看看教育者和学生如何通过三场对话，发现LLM辅助编程学习中课堂上看不见的东西，比猜学生用AI干什么有意思多了。
两位不同教学理念的计算机教育者和一名本科生通过三场对话，使用三人民族志方法探讨学生在LLM支持下的学习过程。学生叙述揭示了课堂中不可见的真实学习行为，促使教育者重新审视关于AI使用、评估、透明度和编程教学的假设。该论文基于对三人民族志实践的分析，论证了这种反思方法帮助教育者超越课堂观察，更深入理解AI支持的学习。
Beyond Perspectives: A Trio-Ethnography of Interpretation Evolution in LLM-Supported Programming Education
Generative AI is reshaping programming education, yet educators often infer students' AI-supported learning from classroom observations alone. This experience report presents a trio-ethnography involving two computing educators with different teaching philosophies and one undergraduate computer science student to examine how these interpretations evolve through dialogue. Across three conversations, the educators reflected on students' AI use, discussed changes to programming pedagogy, and revisited their assumptions after engaging with the student's lived experiences. Rather than simply confirming or contradicting the educators' perspectives, the student's narratives revealed learning processes that were largely invisible in the classroom, prompting both educators to reconsider assumptions about AI use, assessment, transparency, and programming instruction. We argue that trio-ethnography offers a valuable reflective approach for helping computing educators move beyond observable student behaviors toward a richer understanding of AI-supported learning and for informing instructional adaptation in the era of generative AI.