The feedback loop revisited                     Israel Gutiérrez             Universidad Carlos III de Madrid
Context      photo: uc3mcom at flickr
ContextLab session practices in computer rooms                          photo: uc3mcom at flickr
Context   Lab session practices in computer roomsActive learning activities: guided and open ended                        ...
Scenario      photo: candicejeanl at flickr
ScenarioMultimedia Applications (AMM)                   photo: candicejeanl at flickr
Scenario  Multimedia Applications (AMM)Lab sessions are 50% of the lectures                       photo: candicejeanl at fl...
Scenario   Multimedia Applications (AMM) Lab sessions are 50% of the lecturesWork in pairs and in a proposed practice     ...
Problems      photo: berkeleylab at flickr
ProblemsFeedback to students: effective but inefficient                             photo: berkeleylab at flickr
ProblemsFeedback to students: effective but inefficient  Issues in the orchestration of the session                        ...
Problems           photo: hackny at flickr
ProblemsFeedback to the class: efficient but ineffective                                 photo: hackny at flickr
ProblemsFeedback to the class: efficient but ineffective           Students engagement                                 phot...
Possible solutions
Possible solutionsUse a backchannel chat to improve communication
Possible solutions Use a backchannel chat to improve communication Conole G., and Alevizou P (2010) “A literature review o...
Possible solutions Use a backchannel chat to improve communication Conole G., and Alevizou P (2010) “A literature review o...
Possible solutions
Possible solutionsImprove orchestration at enactment by means of      lanterns for distributed awareness
Possible solutions   Improve orchestration at enactment by means of         lanterns for distributed awareness Alavi, H. S...
!"                   Possible solutions        Paulo Blikstein"                                                           ...
!"                   Possible solutions        Paulo Blikstein"                 Learning analytics for assessment         ...
!"                      Possible solutions         Paulo Blikstein"                   Learning analytics for assessment   ...
Our solution              Impact for   Impact forMeasures               students     teachers
Our solutionOne-way websocket notifications                      Impact for   Impact for    Measures                       ...
Our solutionOne-way websocket notifications   Improve attention and effectiveness of general feedback                      ...
Our solutionOne-way websocket notifications   Improve attention and effectiveness of general feedbackRecord student interac...
Our solutionOne-way websocket notifications   Improve attention and effectiveness of general feedbackRecord student interac...
Our solutionOne-way websocket notifications    Improve attention and effectiveness of general feedbackRecord student intera...
Our solutionOne-way websocket notifications    Improve attention and effectiveness of general feedbackRecord student intera...
Our solutionOne-way websocket notifications    Improve attention and effectiveness of general feedbackRecord student intera...
Our solutionOne-way websocket notifications    Improve attention and effectiveness of general feedbackclassONRecord student...
classON
classONaCtive Learning ASSessmentOrchestration & Notifications
classON     aCtive Learning ASSessment     Orchestration & NotificationsEnactment phase: on class
classON     aCtive Learning ASSessment     Orchestration & NotificationsEnactment phase: on class       Activate the class:...
classON     aCtive Learning ASSessment     Orchestration & NotificationsEnactment phase: on class       Activate the class:...
classON
classON Formativeassessment and quick  feedback
classON Formative               HTML5 &assessment                  web and quick              technologies  feedback
classON Formative               HTML5 &       Attention &assessment                  web        notification and quick     ...
classON Formative               HTML5 &       Attention &assessment                  web        notification and quick     ...
classON Formative               HTML5 &        Attention &assessment                  web         notification and quick   ...
classON Formative               HTML5 &        Attention &assessment                  web         notification and quick   ...
Formative assessment and        feedback
Formative assessment and        feedbackQuick &efficient
Formative assessment and        feedback                     21st                    Century                     skillsQui...
HTML5 & web technologies
HTML5 & web technologies• Web notifications for forefront messages
HTML5 & web technologies• Web notifications for forefront messages• Web sockets for fast/real-time  communication (datavis ...
HTML5 & web technologies• Web notifications for forefront messages• Web sockets for fast/real-time  communication (datavis ...
HTML5 & web technologies• Web notifications for forefront messages• Web sockets for fast/real-time  communication (datavis ...
Attention & notification system
Attention & notification system• Web notifications in order to make info  available without changing attention  (supported b...
