https://semtech.athabascau.ca     Tools and Methods toEnhance Information Seeking, Sensemaking, and Learning          Drag...
Exciting times  MOOC-mania
Scientific American, March 13, 2013http://www.scientificamerican.com/article.cfm?id=massive-open-online-courses-transform-...
Aren’t they great?!They offer good resources, but…
CHALLENGES
What skills to promote?How about – critical thinking, creativity,       research-intensive learning,   information seeking...
“We teach what we can measure.If we dont measure what we care about,         it will never be taught.”                    ...
Three Generation of  Distance Education PedagogiesAnderson, T. & Dron, J. (2011). Three Generations of Distance Education ...
Why does it matter?!                                   Challenge                            Information seeking skillsJudd...
Why does it matter?!                                    Challenge                               Sensemaking paradoxButcher...
Why does it matter?!                                       Challenge                                   Metacognitive skill...
How can we help?Information seeking, sensemaking, & learningComplex processes w/ dynamic feedback loops
APPROACH
Evidence-based       Discipline Integration of best research evidence withpractitioner expertise and stakeholder values   ...
Evidence-based discipline  Practice             Information seeking,                 sensemaking,       Research  Real    ...
Evidence-based discipline                                        Self-reports,                                         lab...
Evidence-based disciplineUsers “on            Intervene/instrument           Self-reports,average”,                       ...
Evidence-based disciplineUsers “on            Intervene/instrument           Self-reports,average”,                       ...
Learning Analytics – What?   Measurement, collection, analysis, and reporting of dataabout learners and their contexts
Learning Analytics – Why?  Understanding and optimising learning and the environments    in which learning occurs
TOOLS
Data Collection    Importance of context     Tool and format independent       Aggregates and integrates
Learning Context Ontology:       LOCOJovanovic, J., Knight, C., Gasevic, D., Richards, G. (2007). Ontologies for Effective...
http://intelleo.eu
LOCO-Analyst                  OAST and LOCO-Analyst       Learning EnvironmentAli, L., Hatala, M. Gaševid, D., Jovanovid,...
LOCO-Analyst
Learning Analytics           Visual analytics requested                    (77.8%)Ali, L., Hatala, M. Gaševid, D., Jovanov...
LOCO-Analyst
LOCO-Analyst
LOCO-Analyst
LOCO-Analyst
Student comprehension
Student comprehensionGaševid, D., et al. (2011). An Approach to Folksonomy-based Ontology Maintenance for LearningEnvironm...
METHODS
Learning Analytics Acceptance ModelAli, L., Asadi, M., Gaševid, D., Jovanovid, J., Hatala, M. (2013). Factors Influencing ...
Learning Analytics                    What to measure?             We don’t need page access counts!Wilson, T.D. (1999). M...
Cognitive Presence in Online                     Discussions – Moderator Role                        Cognitive presence   ...
Cognitive Presence in Online                   Discussions – Association w/ Grades                    Cognitive presence  ...
Analytics for Social Learning         EnvironmentsAutomated content analysis and role mining        Open learner modeling ...
Self-regulated (Workplace) Learning
Trace-based Measurement   ProtocolSiadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning,PhD...
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
Self-regulated (Workplace) Learning
Self-regulated (Workplace) Learning
http://learningworksforkids.com/EF/metacognition.html
Information InteractionZhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus tracedgoal o...
Information Interaction                                                                               Achievement goal    ...
Concept and relation filteringZouaq, A., Gaševid, D., Hatala, M., "Towards Open Ontology Learning and Filtering,"Informati...
Concept and relation filteringZouaq, A., Gaševid, D., Hatala, M., "Towards Open Ontology Learning and Filtering,"Informati...
FORWARD-LOOKING
Analyzing dynamic processes
http://www.processmining.org
Enough text obsession!    Forward-looking              George Siemens, LAK 2013
CLAS – Collaborative LectureAnnotation System
Multimodal analytics   Forward-looking
http://www.solaresearch.org
SUMMARY
Thank you!
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
Tools and Methods to Enhance Information Seeking, Sensemaking and Learning
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Tools and Methods to Enhance Information Seeking, Sensemaking and Learning

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Opportunities to facilitate learning on the Internet are widely recognized across subject matters, levels of education and situations ranging from extending one’s hobbies to life-long learning relating to workers’ changing roles in the workplace. However, information available in the Internet, even in formal academic courses, is rarely presented using empirically proven findings from the learning sciences. Often, learners are left “on their own” to figure out which tactics work best for them in seeking and understanding information, and studying to learn it. Given that most learners have weak skills in these areas and in self-regulating learning, this sets a stage for major failures in sensemaking and learning that can have dire societal consequences. On the other hand, there are open issues with the existing (a) tools that are typically designed for a hypothetical but factually non-existent “average” user; and (b) methods that are too often based on self-reports (e.g., questionnaires) that are insufficient to advance research on sensemaking and complex learning processes that involve dynamic feedback loops.
