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Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
Information Visualization using Blogs
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Information Visualization using Blogs

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IEEE-IPCC research presentation slides

IEEE-IPCC research presentation slides

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  • 1. Group Dynamics Learning Analytics Viewing and Participating:Blog visualization and its learning outcomes in blended learningTerumi Miyazoe, PhD Terry Anderson, PhD Shinichi Sato, PhDTokyo Denki University Athabasca University Nihon Fukushi University Information Visualization Blog writing IEEE IPCC 2011 Cincinnati, US 1
  • 2. Research Background Learning Analytics (Siemens, 2010) Social network diagram (Dawson, 2010) IPCC 2011 Cincinatti, US 2
  • 3. Relevant Studies• Visualization of learners’ online behaviors I will do as →detection of disconnected others do… students from learning community (Dawson, 2010) →awareness of self and others’ work performance (Janssen et al., 2007)• Social psychology and group dynamics (Kimmerle and Cress, 2007; 2009) →social loafing, free rider effect →anchoring effects IPCC 2011 Cincinatti, US 3
  • 4. PISION (Sato, 2010) IPCC 2011 Cincinatti, US 4
  • 5. Pilot Study N = 62 Control TreatmentBlog post frequency during the semester (Phase 1) IPCC 2011 Cincinatti, US 5
  • 6. Research Questions1. How do students behave online under the self- and others-performance monitoring condition?2. To what extent does blog writing relate to improvements in the English writing capabilities of the students? IPCC 2011 Cincinatti, US 6
  • 7. Hypotheses participation1. If the visualized blog information had functioned as a self-regulatory system, then the blog posting pattern would exhibit a type of leveling force among members over the semester similar to the previous study. time blog2. Blog writing would be positively correlated with the English writing proficiencies of the students if writing posts actually contributed to their learning process. writing proficiency IPCC 2011 Cincinatti, US 7
  • 8. Methodology School of• 34 freshmen engineering Engineering students• Basic ESP course for 4 skills Night Program Day Program• One semester of 15 weeks (with a one-week break) Mechanical• English level: TOEIC 350 – 600 Class 1 Engineering• Intervention (10% of final grade, no indication of length Class 2 Electronics and frequency) 25 classes – Weekly English blog writing homework Information and Class 3 – Blog visualization Communication – Mobile access for blog writing Class 4 Environment – Moodle platform Class 5 IPCC 2011 Cincinatti, US 8
  • 9. Instruments• Mixed-methods – Pre-/post- English writing Comparison tests (the same TOEIC opinion essay-type question, 30 minutes, in Moodle) • 0–5 point rating with 0.5 intervals by two native Pre-test Post-test speakers – Post-course online questionnaire (monkeysurvey.com) • SUS (system usability Post- scale, Brooke, 1996) questionnaire • 5-point Likert scale questions – Analysis of blog writing in Moodle – Written consent for analysis Blog writing and publication IPCC 2011 Cincinatti, US 9
  • 10. ResultsWeek1Week 7Week 14 Blog post entries during the semester IPCC 2011 Cincinatti, US 10
  • 11. ResultsNumber of posts N = 34 Weeks Blog post frequency during the semester (Phase 2) IPCC 2011 Cincinatti, US 11
  • 12. ResultsPersons 7 15 6 6 5 5 4 3 3 2 2 2 2 1 1 1 1 0 0 0 1.25 1 0.75 0.5 0.25 0 -0.25 -0.5 -0.75 -1 -1.25 13 Scores Change in writing proficiencies IPCC 2011 Cincinatti, US 12
  • 13. 0 1 2 3 4 5 6 S1 S2 S3 S6 S7 S8 S9 S10 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S23 S24 S26 S27 S28 S29 S1 S2 S3 S6 S7 S8 S9IPCC 2011 Cincinatti, US Results S10 S12 S13 Test 1 and Test 2 writing scores S14 S15 S16 S17 S18 S19 S20 S21 S23 S24 S26 S27 S28 S2913 Rater2 Rater1 Average
  • 14. Results Groups N Mean Rare SUS total 17 53.70Rare Occasional Blog useful 17 3.35 (2)(17) Read others 17 3.71 Occasional SUS total 2 57.50 Blog useful 2 4.50 Frequent Read others 2 3.00 (10) Frequent SUS total 10 54.00 Blog useful 10 4.10 Read others 10 3.70 Usability, utility, and frequency IPCC 2011 Cincinatti, US 14
  • 15. Results 0 Wholeness 4 4 Specific individualFrequent Own posts (10) 1 No reasons 7 Others Purpose for using the viewing tool IPCC 2011 Cincinatti, US 15
  • 16. Discussion IPCC 2011 Cincinatti, US 16
  • 17. Words Length• Before proceeding with the discussion, I would like to share what 50 words mean to our students who are studying English writing in Japan, where English is not commonly used in everyday.• Before proceeding with the discussion, I would like to share what 50 words mean to our students who are studying English writing in Japan, where English is not commonly used in everyday.• Before proceeding with the discussion, I would like to share what 50 words mean to our students who are studying English writing in Japan, where English is not commonly used in everyday.• Before proceeding IPCC 2011 Cincinatti, US 17
  • 18. Discussion“Backcast Design” IPCC 2011 Cincinatti, US 18
  • 19. Thank you for your attention!Your Comments/Questions Welcomed t.miyazoe@mail.dendai.ac.jp Distance Teaching & Learning Conference 2011, Madison, Wisconsin 19
  • 20. Works Cited• U. Cress and J. Kimmerle, "Guidelines and feedback in information exchange: The impact of behavioral anchors and descriptive norms in a social dilemma," Group Dynamics: Theory, Research, and Practice, vol. 11, pp. 42-53, 2007.• S. Dawson, "Seeing the learning community: An exploration of the development of a resource for monitoring online student networking," British Journal of Educational Technology, vol. 41, pp. 736- 752, 2010.• J. Indratmo, J. Vassileva and C. Gutwin, "Exploring blog archives with interactive visualization," in Proceedings of the Working Conference on Advanced Visual Interfaces, Napoli, Italy, 2008.• J. Janssen, G. Erkens and G. Kanselaar, "Visualization of agreement and discussion processes during computer-supported collaborative learning," Computers in Human Behavior, vol. 23, pp. 1105- 1125, 2007.• J. Kimmerle and U. Cress, "Visualization of Group Members Participation: How Information- Presentation Formats Support Information Exchange," Social Science Computer Review, vol. 27, pp. 243-261, 2009.• S. Sato and M. Kageto, "Practice of promoting reflection in problem-based learning by using social media and its viewer," in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010, Toronto, 2010, pp. 3481-3489.• G. Siemens, (2010). What are learning analytics? Retrieved March 13, 2011, from http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/• University of Wollongong. (2009). Seeing networks. Retrieved October 10, 2010, from http://research.uow.edu.au/learningnetworks/seeing/about/index.html IPCC 2011 Cincinatti, US 20

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