Attention & notification system• Web notifications in order to make info  available without changing attention  (supported b...
Attention & notification system• Web notifications in order to make info  available without changing attention  (supported b...
Experience
Experience• AMM 2011
Experience• AMM 2011• 2 sessions
Experience• AMM 2011• 2 sessions• Increasing  complexity
Experience• AMM 2011• 2 sessions• Increasing  complexity• Increasing  interest
Experience• AMM 2011• 2 sessions• Increasing  complexity• Increasing  interest
Future works
Future works• Attention improvement delaying  notification delivery
Future works• Attention improvement delaying  notification delivery• Intelligent Tutoring System based on  common problems ...
Future works• Attention improvement delaying  notification delivery• Intelligent Tutoring System based on  common problems ...
Keywords of the ECTEL’11      short paper
Learning analytics
Learning analyticsLearning analytics is the measurement, collection,analysis and reporting of data about learners andtheir...
What toinstrumentalize?
What to      instrumentalize?• Lab session wording containing event  collection in JavaScript
What to      instrumentalize?• Lab session wording containing event  collection in JavaScript• Login info from LMS in orde...
Event collection   interface                   !
Event collection          interface                                    !  Buttons to start, finalize andindicate a problem ...
Event collection          interface                                                !  Buttons to start, finalize and     To...
Recorded Events
Recorded Events• Access to the wording
Recorded Events• Access to the wording• Start working on a section
Recorded Events• Access to the wording• Start working on a section• Finish working in a section
Recorded Events• Access to the wording• Start working on a section• Finish working in a section• I have a problem / I solv...
Recorded Events• Access to the wording• Start working on a section• Finish working in a section• I have a problem / I solv...
Recorded Events        • Access to the wording        • Start working on a section        • Finish working in a section   ...
Contextual data• Physical distribution of the labs
Contextual data• Physical distribution of the labs                                      !
Orchestrating learning at      enactment
Orchestrating learning at           enactmentThe metaphor of “orchestrating learning” hasbeen frequently used to address t...
Teacher interface                    !
Teacher information
Teacher information• Progress
Teacher information• Progress• Stuck in a problem
Teacher information• Progress• Stuck in a problem• Slow progress
Teacher information• Progress• Stuck in a problem• Slow progress• Consumed tutoring time
Teacher information• Progress• Stuck in a problem• Slow progress• Consumed tutoring time• Teacher location
Teacher information• Progress• Stuck in a problem• Slow progress• Consumed tutoring time• Teacher location• Next step
Teacher information• Progress           3• Stuck in a problem• Slow progress• Consumed tutoring time• Teacher location• Ne...
Teacher information• Progress           3• Stuck in a problem       3• Slow progress• Consumed tutoring time• Teacher loca...
Teacher information• Progress           3• Stuck in a problem       3• Slow progress• Consumed tutoring time• Teacher loca...
Teacher information• Progress           3• Stuck in a problem       3• Slow progress• Consumed tutoring time   2’• Teacher...
Teacher information• Progress           3• Stuck in a problem       3• Slow progress• Consumed tutoring time   2’• Teacher...
Teacher information• Progress           3• Stuck in a problem       3• Slow progress• Consumed tutoring time   2’• Teacher...
Teacher interface                    !
Workflow
Workflow• Use classON app to monitor student  problems and state in real time
Workflow• Use classON app to monitor student  problems and state in real time• In a normal situation teacher decides to
Workflow• Use classON app to monitor student  problems and state in real time• In a normal situation teacher decides to • D...
Workflow• Use classON app to monitor student  problems and state in real time• In a normal situation teacher decides to • D...
Workflow• Use classON app to monitor student  problems and state in real time• In a normal situation teacher decides to • D...
Data visualization
Data visualizationInformation visualization is the interdisciplinarystudy of the visual representation of large-scale coll...
IntelligenceAmplification(W. Ross Ashby, 1956)                 Visualization               Amplifies Cognition              ...
IntelligenceAmplification(W. Ross Ashby, 1956)                         rs !                      h e                   a c ...
