sound surveys. Results from a controlled pilot study confirmed that survey structure follows three guided principles: simple-first, structure-coherent and gradual-difficulty-increase, revealing positive effects on survey structures under learning resources influences.

Data Depository: Business & Learning Analytics for Educational Web Applications

Quantitative methods in education research have long been limited by the ability to collect detailed learner data in a consistent, scalable way. As education continues to move online we are presented with an unprecedented opportunity to study learner interactions within learning systems. However, doing so requires infrastructure to collect and store massive interaction data from which we can learn. In this paper we present Data Depository, a flexible, pluggable, data hub for tracking interaction data from any browser-based application, aiding the measurement of usage and effectiveness.

Social media identities of African immigrant youth: implications for educators

Abstract Despite their growing numbers and influence, there is limited research on African immigrant youth in the U.S. The purpose of this exploratory study is to examine the multiple identities that first and 1.5 generation African immigrant college students enact in their online worlds. By developing a deeper understanding of how these youths enact and perceive their online identities, educators and administrators may be better able to support their educational and professional goals. Open-ended questionnaires were administered and an analysis of social media accounts was conducted to understand the shifting identities that the participants performed in their online worlds. This nuanced understanding of the participants’ online lives may enable educators and policy-makers to better design educational opportunities for first and 1.5 generation African immigrant youth.

The Learning Theater: A Library Space to Be Re-Designed by Patrons

Abstract Purpose This chapter discusses the Learning Theater, a flexible library space that permits substantial patron involvement in designing dynamic environments to meet diverse learning goals. Methodology/approach We use a case study method to describe and discuss the Learning Theater. Findings We found that many challenges associated with designing and building a radically different library space to support patron learning goals can be resolved by eliciting patron input in all phases of the process. Practical implications We offer three lessons for other libraries intent on developing dramatically new kinds of library spaces: engage the community of users early and throughout, new spaces require robust communications to convey the possible set of uses to the community, and a flexible infrastructure and a responsive staff are key to meeting demands for unanticipated uses. Originality/value Our experience in developing the Learning Theater as part of the library education program suggests that libraries can share greater control of new flexible facilities and partner in the creation of intellectual properties to make best use of those facilities in more powerful ways than has typically been done in the past.

mSchool: A Learner and Community Centered Open Knowledge Discovery and Management System

With the explosion of online learning technologies and increasing demands to make learning more accessible and effective for all, personalized and social learning has been a suggested method of addressing these challenges. We present mSchool, an open, scalable educational learning platform which addresses the challenges of learner & community centered open learning space. We study mSchools effectiveness on knowledge discovery and management. The preliminary results suggest the straightforward design resulted in effective navigational support for learners.

Moodle discussion forum analyzer tool (DFAT)

In this paper we discuss the development of the Discussion Forum Analyzer Tool (DFAT) for the Moodle Learning Management System (LMS) This application was designed to enhance student engagement in course discussion forums by emphasizing the participation of fellow learners and by making discussions more efficient and pertinent to students In addition, by mining user-submitted content and applying learning algorithms, DFAT “tags” replies/comments as relevant or non-relevant, and recommends other related discussions and readings.