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Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
Empowering students to reflect on their activity with StepUp!
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Empowering students to reflect on their activity with StepUp!

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Presentation @ Artel - Awareness and Reflection in Technology Enhance Learning

Presentation @ Artel - Awareness and Reflection in Technology Enhance Learning

Published in: Business, Technology
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  • 1. open questions about student opinion of the course;2. questions related to their own awareness, that of their group and general activity of other groups;3. opinions about the importance of the social media used in the course;4. questions about how StepUp! supports awareness of their own activity, that of their group and other groups;5. a System Usability Scale (SUS) evaluation focused on the tool.
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    • 1. http://www.slideshare.net/jlsantosoEmpowering students to reflect on their activity with StepUp! Two case studies with engineering students José Luis Santos, KatrienVerbert, Erik Duval http://www.twitter.com/jlsantoso http://jlsantoso.blogspot.com 1
    • 2. Activities - Report on blogs - Commenting - Tweeting - Sharing read and skimmed papers - Time spent on activities 2
    • 3. ActivitiesHow can we engage Report on blogs - students onthese processes (Awareness and - Commenting - Tweeting reflection)? - Sharing read and skimmed papers - Time spent on activities What are the useful traces? 3
    • 4. Where did it come from?Santos, Jose Luis; Govaerts, Sten; Verbert, Katrien;Duval, Erik. Goal-oriented visualizations of activitytracking: a case study with engineering students,LAK12: International Conference on LearningAnalytics and Knowledge, Vancouver, Canada, 29April - 2 May 2012, ACM 4
    • 5. How do we track the data? (1) 5
    • 6. How do we track the data? (2) http://toggl.com 6
    • 7. How do we track the data? (3) http://atinyarm.appspot.com 7
    • 8. How do we track the data? (3) Tomorrow -> 11:20 Demo @MATEL workshop http://atinyarm.appspot.com 8
    • 9. 12 studentshttp://ariadne.cs.kuleuven.be/stepup/dashboardthesis.jsp 9
    • 10. 27 students http://ariadne.cs.kuleuven.be/stepup/dashboard.jsp 10
    • 11. Time of exposure Thesis case study CHI case study 1 week 6 weeks (3 months inEvaluation total) • 5 parts: 1. open questions (course) 2. questions (own awareness and others) 3. social media 4. StepUp! 5. SUS 11
    • 12. System usability scale Thesis case study: 77 points CHI case study: 84 points 12
    • 13. WHITE = thesis case study GRAY = chi case studyStrongly agree 6 5 4 3 2Stronglydisagree Q1,2,3: Are you aware how… 13
    • 14. WHITE = thesis case study GRAY = chi case studyStrongly agree 6 5 4 3 2Stronglydisagree 14
    • 15. Conclusions (II)• Awareness and reflection• Reliability on the data – Time – Social communication 15
    • 16. http://lakconference.org/Thank you! Any question?

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