Critiques to datavis
Critiques to datavis• Lack of usability and usefulness
Critiques to datavis• Lack of usability and usefulness• Not created for the average people
Critiques to datavis• Lack of usability and usefulness• Not created for the average people• Noise
Datavis for students
Datavis for students• Aesthetically attractive
Datavis for students• Aesthetically attractive• Fluent (straightforward and simple  interaction)
Datavis for students• Aesthetically attractive• Fluent (straightforward and simple  interaction)• Make them reflect (in and...
Datavis for students• Aesthetically attractive• Fluent (straightforward and simple  interaction)• Make them reflect (in and...
Datavis for students• Aesthetically attractive• Fluent (straightforward and simple  interaction)• Make them reflect (in and...
Summing up: classONOne-way websocket notifications  Improve attention and effectiveness of general feedbackRecord student i...
Next steps
Next steps• Define datavis for teachers’ and students’  interactions
Next steps• Define datavis for teachers’ and students’  interactions• Development of a classON prototype
Next steps• Define datavis for teachers’ and students’  interactions• Development of a classON prototype • Save events for ...
Next steps• Define datavis for teachers’ and students’  interactions• Development of a classON prototype • Save events for ...
Evaluation
Evaluation• AMM 2012
Evaluation• AMM 2012• Control and experiment groups OR  competition between groups
Evaluation• AMM 2012• Control and experiment groups OR  competition between groups• How can we measure engagement
Evaluation• AMM 2012• Control and experiment groups OR  competition between groups• How can we measure engagement • Qualit...
Thank you very much!    Any questions?
The feedback loop revisited
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The feedback loop revisited

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  • Literature review and then found an article about experiences of using a chat tool in the classroom\n
  • Literature review and then found an article about experiences of using a chat tool in the classroom\n
  • Literature review and then found an article about experiences of using a chat tool in the classroom\n
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  • Assessing student learning in unscripted, open-ended environments.\n\n
  • Assessing student learning in unscripted, open-ended environments.\n\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
  • Record student interaction and use learning analytics to provide teacher with infovis:\nTo better orchestrate the session in enactment: provide feedback in an efficient way\nTo better understand what happened in the session: summative component and improvement of the following sessions\nRecord student interaction and use learning analytics to provide students with infovis:\n To engage them in the sessions\n To make them reflect about the session, knowledge awareness, and the next step they should take (reaction)\n Use other engagement artifacts: badges, etc.\n
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  • E.g., publish datavis every week at a certain time\n
  • E.g., publish datavis every week at a certain time\n
  • E.g., publish datavis every week at a certain time\n
  • E.g., publish datavis every week at a certain time\n
  • E.g., publish datavis every week at a certain time\n
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  • The feedback loop revisited

    1. 1. The feedback loop revisited Israel Gutiérrez Universidad Carlos III de Madrid
    2. 2. Context photo: uc3mcom at flickr
    3. 3. ContextLab session practices in computer rooms photo: uc3mcom at flickr
    4. 4. Context Lab session practices in computer roomsActive learning activities: guided and open ended photo: uc3mcom at flickr
    5. 5. Scenario photo: candicejeanl at flickr
    6. 6. ScenarioMultimedia Applications (AMM) photo: candicejeanl at flickr
    7. 7. Scenario Multimedia Applications (AMM)Lab sessions are 50% of the lectures photo: candicejeanl at flickr
    8. 8. Scenario Multimedia Applications (AMM) Lab sessions are 50% of the lecturesWork in pairs and in a proposed practice photo: candicejeanl at flickr
    9. 9. Problems photo: berkeleylab at flickr
    10. 10. ProblemsFeedback to students: effective but inefficient photo: berkeleylab at flickr
    11. 11. ProblemsFeedback to students: effective but inefficient Issues in the orchestration of the session photo: berkeleylab at flickr
    12. 12. Problems photo: hackny at flickr
    13. 13. ProblemsFeedback to the class: efficient but ineffective photo: hackny at flickr
    14. 14. ProblemsFeedback to the class: efficient but ineffective Students engagement photo: hackny at flickr
    15. 15. Possible solutions
    16. 16. Possible solutionsUse a backchannel chat to improve communication
    17. 17. Possible solutions Use a backchannel chat to improve communication Conole G., and Alevizou P (2010) “A literature review of the use of Web 2.0 tools in HigherEducation”. A report commissioned by the Higher Education Academy.
