HK EXPERIENCE
Applying Learning Analytics to Understand Learning in Action
1
Two studies
• Study 1:
– Visualizing students’ engagement in secondary
school independent enquiry study (IES)
• Study 2:
–...
Both Under Development
• Study 1:
– Year long activities, e.g. IES – Independent
Enquiry Study
• Individual students
• The...
Visualizing students’ engagement in secondary
school independent enquiry study (IES)
Study 1
LMS Platform: iLAP (Moodle)
Investigating primary school students’ learning
outcome in life-value education
Study 2
Background
• One of ASTRI-CITE-IOE London’s project
schools
• 5 classes of Grade 5 General Studies
• 5 different teachers
...
Primary 5 General Studies
‘Positive Life’
• Goals of the unit: help students to…
– Adopt positive attitude in the face of ...
Shared LD ‘Positive Life’: 1st Lesson
• Teacher asks students to share their unhappy
matters and discuss how we face our u...
Shared LD ‘Positive Life’: 2ndLesson
• Teacher discusses how Ar Yuen overcome his difficulties
finally with students in or...
Research Questions
• Are there variations in implementations of the
shared plan between the 5 classes?
• Are there quantit...
Design & Subjects
• Comparison of the implementation of the
shared learning design by 5 teachers
• The shared learning des...
Data collected
• The shared Learning Design
• Transcript of co-planning meeting
• Transcripts of all the actual classes
• ...
Students’ academic background:
GS Scores
14
LEARNING OUTCOME
15
Analyzing Learning Outcome
• Students’ reflections in OUBlog entries, 3 levels:
1. List of ideas learned
– “ 我學到積極面對人生和永不放...
Analyzing Learning outcome
0
5
10
15
20
5A 5C 5D 5E
Levels of reflection in blog entries at end of learning activity
Level...
Num of forum posts by students
18
Types of posts in forum by students
Simple Agree Question
Simple Disagree Explanation
Feeling Personal Judgment
Non-task S...
Simple Agree, Simple Disagree,
Feeling, Non-task
Simple Agree • “同意”
• “很好你說出了他的事情”
Simple Disagree • “不對”
• “我沒有這些問題出現。”
...
Question, Explanation
Question
• “也沒有做甚麼事,別人為甚麼要傷害
他呢???”
• “what mean”
Explanation
• “阿源受到了很大的挫折由於他的成
績不好,控制不了自己的情緒,情緒變
化...
Personal Judgment, Suggestion
Personal Judgment
• “逃避,永遠都無解決既方法!他應該積
極面對”
• “他不應該逃避問題!”
• “逃避是沒有用的應該要積極”
Suggestion
• “ 協助...
Types of forum posts contributed by students
in lesson 1
feeling, 95
feeling, 68
26
14
13
simple agree, 36
19
6
21
5
15
ex...
WrapUp TLAs 1.5 & 2.3 : Quality of group wikis
28
10
25
28
17
9 10
22
20
9
0
5
10
15
20
25
30
5A 5B 5C 5D 5E
Number of ide...
A short summary of learning outcome
from iLAP data
• SNA: Suggest different interactions among students
and teacher facili...
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Applying Learning Analytics to Understand Learning in Action - HK Experience

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Applying Learning Analytics to Understand Learning in Action - HK Experience

