Ben Rydal Shapiro

Ben Rydal Shapiro
Georgia State University | GSU · Department of Learning Sciences

Ph.D. Vanderbilt University

About

25
Publications
5,644
Reads
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153
Citations
Citations since 2017
23 Research Items
153 Citations
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Introduction
Ben Rydal Shapiro is an Assistant Professor of Learning Technologies at Georgia State University. His research and design integrates approaches from the learning and social sciences, information visualization and computer science to study how people engage and learn in relation to the physical environment and to develop new types of learning environments and experiences. See: https://benrydal.com

Publications

Publications (25)
Conference Paper
Full-text available
This paper adapts and uses a dynamic visualization environment called the Interaction Geography Slicer (IGS) developed by the 1st author to visualize data about New York City’s Stop & Frisk Program. Findings and discussion focus on how this environment provides new ways to view, interact with and query large-scale data sets over space and through t...
Article
Full-text available
There are many approaches that support studies of learning in relation to the physical environment, people’s interaction with one another, or people’s movement. However, what these approaches achieve in granularity of description, they tend to lose in synthesis and integration, and to date, there are not effective methods and concepts to study lear...
Conference Paper
Full-text available
An established body of work in CSCW and related communities studies social and cooperative interaction in museums and cultural heritage sites. A separate and growing body of research in these same communities is developing ways to understand the design and use of social media from a curating perspective. A curating perspective focuses on how social...
Conference Paper
Full-text available
The development and use of computational approaches to make sense of data collected in collaborative learning contexts is expanding rapidly in the Computer-Supported Collaborative Learning (CSCL) and Learning Sciences (LS) communities. However, developing and using these approaches in ways that maintain a commitment to theory and situational contex...
Article
Full-text available
Methods to transcribe and represent classroom video data are central to studying teaching and learning in classrooms. However, current methods focus on encoding and representing data over time, not space. In this paper, we demonstrate the value of a new methodological approach called interaction geography to transcribe and interactively visualize c...
Article
We apply Lave & Wenger's construct of a community of practice to identify and position members of the data work community of practice, focusing on members on the periphery who have received less attention - as compared to full practitioners (e.g., data scientists). Reporting on results of interviews with 19 civic workers who perform data work as th...
Article
Full-text available
Informed by critical data literacy efforts to promote social justice, this paper uses qualitative methods and data collected during two years of workplace ethnography to characterize the notion of critical novice data work. Specifically, we analyze everyday language used by novice data workers at DataWorks, an organization that trains and employs h...
Conference Paper
Full-text available
Interaction analysis is a valuable method and approach to study knowledge in use in the learning sciences and CSCL communities. Central to interaction analysis is the creation of transcripts to selectively encode and represent audio and video data. However, current transcription techniques used in interaction analysis, including multimodal transcri...
Chapter
Full-text available
This paper reviews and explores how interaction geography, a new approach to visualize people’s interaction over space and time, extends current approaches to evaluate physical learning spaces. This chapter begins by reviewing representations produced using interaction geography to study visitor engagement and learning in a museum. In particular, t...
Conference Paper
Full-text available
This structured poster session aims to showcase novel approaches of qualitatively analyzing and communicating lively data—data that is complex, nuanced, multimodal, and multi-voiced. Such data is rich but also messy, often defying the traditional text-based forms of description and presentation. Therefore, the session pairs creative techniques and...
Conference Paper
Full-text available
The study of classroom discourse is central to understanding and supporting effective teaching practice. Recently, researchers have begun to explore the spatial dimension of classroom discourse. However, this work emphasizes the lack of methods, particularly visual methods, to fully explore the spatial dimension of classroom discourse. This paper u...
Article
Full-text available
Mobility provides the fabric of everyday life but is rarely considered part of learning and is almost never used as relevant, experiential content in teaching. This special issue integrates ideas and efforts across different fields into a more unified framework to study and design for what we call Learning on the Move. Approaches used in these stud...
Conference Paper
Full-text available
Data has become central to the technologies and services that human-computer interaction (HCI) designers make, and the ethical use of data in and through these technologies should be given critical attention throughout the design process. However, there is little research on ethics education in computer science that explicitly addresses data ethics...
Article
In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call digital spatial story lines (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public hist...
Presentation
This submission to the special interactive session aims to develop testable design conjectures for a design-based research project involving a youth sailing camp. Youth sailing involves intensely immersive embodied experiences in boats, but also reflection on broader principles and processes. Coordinating between these two levels is often difficult...
Conference Paper
Full-text available
Gestures, or spontaneous hand movements produced when talking, are an untapped resource for understanding student knowledge in computing education. This paper develops a conceptual framework to support future studies of learning and teaching that incorporate gesture studies in programming contexts. In particular, this paper introduces how gesture h...
Conference Paper
Full-text available
This paper describes how we have used a new transcription system we call Mondrian Transcripts to study visitor engagement and expand professional vision (Goodwin, 1994) in a museum. Methods, concepts and findings from this paper contribute to research concerning interest driven learning (Azevedo, 2013; Ito et al., 2009, Crowley & Jacobs, 2002), how...
Conference Paper
Full-text available
Space-time visualization is an established area of research and design. However, a significant gap in this work is how space-time visualization supports learning environment design in particular conceptual domains. This paper introduces two new and generalizable types of interactive learning environment designs in different conceptual domains that...
Conference Paper
Full-text available
This paper outlines our use of space-time visualization as part of an emerging approach to studying human interaction and mobility in interior spaces that we call "interaction geography". We describe how we have used this approach in a museum setting. Findings and discussion show how interaction geography draws from space-time visualization researc...

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Projects

Project (1)
Project
In this research-practice partnership, we investigate teacher learning dimensions of monitoring while addressing the urgent question of how teachers should approach this task to support equitable and productive student-to-student talk. Our overarching question is: How do experienced secondary mathematics teachers learn about groupwork monitoring? Our sub-questions are: How do experienced secondary mathematics teachers make sense of monitoring? How do representations of practice shape teachers’ sensemaking about monitoring? How does their sensemaking about monitoring change over time? How do teachers’ monitoring moves support or hinder student groups’ mathematical talk? Building off of an existing project with a professional development organization, this study centers an effective video-based feedback model to help teachers investigate their own monitoring practices. In Phase 1, we develop an efficient process for producing visualizations of monitoring, dynamic representations linking classroom video to teachers’ overall interactional patterns. In Phase 2, we partner with 12-16 experienced secondary mathematics teachers in six school-based teams over a two-year period to support their sensemaking about monitoring, both individually and in teams. We use the enhanced video feedback system to guide, document, and investigate their evolving sensemaking. In Phase 3, we use our rich corpus of classroom and teacher sensemaking data to develop individual and team learning portraits for within and cross-case analyses. At the same time, we take the corpus to investigate the conditions under which different teacher monitoring moves support or impede students’ productive math talk. The primary research products will be: an open-code tool that represents teachers’ monitoring work over a lesson, coordinated with specific teacher-group interaction; a framework for mathematics teachers’ monitoring; a theory about teachers’ learning of responsive and situated practices, of which monitoring is an example; and stronger empirical evidence to guide mathematics teachers’ monitoring practices.