This talk (i) discusses results of several studies, in which we have addressed the above challenges, and (ii) outlines promising research topics that spans across the three main research cornerstones – computational, socio-cognitive, and user-centered design.

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  • Use of unreliable sources Poor querying skills
  • Students are asked to seek information about domains they do not have sufficient background knowledge They will stop seeking information even if the proper one hasn’t been found
  • Students generally have poor self-regulation skills:Weak metacomprehension – assessment of own knowledge – stop learning, when they don’t know enoughConfusion of the rate of learning - stop learning, when they don’t know enoughWeak metacognitive awareness – inefficient study tactics used
  • Tools and Methods to Enhance Information Seeking, Sensemaking and Learning

    1. 1. https://semtech.athabascau.ca Tools and Methods toEnhance Information Seeking, Sensemaking, and Learning Dragan Gaševid @dgasevic
    2. 2. Exciting times MOOC-mania
    3. 3. Scientific American, March 13, 2013http://www.scientificamerican.com/article.cfm?id=massive-open-online-courses-transform-higher-education-and-science
    4. 4. Aren’t they great?!They offer good resources, but…
    5. 5. CHALLENGES
    6. 6. What skills to promote?How about – critical thinking, creativity, research-intensive learning, information seeking, sensemaking,self-directed and self-regulated learning, …
    7. 7. “We teach what we can measure.If we dont measure what we care about, it will never be taught.” Paulo Blikinsein, LAK 2013
    8. 8. Three Generation of Distance Education PedagogiesAnderson, T. & Dron, J. (2011). Three Generations of Distance Education Pedagogy, InternationalReview of Research in Open and Distance Learning 12(3), 80-97, http://goo.gl/j3mRF
    9. 9. Why does it matter?! Challenge Information seeking skillsJudd, T., & Kennedy, G. (2011). Expediency-based practice? Medical students’ reliance on Google andWikipedia for biomedical inquiries. British Journal of Educational Technology, 42 (2), 351-360.doi:10.1111/j.1467-8535.2009.01019.x
    10. 10. Why does it matter?! Challenge Sensemaking paradoxButcher, K. R., & Sumner, R. (2011). Self-Directed Learning and the Sensemaking Paradox. Human–Computer Interaction, 26(1-2), 123-159. doi:10.1080/07370024.2011.556552
    11. 11. Why does it matter?! Challenge Metacognitive skillsBjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, andIllusions. Annual Review of Psychology, 64, 417-444. doi:10.1146/annurev-psych-113011-143823
    12. 12. How can we help?Information seeking, sensemaking, & learningComplex processes w/ dynamic feedback loops
    13. 13. APPROACH
    14. 14. Evidence-based Discipline Integration of best research evidence withpractitioner expertise and stakeholder values The goal made up based on
    15. 15. Evidence-based discipline Practice Information seeking, sensemaking, Research Real learning world
    16. 16. Evidence-based discipline Self-reports, laboratory, intrusive, causality,… Practice Information seeking, sensemaking, Research Real learning world
    17. 17. Evidence-based disciplineUsers “on Intervene/instrument Self-reports,average”, laboratory, GIGO, .. intrusive, causality,… Practice Information seeking, sensemaking, Research Real learning world GIGO – Garbage In Garbage Out
    18. 18. Evidence-based disciplineUsers “on Intervene/instrument Self-reports,average”, laboratory,GIGO, … intrusive, causality,… Practice Information seeking, sensemaking, Research Real learning world! Collect/Analyze GIGO – Garbage In Garbage Out
    19. 19. Learning Analytics – What? Measurement, collection, analysis, and reporting of dataabout learners and their contexts
    20. 20. Learning Analytics – Why? Understanding and optimising learning and the environments in which learning occurs
    21. 21. TOOLS
    22. 22. Data Collection Importance of context Tool and format independent Aggregates and integrates
    23. 23. Learning Context Ontology: LOCOJovanovic, J., Knight, C., Gasevic, D., Richards, G. (2007). Ontologies for Effective Use of Context ine-Learning Settings. Educational Technology & Society, 10(3), 47-59.
    24. 24. http://intelleo.eu
    25. 25. LOCO-Analyst  OAST and LOCO-Analyst Learning EnvironmentAli, L., Hatala, M. Gaševid, D., Jovanovid, J., (2012). A Qualitative Evaluation of Evolution of a LearningAnalytics Tool," Computers & Education, 58(1), 470-489
    26. 26. LOCO-Analyst
    27. 27. Learning Analytics Visual analytics requested (77.8%)Ali, L., Hatala, M. Gaševid, D., Jovanovid, J. (2012). A Qualitative Evaluation of Evolution ofa Learning Analytics Tool. Computers & Education, 58(1) 470-489.
