Search results for author:"Chieu Vu Minh"
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University of Michigan
Vu Minh Chieu has degrees in computer science and learning technologies. He received his doctorate from the Université catholique de Louvain, Belgium in 2005. His research focuses on intelligent tutoring systems, computer-based simulations, human–computer interaction, and technology-enhanced professional learning. Chieu's research aims at describing and explaining how theories of learning and instruction can be applied to the design of learning technologies as well as how technologies can be designed to build, test, and refine theories of learning and instruction. His current interests include interactive rich-media learning environments, multimedia authoring tools, intelligent teaching simulators, and communication and collaboration tools. He has been working for a number of National Science Foundation-funded projects, including Thought Experiments in Mathematics Teaching II and III (ThEMaT II and III, directed by Patricio Herbst at the University of Michigan and Daniel Chazan at the University of Maryland) and Intelligent Teaching Simulator (SimTeach, directed by Patricio Herbst and Vu Minh Chieu). These projects are creating and validating resources, models, and tools in a virtual lab that supports practice-based learning for mathematics teacher development.
Educational Technology & Society Vol. 10, No. 3 (2007) pp. 32–46
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 ...
Learning to Teach: Web-based Interactive Rich-Media Technologies Supporting Cognitive Flexibility in Teacher Education
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4579–4586
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...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 968–973
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. Technologies...
A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 57, No. 1 (July 2016) pp. 139–149
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 correlations...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 1973–1981
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...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3619–3624
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...
Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice
Journal of the Learning Sciences Vol. 20, No. 4 (2011) pp. 589–624
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...
An Instrumental Co-Genesis Approach to Developing an Online Practice-based Environment for Teacher Education
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2763–2772
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, LessonSketch has served more than 3...
Approximating the Practice of Mathematics Teaching: What Learning Can Web-based, Multimedia Storyboarding Software Enable?
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 356–383
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...
ThEMaT’s Virtual Settings: Practicing Math Teaching with Web-based Interactive Rich-Media Technologies
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4587–4592
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...
Student Modeling in Orthopedic Surgery Training: Exploiting Symbiosis between Temporal Bayesian Networks and Fine-Grained Didactic Analysis
International Journal of Artificial Intelligence in Education Vol. 20, No. 3 (2010) pp. 269–301
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...
Journal of Teacher Education Vol. 66, No. 1 (2015) pp. 35–50
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 evaluation deters from the...