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What’s going on with
engagement in online
initial teacher education?
Who? Why? What? How?
Early insights?
9 teacher educators
Prof. Peter Albion
Assoc Prof Robyn Henderson
Dr Lindy Abawi
Dr Stewart Riddle
Dr Petrea Redmond
Dr Je...
USQ QILT Results
Critiques of initial teacher education
Research outputs
Improve L&T
https://www.education.gov.au/upholding-quality-quality-indicators-learning-and-teaching
http://www.qilt.edu.au
~20%
online/distance learning programs…
have not yet been able to provide high
levels of interpersonal interaction
between lect...
in traditional learning settings, instructors
can easily gain insight into the way
students work and learn.
In LMS..it is ...
What’s going on with
engagement in online
initial teacher education?
Who? Why? What? How?
Early insights?
Click/grade
Time/grade
“Rossi” data
sets
Network &
paths
Content &
sentiment
analysis
Learning
design
Course
specific
Deve...
Click/grade
Time/grade
“Rossi” data
sets
Network &
paths
Content &
sentiment
analysis
Learning
design
Course
specific
perc...
Click/grade
Time/grade
“Rossi” data
sets
Network &
paths
Content &
sentiment
analysis
Learning
design
Course
specific
a mo...
Click/grade
Time/grade
“Rossi” data
sets
Network &
paths
Content &
sentiment
analysis
Learning
design
Course
specific
..da...
Click/grade
Time/grade
“Rossi” data
sets
Network &
paths
Content &
sentiment
analysis
Learning
design
Course
specific
..th...
What’s going on with
engagement in online
initial teacher education?
Who? Why? What? How?
Early insights?
Misc USQ data sources
Kludged into something useful
Converted into analytics
on a web server
Viewed by participants
Reflection shared on blog etc.
Outputs generated
What’s going on with
engagement in online
initial teacher education?
Who? Why? What? How?
Early insights?
Interesting differences
NeCTAR is good
USQ has work to do
0
500
1000
1500
2000
2500
3000
HD A B C F
Clicks/student by grade
# of staff clicks in course site
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
% staff forum posts containing links
Kludged into something useful
USQ has work to do
Silos
Limited infrastructure
Individual system owners
Inconsistent data
L...
Arnott, D., & Pervan, G. (2005). A critical analysis of decision support systems research.
Journal of Information Technolo...
Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2015). Learning analytics should not promote
one size fits all: The ef...
Slide 1, 9, 15, 25: "Student Engagement" by John T. Spencer available at
http://flickr.com/photos/JohnT.Spencer/8777897662...
Slide 20: "Half-price tuition." by hwanation available at http://flickr.com/photos/hwanation/7313715354
under Attribution ...
What's going on with engagement in online ITE?
What's going on with engagement in online ITE?
What's going on with engagement in online ITE?
What's going on with engagement in online ITE?
What's going on with engagement in online ITE?
What's going on with engagement in online ITE?
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What's going on with engagement in online ITE?

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Presentation to USQ learning analytics working group

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What's going on with engagement in online ITE?