    28. 28. LOCO-Analyst
    29. 29. LOCO-Analyst
    30. 30. LOCO-Analyst
    31. 31. LOCO-Analyst
    32. 32. Student comprehension
    33. 33. Student comprehensionGaševid, D., et al. (2011). An Approach to Folksonomy-based Ontology Maintenance for LearningEnvironments. IEEE Transactions on Learning Technologies, 4(4), pp. 301-314.
    34. 34. METHODS
    35. 35. Learning Analytics Acceptance ModelAli, L., Asadi, M., Gaševid, D., Jovanovid, J., Hatala, M. (2013). Factors Influencing Beliefs for Adoption of aLearning Analytics Tool: An Empirical Study," Computers & Education, 62, 130–148.
    36. 36. Learning Analytics What to measure? We don’t need page access counts!Wilson, T.D. (1999). Models in information behaviour research.Journal of Documentation, 55(3), 249 - 270, doi:10.1108/EUM0000000007145
    37. 37. Cognitive Presence in Online Discussions – Moderator Role Cognitive presence Non-moderator Moderator t(df) Triggering event 4.29 (4.51) 1.05 (0.23) 4.18(37)*Control group Exploration 4.92 (4.12) 5.26 (3.43) -0.46(37) Integration 1.42 (2.07) 2.68 (1.76) -3.05(37)** Resolution 0.24 (0.49) 0.74 (1.01) -3.15(37)** Other 0.89 (1.45) 0.89 (1.03) 0.00(37)Intervention group Triggering event 1.43 (1.98) 1.02 (0.15) 1.35(43) Exploration 3.64 (2.47) 2.82 (2.09) 1.83(43) Integration 3.86 (3.00) 3.93 (2.32) -0.15(43) Resolution 0.43 (0.85) 1.07 (1.50) -2.74(43)*** Other 0.86 (1.36) 0.61 (0.90) 1.21(43) *p < 0.001; ** p < 0.005; *** p < 0.01
    38. 38. Cognitive Presence in Online Discussions – Association w/ Grades Cognitive presence TMA1 TMA2 TMA3 TMA4 Final Triggering event -.226 .005 -.046 -.050 -.010 Control group Exploration -.001 .141 .009 -.037 .048 Integration .128 .060 .034 .043 .113 Resolution .201 .027 -.023 -.054 .074 Other -.028 .078 .113 .106 .154 Triggering event .149 -.077 -.070 .000 .016Intervention Exploration .216 .197 .163 .223 .243 group Integration .156 .396** .417** .338* .454** Resolution -.041 .060 .154 .083 .129 Other .219 .046 .050 .075 .088 ** p < 0.01; * p < 0.05
    39. 39. Analytics for Social Learning EnvironmentsAutomated content analysis and role mining Open learner modeling Recommendations
    40. 40. Self-regulated (Workplace) Learning
    41. 41. Trace-based Measurement ProtocolSiadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning,PhD Thesis, Simon Fraser University.
    42. 42. Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
    43. 43. Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
    44. 44. Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
    45. 45. Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
    46. 46. Siadaty, M. (2013). Semantic Web-Enabled Interventions to Support Workplace Learning, PhDThesis, Simon Fraser University.
    47. 47. Self-regulated (Workplace) Learning
    48. 48. Self-regulated (Workplace) Learning
    49. 49. http://learningworksforkids.com/EF/metacognition.html
    50. 50. Information InteractionZhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus tracedgoal orientation. Learning and Instruction, 22(6), 413–419. doi:10.1016/j.learninstruc.2012.03.004
    51. 51. Information Interaction Achievement goal orientation (2x2)Zhou, M., & Winne, P. H. (2012). Modeling academic achievement by self-reported versus tracedgoal orientation. Learning and Instruction, 22(6), 413–419. doi:10.1016/j.learninstruc.2012.03.004
    52. 52. Concept and relation filteringZouaq, A., Gaševid, D., Hatala, M., "Towards Open Ontology Learning and Filtering,"Information Systems, Vol. 36, No. 7, 2011, pp. 1064-1081.
    53. 53. Concept and relation filteringZouaq, A., Gaševid, D., Hatala, M., "Towards Open Ontology Learning and Filtering,"Information Systems, Vol. 36, No. 7, 2011, pp. 1064-1081.
    54. 54. FORWARD-LOOKING
    55. 55. Analyzing dynamic processes
    56. 56. http://www.processmining.org
    57. 57. Enough text obsession! Forward-looking George Siemens, LAK 2013
    58. 58. CLAS – Collaborative LectureAnnotation System
    59. 59. Multimodal analytics Forward-looking
    60. 60. http://www.solaresearch.org
    61. 61. SUMMARY
    62. 62. Thank you!

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