Enhancing orchestration of lab sessions by means of awareness mechanisms

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Presentation of the paper "Enhancing orchestration of lab sessions by means of awareness mechanisms" about the tool class-on.org

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  • Enhancing orchestration of lab sessions by means of awareness mechanisms

    1. 1. Enhancing orchestration of lab sessions by means of awareness mechanisms Israel Gutiérrez Rojas Raquel M. Crespo García Carlos Delgado Kloos Universidad Carlos III de MadridImage from http://www.thesocialcmo.com/blog/2012/01/do-you-call-on-those-raising-their-hands/
    2. 2. Lab sessions• Face to face (f2f) activities• In the computer lab• Hands on• Teachers (or TAs) provide feedback when students find a problem
    3. 3. Similar sessions to...flipping the classroom• Lectures at home• Homework in class• We should support this new types of classes!!!
    4. 4. Problems emerging in lab sessions• Premise: • High students to teachers ratio (>20)• Problems • Questions rate > Feedback rate • Students compete for teachers’ attention • Unfairness • Teacher cannot track students’ progression
    5. 5. Awareness Literature: Lanterns• Physical devices: lantern• Distributed awareness• Used to • Indicate progress • Request feedback• Visibility problems in computer labs
    6. 6. Awareness Literature: Lanterns • Physical devices: lantern • Distributed awareness • Used to • Indicate progress • Request feedback • Visibility problems in computer labsAlavi, H. S., Dillenbourg, P., & Kaplan, F. (2009). Distributed awareness for class orchestration. Learning in the Synergy of Multiple Disciplines -- Proceedings of the 4th European Conference on Technology Enhanced Learning, {EC-TEL 2009} (pp. 211-225). Springer.
    7. 7. Awareness Literature: PLITAZ• Software teaching classes• Minimize learning progress differences• Strategies • Tutor-tutee match • Attention zone
    8. 8. Awareness Literature: PLITAZ • Software teaching classes • Minimize learning progress differences • Strategies • Tutor-tutee match • Attention zoneDong, J.-J., & Hwang, W.-Y. (2012). Study to minimize learning progress differences in software learning class using PLITAZ system. Educational Technology Research and Development, (243)
    9. 9. Measuring lab sessions problems• Definition of metrics • Waiting factor (waiting vs. tutoring time) • Order of interventions
    10. 10. Measuring lab sessions problems • Definition of metrics • Waiting factor (waiting vs. tutoring time) • Order of interventionsGutiérrez Rojas, I., Crespo García, R. (2012). Towards efficient provision of feedback in lab sessions. Proceeding of the International Conference on Advanced Learning Technologies, ICALT 2012.
    11. 11. Exploratory analysis of lab sessions• Tool that meets teaching needs in a real setting Increasing • Improves efficiency interest of formative feedback and orchestration • Students acceptance
    12. 12. Exploratory analysis of lab sessions • Tool that meets teaching needs in a real setting Increasing • Improves efficiency interest of formative feedback and orchestration • Students acceptanceGutiérrez Rojas, I., Crespo García, R., & Delgado Kloos, C. (2011). Orchestration and Feedback in LabSessions: Improvements in Quick Feedback Provision. Proceedings of the 6th European Conference ofTechnology Enhanced Learning (EC-TEL 2011), September 2011 Palermo, Italy (Vol. 6964, pp. 424-429)
    13. 13. Proposed solution(powered by Learning Analytics) Data Process / Inter- collection Analysis ventions Attach info Events from Recommend to augmented web sensors interactions physical space
    14. 14. http://www.class-on.org• Awareness tool supporting teachers• Objectives • Regulate interactions • Recommend interventions (Real Time) • Empower teacher for improving orchestration
    15. 15. BART SIMPSONLISA SIMPSON Student interface
    16. 16. BUSY2 35 2 Teacher interface
    17. 17. BUSYBART SIMPSON LISA SIMPSON Teacher interface
    18. 18. Use case• Multimedia Applications course • 5 sessions, 4 different teachers • 20-30 students per session (in dyads)• Quantitative data: collection of events (progress, questions)• Qualitative data: surveys to teachers + students
    19. 19. Evaluation results• Quantitative data: not enough improvement• Teachers perception • info in a glance • fair distribution of feedback• Students perception • more fair (time/order) • trust the help is coming
    20. 20. Orchestration aspects: 5+3 framework
    21. 21. Orchestration aspects: 5+3 frameworkPrieto, L. P., Holenko Dlab, M., Gutiérrez, I., Abdulwahed, M., & Balid, W. (2011). Orchestrating technology   enhanced learning : a literature review and a conceptual framework. IJTEL, 3(6), 583-598.
    22. 22. Contributions to orchestration (I)• Regulation / Management • Time, space• Flexibility / Intervention • Recommendation of interventions contextualized in the space
    23. 23. Contributions to orchestration (II)• Assessment • Tracking of students’ progression during the session (summative assessment)• Planning / Design • Questions + progress info to improve future enactments
    24. 24. Further Steps• Define new metrics that characterize the system• Use questions/answers information as an instrument to learning in a community• Suggest peer support interactions• Integrate formative assessment to confirm progression• New strategies for feedback dispatching• Visualization + gamification
    25. 25. Thank you very much!! Any questions? igutierrez@inv.it.uc3m.es

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