  1. 1. What’s going on with engagement in online initial teacher education? Who? Why? What? How? Early insights?
  2. 2. 9 teacher educators Prof. Peter Albion Assoc Prof Robyn Henderson Dr Lindy Abawi Dr Stewart Riddle Dr Petrea Redmond Dr Jenny Donovan Dr Alice Brown Ms Amanda Heffernan Dr David Jones
  3. 3. USQ QILT Results Critiques of initial teacher education Research outputs Improve L&T
  4. 4. https://www.education.gov.au/upholding-quality-quality-indicators-learning-and-teaching http://www.qilt.edu.au
  5. 5. ~20%
  6. 6. online/distance learning programs… have not yet been able to provide high levels of interpersonal interaction between lecturers and students, and students and their peers All providers are exploring additional opportunities for…interaction seen by many as critical to quality teacher preparation. http://www.nswteachers.nsw.edu.au/DownloadDocument.ashx?DocumentID=1240 pp. 5-6
  7. 7. in traditional learning settings, instructors can easily gain insight into the way students work and learn. In LMS..it is more difficult for teachers to understand how the students behave and learn in the system (Graf & Liu, 2009), and compared to other systems that structure interactions, these environments provide data on the interaction at a very low level. ..it is necessary to search for empirical methods to better observe patterns in the online environment(Cerezo et al, 2016, p. 43)
  8. 8. What’s going on with engagement in online initial teacher education? Who? Why? What? How? Early insights?
  9. 9. Click/grade Time/grade “Rossi” data sets Network & paths Content & sentiment analysis Learning design Course specific Develop analytics What is revealed? What questions? Student engagement? What is needed? Analytics? Show participants
  10. 10. Click/grade Time/grade “Rossi” data sets Network & paths Content & sentiment analysis Learning design Course specific perceived usefulness was the most influential factor on instructors’ intention and their actual use of the systems (Motaghian et al, 2013, p. 158) ..currently available research tools do not yet answer many questions of teachers…..causes for these shortcomings are insufficient involvement of teachers in the design and development of indicators.. (Dyckhoff et al., 2013, p. 227)
  11. 11. Click/grade Time/grade “Rossi” data sets Network & paths Content & sentiment analysis Learning design Course specific a more widespread problem in the field of learning analytics: that it is being led by data and not pedagogy (Ellis, 2013, p. 663) The risk is that research and development focuses on the data which is simplest to log computationally, perpetuating the dominant pedagogies and learning outcomes from an industrial era (Buckingham-Shum, 2012, p. 8)
  12. 12. Click/grade Time/grade “Rossi” data sets Network & paths Content & sentiment analysis Learning design Course specific ..data warehouse development is dominated by central IT departments that have little experience with decision support. A common theme…is the rediscovery of fundamental DSS principles like evolutionary development. development processes are not implemented in a linear or even in a parallel fashion, but in continuous action cycles that involve significant user participation. (Arnot & Pervan, 2005)
  13. 13. Click/grade Time/grade “Rossi” data sets Network & paths Content & sentiment analysis Learning design Course specific ..the challenge posed by learning analytics is interpreting the resulting data against pedagogical intent and the local context to evaluate the success or otherwise (Lockyer et al., 2013, p. 1440) Technology use within individual courses also needs to be accounted for prior to making generalizations at a disciplinary level. (Gašević et al., 2015, p. 82) fundamental premise…teachers’ pedagogical intent… drives the framing of the analytics that are presented (Corrin et al., 2015, p. 57)
  14. 14. What’s going on with engagement in online initial teacher education? Who? Why? What? How? Early insights?
  15. 15. Misc USQ data sources
  16. 16. Kludged into something useful
  17. 17. Converted into analytics on a web server
  18. 18. Viewed by participants
  19. 19. Reflection shared on blog etc.
  20. 20. Outputs generated
  21. 21. What’s going on with engagement in online initial teacher education? Who? Why? What? How? Early insights?
  22. 22. Interesting differences NeCTAR is good USQ has work to do
  23. 23. 0 500 1000 1500 2000 2500 3000 HD A B C F Clicks/student by grade
  24. 24. # of staff clicks in course site 0 5000 10000 15000 20000 25000 30000 35000 40000 45000 50000
  25. 25. 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% % staff forum posts containing links
  26. 26. Kludged into something useful USQ has work to do Silos Limited infrastructure Individual system owners Inconsistent data Lack clarity around privacy/policy
  27. 27. Arnott, D., & Pervan, G. (2005). A critical analysis of decision support systems research. Journal of Information Technology, 20(2), 67–87. doi:10.1057/palgrave.jit.2000035 Buckingham Shum, S. (2012). Learning Analytics. Moscow. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214711.pdf Cerezo, R., Sánchez-Santillán, M., Paule-Ruiz, M. P., & Núñez, J. C. (2016). Students´ LMS interaction patterns and their relationship with achievement: A case study in higher education. Computers & Education, 96, 42–54. doi:10.1016/j.compedu.2016.02.006 Corrin, L., Kennedy, G., Barba, P. De, Williams, D., Lockyer, L., Dawson, S., & Copeland, S. (2015). Loop : A learning analytics tool to provide teachers with useful data visualisations. In T. Reiners, B. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 (pp. 57–61). Perth, Western Australia. Dyckhoff, a. L., Lukarov, V., Muslim, A., Chatti, M. a., & Schroeder, U. (2013). Supporting action research with learning analytics. In Proceedings of the Third International Conference on Learning Analytics and Knowledge - LAK ’13 (pp. 220–229). New York, New York, USA: ACM Press. doi:10.1145/2460296.2460340 Ellis, C. (2013). Broadening the scope and increasing the usefulness of learning analytics: The case for assessment analytics. British Journal of Educational Technology, 44(4), 662–664. doi:10.1111/bjet.12028 References
  28. 28. Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2015). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicating learning success. The Internet and Higher Education, 28, 68–84. doi:doi:10.1016/j.iheduc.2015.10.002 Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing Pedagogical Action: Aligning Learning Analytics With Learning Design. American Behavioral Scientist, 57(10), 1439–1459. doi:10.1177/0002764213479367 Motaghian, H., Hassanzadeh, A., & Moghadam, D. K. (2013). Factors affecting university instructors’ adoption of web-based learning systems: Case study of Iran. Computers & Education, 61, 158–167. doi:10.1016/j.compedu.2012.09.016
  29. 29. Slide 1, 9, 15, 25: "Student Engagement" by John T. Spencer available at http://flickr.com/photos/JohnT.Spencer/8777897662 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 2: "Tardis" by eldeeem available at http://flickr.com/photos/eldeeem/8762291570 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 3: "Why, Arizona (2)" by Ken Lund available at http://flickr.com/photos/KenLund/4410287352 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 6: "Quality Bullshit" by Doug Beckers available at http://flickr.com/photos/DougBeckers/3478034698 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 8: "dark" by Petras Gagilas available at http://flickr.com/photos/gagilas/3226797580 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 18: "Here" by Nicole de Beaufort available at http://flickr.com/photos/NicoledeB/4131262328 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Images
  30. 30. Slide 20: "Half-price tuition." by hwanation available at http://flickr.com/photos/hwanation/7313715354 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 26: "Insight" by Richard Janda available at http://flickr.com/photos/RichardJanda/15339249323 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 27, 28, 29: "Diversity" by Stefani available at http://flickr.com/photos/BlueYonder/2339469596 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 32: "Questions?" by Marcus Ramberg available at http://flickr.com/photos/MarcusRamberg/185508448 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Images

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