2013 07 05 (uc3m) lasi emadrid rcrespo igutierrez uc3m analitica aprendizaje ayuda just in-time teaching
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2013 07 05 (uc3m) lasi emadrid rcrespo igutierrez uc3m analitica aprendizaje ayuda just in-time teaching

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2013 07 05
(uc3m)
lasi
emadrid
rcrespo igutierrez
uc3m
analitica aprendizaje ayuda just in-time teaching

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  • 1. Learning Analytics support for Just-in-time Teaching Raquel M. Crespo Universidad Carlos III de Madrid (Spain) <rcrespo@it.uc3m.es> #lasi #emadridnet 5 July 2013 1LASI-Madrid
  • 2. Agenda • Introduction • Learning analytics for just-in-time teaching • The classON system – Functionality – Implementation – Experimental results • Conclusions and future work 5 July 2013 LASI-Madrid 2
  • 3. Learning Analytics “The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.” SoLAR 5 July 2013 LASI-Madrid 3
  • 4. Applications • Predicting learner performance • Learner modelling • Recommendation of learning resources • Enhance social learning environment • Detect undesired learner behaviours • Detect affects of the learner • Increase learner awareness and reflection 5 July 2013 LASI-Madrid 4
  • 5. Awareness Applications • Awareness about student accesses to learning resources (Mazza & Milani, 2005) • Visualization techniques to make students activities in the course and inform the self- reflection (Govaerts, Verbert, Klerkx, & Duval, 2010) • Visualization-based awareness: GLASS (Leony, Pardo, De la Fuente Valentín, De Castro, & Delgado Kloos, 2012) 5 July 2013 LASI-Madrid 5 Mostly in eLearning
  • 6. Awareness 5 July 2013 LASI-Madrid 6 • Knowing who is around, what they do in terms of activities and interactions - CSCW (Dourish & Bly, 1992) • Lamps as distributed awareness mechanisms in recitations sections (Alavi, Dillenbourg, & Kaplan, 2009) • System that minimizes learning progress differences in software teaching classes (Dong & Hwang, 2012)
  • 7. Just-in-time teaching Teaching and learning strategy (Novak, Patterson, Gavrin, & Enger, 1998) Adaptive Hypermedia & ITS (Brusilovsky & Peylo, 2003) Personalization, active learning, constructivism 5 July 2013 LASI-Madrid 7
  • 8. Context • Active learning activities • Lab sessions using computers (f2f) • Intensive tutoring support • Engineering Degrees • Overcrowded classes photo: berkeleylab at flickr 5 July 2013 LASI-Madrid 8
  • 9. The traditional approach Students work at lab supported by the teacher’s personalized/general explanations • Face-to-face • Direct interaction • Progress monitoring? • Questions solving? • Particularly in overcrowded classes. photo: vickicaruana.blogspot.com.es/2011/01/are-you-afraid-to-raise-your-hand.html 5 July 2013 LASI-Madrid 9
  • 10. Problems Collected from literature, experts and experiments • Teacher – … overwhelmed with questions – … not efficiently answering them – … not aware of students learning situation • Students – … monitor teacher to get their questions answered – … not meeting the objectives of the session photo: vickicaruana.blogspot.com.es/2011/01/are-you-afraid-to-raise-your-hand.html 5 July 2013 LASI-Madrid 10
  • 11. Requirements • Personalized monitoring • Teacher awareness to decide interventions • Improve teacher efficiency • Make students confident that will be helped so they make well use of the session time • Formative assessment • Storage of learning traces for summative assessment 5 July 2013 LASI-Madrid 11 Image source: http://vizconsult.wordpress.com/2011/03/09/requirements-definition/
  • 12. classON in-Class Live Analytics for Assessment and Orchestration • Just-in-time teaching support • Supporting technologies – Mobile devices – Visualization techniques – Learning analytics • Web-based solution – Student interface – Teacher interface 5 July 2013 LASI-Madrid 12 www.class-on.org
  • 13. 5 July 2013 LASI-Madrid 13 classON architecture
  • 14. Student UI 5 July 2013 LASI-Madrid 14
  • 15. Student UI 5 July 2013 LASI-Madrid 15 Navigation Helper Assignment
  • 16. Student UI 5 July 2013 LASI-Madrid 16 Questions & Answers
  • 17. Teacher UI 5 July 2013 LASI-Madrid 17
  • 18. Teacher UI 5 July 2013 LASI-Madrid 18
  • 19. Teacher UI 5 July 2013 LASI-Madrid 19 Question Tutoring time Progress Students
  • 20. 5 July 2013 LASI-Madrid 20 classON in action
  • 21. Analytics about questions 5 July 2013 LASI-Madrid 21
  • 22. Analytics about learning traces 5 July 2013 LASI-Madrid 22
  • 23. Experimental results Multimedia Applications Systems architecture Multimedia Applications Date 2012 2012 2013 Teachers 4 3 1 Students 70 121 30 Group settings Pairs Pairs Pairs • Data sources – Interviews with teachers – Students surveys – Traces collected by the system 5 July 2013 LASI-Madrid 23
  • 24. Experimental results 0% 10% 20% 30% 40% 50% 60% 70% 80% Solved quickly Solved but waiting Unresolved Help requests classON No classON Other 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% classON No classON Other Fairness in doubt solving Yes No (time) No (order) No (both) 5 July 2013 LASI-Madrid 24
  • 25. Lessons learned 5 July 2013 LASI-Madrid 25
  • 26. Conclusions • Positive evaluation & valuable suggestions by – Students – Teachers – TEL experts discussion groups • Q&A by students expected to reduce help requests – Reduce waiting time – Reduce unresolved doubts 5 July 2013 LASI-Madrid 26 Collected results validate that classON fulfills the expected requirements, and thus helps teachers and students to make the most of the learning sessions with scarce resources.
  • 27. Future Work • New metrics – Students comparison with the mean of the class • Gamification – of the activities in the assignment, Q&A • Application to other contexts – Project-based learning – Extension to massive face-to-face environemnts 5 July 2013 LASI-Madrid 27
  • 28. Related publications • Gutiérrez Rojas, I., & Crespo García, R. M. (2012). Towards efficient provision of feedback in lab sessions. International Conference on Advanced Learning Technologies (ICALT) (Vol. 1). Rome. • Gutiérrez Rojas, I., Crespo García, R. M., & Delgado Kloos, C. (2011). Orchestration and feedback in lab sessions: improvements in quick feedback provision. Towards Ubiquitous Learning. 6th European Conference of Technology Enhanced Learning, EC-TEL 2011 Palermo, Italy, September 20-23, 2011 Proceedings. LNCS, 6964. doi:10.1007/978-3-642-23985-4 • Gutiérrez Rojas, I., Crespo García, R. M., & Delgado Kloos, C. (2012). Enhancing orchestration of lab sessions by means of awareness mechanisms. EC-TEL 2012. Saarbrücken. 5 July 2013 LASI-Madrid 28
  • 29. 5 July 2013 LASI-Madrid 29 Thanks for your attention! Questions?
  • 30. Learning Analytics support for Just-in-time Teaching Raquel M. Crespo Universidad Carlos III de Madrid (Spain) <rcrespo@it.uc3m.es> #lasi #emadridnet 5 July 2013 30LASI-Madrid