Vu Minh Chieu

• Ph.D.
• Researcher at University of Michigan

In this chapter, we contribute some insights from project SimTeach (Herbst P, Chieu VM, SIMTEACH: What can practical knowledge modeled in a teaching simulator contribute to support mathematics teacher learning? National Science Foundation Grant, EHR, DRL-1420102, 2014) concerning the role that technologically mediated teaching simulations can play...

The notion of reference point has been proposed by Wise, Padmanabham, and Duffy to allude to artifacts shared in an online learning experience and that participants might refer to as they interact online. Representations of instructional practice in the forms of video records, animations, and so on, are examples of such reference points that have b...

We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs). The analysis i...

The primary goal of this paper is to investigate whether a computer-based simulation can detect the difference between novice and expert teachers’ decision-making in mathematics instruction, which is complex in nature. The design of the simulation is grounded in a sociological perspective on practical rationality of mathematics teaching. The simula...

This chapter focuses on how digital technologies provide affordances for Practice-Based Mathematics Teacher Education (PBMTE) and maps needed research on technologically mediated teacher education. The chapter elaborates on Grossman’s pedagogies of practice, describing how they can be enacted in digital environments. Using LessonSketch as a prototy...

[Link to download (available until June 5, 2016): http://www.sciencedirect.com/science/article/pii/S0742051X16300488] We investigate the quality of user interaction in forums that used animated classroom stories to support mathematics teachers' conversations. An analysis of pairs of posts connected by a parent-child relationship helped understand c...

[Draft version: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/110700/SITE2015-ChieuBoileauHerbst.pdf?sequence=1&isAllowed=y] LessonSketch is an online, multimedia-based learning environment that supports practice-based teacher education. A work in progress since the development of its initial components in 2008 and its launch in 2011, Less...

[Draft version: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/108487/JTE-FORUMANALYSIS_DB.pdf?sequence=1&isAllowed=y] It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students’ actions in those records, allegedly because evaluat...

[Link to the full version: http://www.citejournal.org/vol14/iss4/mathematics/article1.cfm] This paper builds on Grossman's notion of approximations of practice as scaled-down opportunities for preservice teachers to learn to teach by doing. The authors propose the use of media rich, collaborative web-authoring tools for preservice teachers to creat...

We investigate online discussions among teachers. It is important to support novice teachers in examining and reflecting on different aspects of teaching practice. It is also important to enable them to consider and propose alternative teaching actions. We have used animated classroom stories in online forums to enhance teachers’ reflection and con...

LessonSketch (www.lessonsketch.org) is a unique web-based platform that focuses on the use of interactive and rich media to support scenario-based learning and assessment. Rich media include video records, audio tracks, animations, storyboards, drawings and scanned pictures in the forms of still images, text, and combinations of some of them. The s...

This paper investigates how critical events or reference points in animated classroom stories can support teacher learners' online discussions about their professional practice. Research has indicated positive impact of shared artifacts or reference objects such as video records of teaching practice on the quality of teachers' conversations in both...

This paper investigates how critical events or reference points in animated classroom stories can support teacher learners’ online discussions about their professional practice. Research has indicated positive impact of shared artifacts or reference objects such as video records of teaching practice on the quality of teachers’ conversations in both...

We examined the effect of reference to critical events in an animated classroom story on the quality of teachers??? comments in an online learning experience. We analyzed data using systemic functional linguistics and logistic regression. We found statistically significant evidence that participants made more reflective and evaluative comments and...

This paper examines the correlation between critical events in an animated classroom episode in geometry, which we take as an example of reference points, and the nature of teacher learners’ comments within an online learning experience.

This chapter describes how the authors have utilized digital graphics and Web 2.0 technologies to de- sign an information technology environment, LessonSketch. In LessonSketch teachers can learn about mathematical practice in instruction through the transaction of representations of practice. The authors describe the main features of LessonSketch,...

This chapter describes how the authors have utilized digital graphics and Web 2.0 technologies to design an information technology environment, LessonSketch. In LessonSketch teachers can learn about mathematical practice in instruction through the transaction of representations of practice. The authors describe the main features of LessonSketch, it...

The improvement of students’ opportunities to learn in school classrooms is often challenged by the complexity of the work of teaching, the lack of repositories of usable knowledge of teaching, and the relative isolation of teachers. The demands of the work of teaching, including demands of content, students thinking, and classroom management call...

A functional version of Depict can be found at www.lessonsketch.org

Sustaining online discussion in general has been a critical problem because of the nature of text-based exchange among participants. Supporting online teacher learning through the use of forums, in particular, has been more difficult because of the extreme complexity of the instructional practice that participants are expected to learn. We have use...

Rich-media representations of teaching using animated cartoons can be effective at stimulating teachers’ discussion about practice and hence help them learn productively from one another about their profession. Our research aims to design web-based interactive rich-media virtual settings for teachers to learn to do the practice of teaching. For tha...

This article situates comic-based representations of teaching in the long history of tensions between theory and practice in teacher education. The article argues that comics can be semiotic resources in learning to teach and suggests how information technologies can support experiences with comics in university mathematics methods courses that (a)...

