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Applying Learning Analytics to Understand Learning in Action - HK Experience
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Applying Learning Analytics to Understand Learning in Action - HK Experience

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http://www.cite.hku.hk/news.php?id=501&category=cite

http://www.cite.hku.hk/news.php?id=501&category=cite

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  • 1. HK EXPERIENCE Applying Learning Analytics to Understand Learning in Action 1
  • 2. Two studies • Study 1: – Visualizing students’ engagement in secondary school independent enquiry study (IES) • Study 2: – Investigating primary school students’ learning outcome in life-value education
  • 3. Both Under Development • Study 1: – Year long activities, e.g. IES – Independent Enquiry Study • Individual students • The same process • Comparable participation • Study 2: – Topic module base activities, e.g. online discussion • Collaborative • Unequal participation – quantity and quality
  • 4. Visualizing students’ engagement in secondary school independent enquiry study (IES) Study 1
  • 5. LMS Platform: iLAP (Moodle)
  • 6. Investigating primary school students’ learning outcome in life-value education Study 2
  • 7. Background • One of ASTRI-CITE-IOE London’s project schools • 5 classes of Grade 5 General Studies • 5 different teachers • One shared LD developed through co-planning with CITE team 7
  • 8. Primary 5 General Studies ‘Positive Life’ • Goals of the unit: help students to… – Adopt positive attitude in the face of pressure and failures – Set up achievable life goals, and plans to achieve these goals – Offer assistance to people in need, adopt positive attitude towards life issues • Duration: Two 80 mins long lessons • Pedagogical Pattern: Contrasting Cases 8
  • 9. Shared LD ‘Positive Life’: 1st Lesson • Teacher asks students to share their unhappy matters and discuss how we face our unhappiness.1.1 Investigate • Teacher plays the video clip of a hidden youth, Ar Yuen. 1.2 Read Watch Listen • Students share their feelings after watching the video clip and discuss why Ar Yuen was isolated.1.3 Discuss • Students vote for their most concerned life problems. • Teacher understands students’ main problems and discuss how can students tackle the problems 1.4 Investigate • Students share their own concerned problems and how they tackle the problems.1.5 Produce TLAs Extracted Pattern 9
  • 10. Shared LD ‘Positive Life’: 2ndLesson • Teacher discusses how Ar Yuen overcome his difficulties finally with students in order to let students know they can do it as well. 2.1 Investigate • Teacher plays the video clip of a “Regeneration warrior”, Siu Kwok Wah . 2.2 Read Watch Listen • Each group chooses a regeneration warrior to study and analyze what difficulties they have and how they tackle the difficulties. 2.3 Collaborate • Teacher choose one or two groups of students to present their works.2.4 Produce • Students assesses other groups’ works on the basis of rubrics.2.5 Practice TLAs Extracted Pattern 10
  • 11. Research Questions • Are there variations in implementations of the shared plan between the 5 classes? • Are there quantitative and qualitative differences in the outcome and process of the learning module between classes? • To what extent would the variations in LD and differences in outcome be the result of TPC knowledge and skills of the teachers? 11