  1. 1. HK EXPERIENCE Applying Learning Analytics to Understand Learning in Action 1
  2. 2. Two studies • Study 1: – Visualizing students’ engagement in secondary school independent enquiry study (IES) • Study 2: – Investigating primary school students’ learning outcome in life-value education
  3. 3. Both Under Development • Study 1: – Year long activities, e.g. IES – Independent Enquiry Study • Individual students • The same process • Comparable participation • Study 2: – Topic module base activities, e.g. online discussion • Collaborative • Unequal participation – quantity and quality
  4. 4. Visualizing students’ engagement in secondary school independent enquiry study (IES) Study 1
  5. 5. LMS Platform: iLAP (Moodle)
  6. 6. Investigating primary school students’ learning outcome in life-value education Study 2
  7. 7. Background • One of ASTRI-CITE-IOE London’s project schools • 5 classes of Grade 5 General Studies • 5 different teachers • One shared LD developed through co-planning with CITE team 7
  8. 8. Primary 5 General Studies ‘Positive Life’ • Goals of the unit: help students to… – Adopt positive attitude in the face of pressure and failures – Set up achievable life goals, and plans to achieve these goals – Offer assistance to people in need, adopt positive attitude towards life issues • Duration: Two 80 mins long lessons • Pedagogical Pattern: Contrasting Cases 8
  9. 9. Shared LD ‘Positive Life’: 1st Lesson • Teacher asks students to share their unhappy matters and discuss how we face our unhappiness.1.1 Investigate • Teacher plays the video clip of a hidden youth, Ar Yuen. 1.2 Read Watch Listen • Students share their feelings after watching the video clip and discuss why Ar Yuen was isolated.1.3 Discuss • Students vote for their most concerned life problems. • Teacher understands students’ main problems and discuss how can students tackle the problems 1.4 Investigate • Students share their own concerned problems and how they tackle the problems.1.5 Produce TLAs Extracted Pattern 9
  10. 10. Shared LD ‘Positive Life’: 2ndLesson • Teacher discusses how Ar Yuen overcome his difficulties finally with students in order to let students know they can do it as well. 2.1 Investigate • Teacher plays the video clip of a “Regeneration warrior”, Siu Kwok Wah . 2.2 Read Watch Listen • Each group chooses a regeneration warrior to study and analyze what difficulties they have and how they tackle the difficulties. 2.3 Collaborate • Teacher choose one or two groups of students to present their works.2.4 Produce • Students assesses other groups’ works on the basis of rubrics.2.5 Practice TLAs Extracted Pattern 10
  11. 11. Research Questions • Are there variations in implementations of the shared plan between the 5 classes? • Are there quantitative and qualitative differences in the outcome and process of the learning module between classes? • To what extent would the variations in LD and differences in outcome be the result of TPC knowledge and skills of the teachers? 11
  12. 12. Design & Subjects • Comparison of the implementation of the shared learning design by 5 teachers • The shared learning design was produced by teacher of 5D • 2nd year for teachers and students to use ICT in GS class 12
  13. 13. Data collected • The shared Learning Design • Transcript of co-planning meeting • Transcripts of all the actual classes • Student’s academic background • Learning process (Quantitative & Qualitative) – Forum – Wiki • Learning outcome (Quantitative & Qualitative) – Blog Entries • Post activity teachers and students interviews 13
  14. 14. Students’ academic background: GS Scores 14
  15. 15. LEARNING OUTCOME 15
  16. 16. Analyzing Learning Outcome • Students’ reflections in OUBlog entries, 3 levels: 1. List of ideas learned – “ 我學到積極面對人生和永不放棄” 2. Be able to relate personal reflections with “Choice” under difficult situations: – “我學到:當我們遇到困難時,我們不要退縮,應該積極和勇敢地 面對困難。” – “學會了只要不放棄,不氣餒,用另一度去想、努力追求夢想, 最後 也能達到終點。” – “在這個課題,我學到只要遇到困難時,勇敢地面對,不要逃避,保持堅 毅的精神,就可以跨過困難.” 3. Be able to show genuine emotional connections with the topic – “我現在有了手和腳但是我現在遇到挫折都己經想放棄了你沒有了 一隻手和一隻腳但是你都己經可以做很多功作例如有煮東西、架 衣服。鄧英蘭有了一隻手和一隻腳但是她可以做了那麼多的工作 所以我要向她學習,我要向她學習的是堅強和不放棄。” 16
  17. 17. Analyzing Learning outcome 0 5 10 15 20 5A 5C 5D 5E Levels of reflection in blog entries at end of learning activity Level 1 Level 2 Level 3 17
  18. 18. Num of forum posts by students 18
  19. 19. Types of posts in forum by students Simple Agree Question Simple Disagree Explanation Feeling Personal Judgment Non-task Suggestion Coding Scheme 19
  20. 20. Simple Agree, Simple Disagree, Feeling, Non-task Simple Agree • “同意” • “很好你說出了他的事情” Simple Disagree • “不對” • “我沒有這些問題出現。” Feeling • “他很消極,很不想上街。” • “很慘!“ Non-task • “有沒人” • “吃LA” 20
  21. 21. Question, Explanation Question • “也沒有做甚麼事,別人為甚麼要傷害 他呢???” • “what mean” Explanation • “阿源受到了很大的挫折由於他的成 績不好,控制不了自己的情緒,情緒變 化很大. 從家庭的角度思考,他不服從 父母的意見.” • “隱蔽一般是指拒絕社交、參與社會 的心理狀態。日本國立精神神經中 心定義為「由於各種因素,參與社 會活動的機會減少,長期未就學或 工作接觸自家以外的生活空間之狀 態。」” • "因為他考試不好” 21
  22. 22. Personal Judgment, Suggestion Personal Judgment • “逃避,永遠都無解決既方法!他應該積 極面對” • “他不應該逃避問題!” • “逃避是沒有用的應該要積極” Suggestion • “ 協助「隱蔽」者「現身」建議方法: 1. 建立安全感,不要強逼青年,讓青 年感到有人陪伴。2. 肯定青年個人強 項,推使重拾自信心及建立成功感。3. 讓青年在安全環境下逐步作出改變。4. 協助建立支援網絡,包括家庭、朋友 等。5. 鼓勵嘗試參與、燃點希望,擴 闊生命視野。6. 提供外界資訊,引發 好奇心。7. 協助青年規劃前路,認清 個人發展方向,提升改變能量。8. 提 供多元化的出路及充分的發展機會。 總協調主任應鳳秀表示︰「要有效協 助隱蔽青年,主要是不要將他們以問 題化的角度去處理,以致急於把他們 拉出社會工” • “他可以製作一些娱樂” 22
  23. 23. Types of forum posts contributed by students in lesson 1 feeling, 95 feeling, 68 26 14 13 simple agree, 36 19 6 21 5 15 explanation, 36 question, 25 5 3 5 2 0 20 40 60 80 100 120 140 160 180 200 5E 5C 5D 5A 5B L1 forums topics: Hidden youth 隱蔽青年 feeling simple agree simple disagree explanation question personal judgement suggestion 23
  24. 24. WrapUp TLAs 1.5 & 2.3 : Quality of group wikis 28 10 25 28 17 9 10 22 20 9 0 5 10 15 20 25 30 5A 5B 5C 5D 5E Number of ideas written by students in group Wiki L1 Wiki 如何解決 L2 Wiki 再生勇士 24
  25. 25. A short summary of learning outcome from iLAP data • SNA: Suggest different interactions among students and teacher facilitations in the discourse of the forums • Quantitative and qualitative differences in forum posts: Suggest different approaches in introducing and guiding discussions in the forum • Num of Wiki edits: Differences in students’ efforts • Num of ideas in Wiki: Quality of students’ group reflections 25

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