Visualization and Data Presentation of Pedagogy, Learning Process & Outcome

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

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Visualization and Data Presentation of Pedagogy, Learning Process & Outcome

  1. 1. Visualization and Data Presentation of Pedagogy, Learning Process & Outcome Johnny Yuen
  2. 2. BIG DATA
  3. 3. The IBM SLAMTRACKER
  4. 4. Big Data Analytics in sports • Predictive • Behavioral, Quantifiable data • Identical, “closed” settings with game rules • Simple goal, simple behavior • Finding patterns from lots of noises • Very different from educational settings!
  5. 5. Usage of IT in education • Different nature! – Year long activities, e.g. IES – Independent Enquiry Study • Individual students • The same process • Comparable participation – Topic module base activities, e.g. online discussion • Collaborative • Unequal participation – quantity and quality
  6. 6. Furthermore… • Differences in setting: • Pedagogy: transmission model, PBL, collaborative knowledge building… … • Pedagogical design frameworks: Contrasting cases, Predict-Observe-Explain, • Subject domain: Sciences, Languages • Cut-in point: Critical Thinking, Personal Epistemology, Motivation,
  7. 7. Supporting practice & reflections in educational settings, e.g. CSCL • Are students participating in the online discourse? • Are there students who made zero contribution? • Do ideas progress in the online discourse? • Can students raise questions that stimulate idea improvement? • What are the key content themes of the discussion threads? • Which notes have potential for further development? • Which aspect of the discussion can be further improved? • Is there any advancement in my students over 1 or 2 years of KB activities, in terms of question framing, evaluating and summarizing ideas, as reflected from their contributions to the online discourse?
  8. 8. COLODA 18 Feb 2012 Successful Pedagogies for Inquiry & Knowledge Building  Collaborative Analysis Project    Discussion data from any discussion platform in XML format Individual Participatory Statistics Keywords Analysis Researcher codings & further analyses Threads Analysis Social Networks   Downloadable as MS Excel (.xls) format for charts or works with other student data Collaborators
  9. 9. Outputs can be organized into diff. levels… 18 Feb 2012 Successful Pedagogies for Inquiry & Knowledge Building : Individual students : notes : discussion threads : discussion views : date or week
  10. 10. Individual participatory statistics 18 Feb 2012 Successful Pedagogies for Inquiry & Knowledge Building Number of Scaffolds UsedNumber of Notes Created Percentage of notes read Percentage of Notes LinkedNumber of Revisions
  11. 11. Social Network Analysis 18 Feb 2012 Successful Pedagogies for Inquiry & Knowledge Building Year 1 Year 2 Year 3
  12. 12. Threads analysis module: 7/9/2013 0 0.5 1 1.5 2 2.5 3 Year 1 Year 2 Depthofdiscussionthread 6.5 7 7.5 Year 1 Year 2Numberofnotes Average Number of Notes per Thread Average Depth of Discussion Thread
  13. 13. Examples of question types • Attribute – What is the size of the smallest whale? – Where is the notice? • Definition – What is energy crisis? – What does global warming refer to? • Verification – Is it safe to drink the water only through looking at it? – Is carbon dioxide toxic and harmful?
  14. 14. Examples of question types • Procedure – How to make a water filter? • Reason – Why do water become brown color? – Why do we need to save water? • Mechanism – How can we protect these animals? – How do planktons give birth to the next generation?
  15. 15. Researcher Coding Types of questions raised in the discourse 18 Feb 2012 Successful Pedagogies for Inquiry & Knowledge Building
  16. 16. Keywords analysis module HK Kids discourse HK Kids Word Count 特徵(characteristic) 5 成因(cause) 4 個人(individual) 3 家長(parent) 62 傭人(maid) 42 社會(society) 15 政府(government) 51 教育制度(Education system) 15 精英制度(Elite system) 6 遺傳(inheritance ) 11 影響(influence) 6 經濟(Economics) 0 自理能力(Self- management) 20 責任(responsibility) 19 改善(improvement) 31 解決(solution) 14 訓練(training) 12 7/9/2013
  17. 17. Summary: Choosing the suitable type and focus of analysis for diff. types of learning • Behavior is affected by design and facilitation • Requires in-depth understanding about the design and intended learning goal of the discourse in order to interpret the visuals – Time series vs. snapshot – Whole class vs. individual – Quantity vs. quality

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