Learning to teach is difficult for prospective teachers because of the complex nature of the work of teaching. Practicing (Lampert in J Teach Educ 61(1–2):21–34, 2010), interacting with the practice of teaching from a first-person perspective, may give them a unique experience in learning to teach. Computer-based simulators in which the apprentice...

This paper reports on a pilot study on the effect of animated classroom stories, as a reference point, directly embedded in the space of online communication tools to help mathematics teachers collectively learn to notice critical events of teaching practice. The main results include: more than 70% of the teachers’ comments focused on instructional...

Cognitive approaches have been used for student modeling in intelligent tutoring systems (ITSs). Many of those systems have tackled fundamental subjects such as mathematics, physics, and computer programming. The change of the student's cognitive behavior over time, however, has not been considered and modeled systematically. Furthermore, the natur...

This paper reports on a pilot study on the effect of animated classroom stories, as a reference point, directly embedded in the space of online communication tools to help mathematics teachers collectively learn to notice critical events of teaching practice. The main results include: more than 70% of the teachers’ comments focused on instructional...

Cognitive approaches have been used for student modeling in intelligent tutoring systems (ITSs). Many of those systems have tackled fundamental subjects such as mathematics, physics, and computer programming. The change of the student's cognitive behavior over time, however, has not been considered and modeled systematically. Furthermore, the natur...

Objectives For both pre-service and in-service mathematics teachers, learning to improve the practice of teaching is an important goal (Lampert, 2001; Shavelson, 1983). Teaching, however, is extremely complex (Leinhardt & Ohlsson, 1990): teachers confront highly variable situations from moment to moment and from class to class. For this reason the...

This roundtable session aims at showing how to exploit interactive rich-media technologies, especially technologies for watching and annotating animated instructional stories, to support teacher learning. We consider that watching and annotating representations of teaching done with animated cartoon characters may help teachers focus on noteworthy...

Cognitive flexibility is the ability of human subjects to structure or restructure their own knowledge, in many different ways, in order to respond to a variety of situational demands. Cognitive flexibility is one of the important meta-cognitive strategies for teachers in their profession of teaching because the practice of teaching is very complex...

How to help teachers learn productively from each other and practice teaching in authentic contexts has been among critical problems in teacher learning. Many have offered online communities and video technologies for teachers to develop their professional expertise, for example, share records of or commentary on their practice, get feedback from e...

This paper lays out the basis for a professional development model based on conversations about practice spurred by stories of instruction represented using rich media. It describes on the one hand the learning potential of these stories, as well as what participants of a series of face-to-face study group meetings have identified as design feature...

How to help teachers learn productively from each other and practice teaching in authentic contexts has been among critical problems in teacher learning. Many have offered online communities and video technologies for teachers to develop their professional expertise, for example, share records of or commentary on their practice, get feedback from e...

A critical problem of instruction in ill-structured and complex domains has been how to help stu-dents attain a deep understanding of a complex concept. Solutions for this problem are usually very costly. For example, the practical course in medical education often requires one-to-one assistance of the expert-teacher for the student to be able to a...

Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. According to our analysis, those systems exhibit only a few constructivist principles, and a critical problem...

Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. A critical problem related to the design and use of this kind of systems has been the lack of a practical mean...

Constructivism is a learning theory which states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. A critical problem related to the design and use of this kind of systems has been the lack of practical means...

Constructivism is a learning theory which states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. A critical problem related to the design and use of this kind of systems has been the lack of practical means...

During the past ten years, various forms of learning content management systems (LCMS) have emerged. LCMS are useful because they help teachers, with little technology expertise, create and deliver e-Learning courses easily. A critical lack of LCMS has been adaptability, meaning the ability to personalize a learning experience to different kinds of...

Intelligent problem-solving support has been an important characteristic in computer-based learning systems, in which the student solves problems without explicit assistance of the human tutor. It is hard, however, to implement intelligent support in ill-defined domains such as medicine education in which cases or examples are diverse, irregular, a...

Constructivism is a learning theory that states that people learn best when they actively construct their own knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. A critical problem related to the design and use of this kind of systems has been the lack of a practical means to facilitate t...

This roundtable session aims at showing how to exploit interactive rich-media technologies, especially technologies for watching and annotating animated instructional stories, to support teacher learning. We consider that watching and annotating representations of teaching done with animated cartoon characters may help teachers focus on noteworthy...

Constructivism is a learning theory that states that people learn best when they actively construct their own knowledge. Adaptability is the ability to adapt learning experiences to different kinds of learners. A significant number of ICT-based constructivist learning systems and ICT-based adaptive learning systems have been proposed in recent year...

Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. Many different perspectives exist on constructiv- ist pedagogical principles and on how to apply them to instructional design. It is thus not only difficult to evaluate the conformity of existing learning systems...

Constructivism is a learning theory that states that people learn best when they actively construct their own knowledge. Various forms of “constructivist” learning systems have been proposed in recent years. According to our analysis, those systems exhibit only a few constructivist principles, and few of them support adaptation to different kinds o...

Constructivism is a learning theory which states that people learn best when they actively construct their own knowledge. Many different perspectives exist on constructivist pedagogical principles and on how to apply them to instructional design. It is thus not only difficult to evaluate the conformity of existing learning systems with constructivi...