  • 12. Design & Subjects • Comparison of the implementation of the shared learning design by 5 teachers • The shared learning design was produced by teacher of 5D • 2nd year for teachers and students to use ICT in GS class 12
  • 13. Data collected • The shared Learning Design • Transcript of co-planning meeting • Transcripts of all the actual classes • Student’s academic background • Learning process (Quantitative & Qualitative) – Forum – Wiki • Learning outcome (Quantitative & Qualitative) – Blog Entries • Post activity teachers and students interviews 13
  • 14. Students’ academic background: GS Scores 14
  • 15. LEARNING OUTCOME 15
  • 16. Analyzing Learning Outcome • Students’ reflections in OUBlog entries, 3 levels: 1. List of ideas learned – “ 我學到積極面對人生和永不放棄” 2. Be able to relate personal reflections with “Choice” under difficult situations: – “我學到:當我們遇到困難時,我們不要退縮,應該積極和勇敢地 面對困難。” – “學會了只要不放棄,不氣餒,用另一度去想、努力追求夢想, 最後 也能達到終點。” – “在這個課題,我學到只要遇到困難時,勇敢地面對,不要逃避,保持堅 毅的精神,就可以跨過困難.” 3. Be able to show genuine emotional connections with the topic – “我現在有了手和腳但是我現在遇到挫折都己經想放棄了你沒有了 一隻手和一隻腳但是你都己經可以做很多功作例如有煮東西、架 衣服。鄧英蘭有了一隻手和一隻腳但是她可以做了那麼多的工作 所以我要向她學習,我要向她學習的是堅強和不放棄。” 16
  • 17. Analyzing Learning outcome 0 5 10 15 20 5A 5C 5D 5E Levels of reflection in blog entries at end of learning activity Level 1 Level 2 Level 3 17
  • 18. Num of forum posts by students 18
  • 19. Types of posts in forum by students Simple Agree Question Simple Disagree Explanation Feeling Personal Judgment Non-task Suggestion Coding Scheme 19
  • 20. Simple Agree, Simple Disagree, Feeling, Non-task Simple Agree • “同意” • “很好你說出了他的事情” Simple Disagree • “不對” • “我沒有這些問題出現。” Feeling • “他很消極,很不想上街。” • “很慘!“ Non-task • “有沒人” • “吃LA” 20
  • 21. Question, Explanation Question • “也沒有做甚麼事,別人為甚麼要傷害 他呢???” • “what mean” Explanation • “阿源受到了很大的挫折由於他的成 績不好,控制不了自己的情緒,情緒變 化很大. 從家庭的角度思考,他不服從 父母的意見.” • “隱蔽一般是指拒絕社交、參與社會 的心理狀態。日本國立精神神經中 心定義為「由於各種因素,參與社 會活動的機會減少,長期未就學或 工作接觸自家以外的生活空間之狀 態。」” • "因為他考試不好” 21
  • 22. Personal Judgment, Suggestion Personal Judgment • “逃避,永遠都無解決既方法!他應該積 極面對” • “他不應該逃避問題!” • “逃避是沒有用的應該要積極” Suggestion • “ 協助「隱蔽」者「現身」建議方法: 1. 建立安全感,不要強逼青年,讓青 年感到有人陪伴。2. 肯定青年個人強 項,推使重拾自信心及建立成功感。3. 讓青年在安全環境下逐步作出改變。4. 協助建立支援網絡,包括家庭、朋友 等。5. 鼓勵嘗試參與、燃點希望,擴 闊生命視野。6. 提供外界資訊,引發 好奇心。7. 協助青年規劃前路,認清 個人發展方向,提升改變能量。8. 提 供多元化的出路及充分的發展機會。 總協調主任應鳳秀表示︰「要有效協 助隱蔽青年,主要是不要將他們以問 題化的角度去處理,以致急於把他們 拉出社會工” • “他可以製作一些娱樂” 22
  • 23. Types of forum posts contributed by students in lesson 1 feeling, 95 feeling, 68 26 14 13 simple agree, 36 19 6 21 5 15 explanation, 36 question, 25 5 3 5 2 0 20 40 60 80 100 120 140 160 180 200 5E 5C 5D 5A 5B L1 forums topics: Hidden youth 隱蔽青年 feeling simple agree simple disagree explanation question personal judgement suggestion 23
  • 24. WrapUp TLAs 1.5 & 2.3 : Quality of group wikis 28 10 25 28 17 9 10 22 20 9 0 5 10 15 20 25 30 5A 5B 5C 5D 5E Number of ideas written by students in group Wiki L1 Wiki 如何解決 L2 Wiki 再生勇士 24
  • 25. A short summary of learning outcome from iLAP data • SNA: Suggest different interactions among students and teacher facilitations in the discourse of the forums • Quantitative and qualitative differences in forum posts: Suggest different approaches in introducing and guiding discussions in the forum • Num of Wiki edits: Differences in students’ efforts • Num of ideas in Wiki: Quality of students’ group reflections 25