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5 representation


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Examining the question of representation when it comes to learning analytics. …

Examining the question of representation when it comes to learning analytics.

Part of the slides for a workshop titled "Four questions for understanding Learning Analytics" by @beerc and @djplaner

Published in: Education, Technology
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  • 4 3 89 5 12 7 6
  • Literature references re: LMS tools etc.**** ALSO THE MEYER STUFF ****
  • *** insert MAV here ****
  • Transcript

    • 1. Representation • Importance of representation • Current state of play • What’s required • Some futures
    • 2. Yet another competition • Given the numbers – 1, 2, 3, 4, 5, 6, 7, 8, 9 • Each team takes turn to take one number • The aim is get 3 numbers whose sum is 15
    • 3. Solving a problem simply means representing it so as to make the solution transparent. If the problem solving could actually be organised in these terms, the issue of representation would indeed become central (Simon, 1996)
    • 4. In actuality, things left out are mostly things we do not know how to represent, which is not the same as things of little importance. Nonetheless, things not represented fall in importance: They tend to be forgotten or, even if remembered, given little weight
    • 5.
    • 6. Current state of play • Garcia-Solorzano; Moran (2012): "However, unlike face-to-face classes, teachers have difficulty in monitoring their learners in an online environment, since a lot of learning management systems provide faculty with student tracking data in a poor tabular format that is difficult to understand. • The visualisation of this data is commonly restricted to poorly organised tabular formats, or statistical graphs
    • 7. to maintain performance, it is necessary for people to be “able to learn, use, and reference access necessary information within a single context and without breaks in the natural flow of performing their jobs.” (Villachica, Stone, & Endicott, 2006, p. ??).
    • 8. (Lockyer et al, 2013, p. 15)
    • 9. (Lockyer et al, 2013, p. 15)
    • 10. Being able to interpret the patterns provided by learning analytics and apply them to practice is difficult, time-consuming, requires additional support, and is worthy of further investigation (Dawson et al., 2011; Dawson & McWilliam, 2008)
    • 11. The process of finding the best way to visually represent data is often iterative (Olmos & Corrin, 2012)
    • 12. (Olmos & Corrin, 2012)
    • 13. (Olmos & Corrin, 2012)
    • 14. (Olmos & Corrin, 2012)
    • 15. (Olmos & Corrin, 2012)
    • 16. Lessons • Understand the questions • Need visual analysis and design skills • Importance of mock ups • Representation is a trade-off (Olmos & Corrin, 2012)
    • 17. Generally speaking, the student data available on dashboard was impressive, but it also was challen times for the teacher to figure out how best to synt and use all the data – a key future needed if teach to maximize the potential of blended learning (Greenberg et a
    • 18.
    • 19.
    • 20. Current status • They confuse easy data with good data • They aren’t pedagogical useful • They’re overwhelming