    18. 18. Possible solutions Use a backchannel chat to improve communication Conole G., and Alevizou P (2010) “A literature review of the use of Web 2.0 tools in HigherEducation”. A report commissioned by the Higher Education Academy. Yardi, S. “Whispers in the Classroom." Digital Youth, Innovation, and the Unexpected. Edited byTara McPherson. The John D. and Catherine T. MacArthur Foundation Series on Digital Media andLearning. Cambridge, MA: The MIT Press, 2008. 143–164.
    19. 19. Possible solutions
    20. 20. Possible solutionsImprove orchestration at enactment by means of lanterns for distributed awareness
    21. 21. Possible solutions Improve orchestration at enactment by means of lanterns for distributed awareness Alavi, 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 onTechnology Enhanced Learning (pp. 211-225). Springer.
    22. 22. !" Possible solutions Paulo Blikstein" ! #$%&(")*"+,("-./("012$%15.6"7,$8,"1==.74"(4(18,(4"5."%."<18?"19/"@.5,"$9"5$; 2 1 ( 1 ;("518?$9%"
    23. 23. !" Possible solutions Paulo Blikstein" Learning analytics for assessment ! #$%&(")*"+,("-./("012$%15.6"7,$8,"1==.74"(4(18,(4"5."%."<18?"19/"@.5,"$9"5$; 2 1 ( 1 ;("518?$9%"
    24. 24. !" Possible solutions Paulo Blikstein" Learning analytics for assessment ! #$%&(")* P. (2011). Using learning analytics to assess students ’ behavior in open ‐ ended programming Blikstein, "+,("-./("012$%15.6"7,$8,"1==.74"(4(18,(4"5."%."<18?"19/"@.5,"$9"5$; 2 1 ( 1 ;("518?$9%" tasks. Proceedings of the 1st International Conference on Learning Analytics and Knowledge 2011
    25. 25. Our solution Impact for Impact forMeasures students teachers
    26. 26. Our solutionOne-way websocket notifications Impact for Impact for Measures students teachers
    27. 27. Our solutionOne-way websocket notifications Improve attention and effectiveness of general feedback Impact for Impact for Measures students teachers
    28. 28. Our solutionOne-way websocket notifications Improve attention and effectiveness of general feedbackRecord student interactions and use learning analytics Impact for Impact for Measures students teachers
    29. 29. Our solutionOne-way websocket notifications Improve attention and effectiveness of general feedbackRecord student interactions and use learning analytics Improve orchestration in enactment and provision of efficient feedback Impact for Impact for Measures students teachers
    30. 30. Our solutionOne-way websocket notifications Improve attention and effectiveness of general feedbackRecord student interactions and use learning analytics Improve orchestration in enactment and provision of efficient feedback Improve orchestration design for the following session and acquiring evidences for summative assessment Impact for Impact for Measures students teachers
    31. 31. Our solutionOne-way websocket notifications Improve attention and effectiveness of general feedbackRecord student interactions and use learning analytics Improve orchestration in enactment and provision of efficient feedback Improve orchestration design for the following session and acquiring evidences for summative assessment Engagement in lab sessions (support of other artifacts) Impact for Impact for Measures students teachers
    32. 32. Our solutionOne-way websocket notifications Improve attention and effectiveness of general feedbackRecord student interactions and use learning analytics Improve orchestration in enactment and provision of efficient feedback Improve orchestration design for the following session and acquiring evidences for summative assessment Engagement in lab sessions (support of other artifacts) Awareness, reflection and reaction Impact for Impact for Measures students teachers
    33. 33. Our solutionOne-way websocket notifications Improve attention and effectiveness of general feedbackclassONRecord student interactions and use learning analytics Improve orchestration in enactment and provision of efficient feedback Improve orchestration design for the following session and acquiring evidences for summative assessment Engagement in lab sessions (support of other artifacts) Awareness, reflection and reaction Impact for Impact for Measures students teachers
    34. 34. classON
    35. 35. classONaCtive Learning ASSessmentOrchestration & Notifications
    36. 36. classON aCtive Learning ASSessment Orchestration & NotificationsEnactment phase: on class
    37. 37. classON aCtive Learning ASSessment Orchestration & NotificationsEnactment phase: on class Activate the class: improve orchestration
    38. 38. classON aCtive Learning ASSessment Orchestration & NotificationsEnactment phase: on class Activate the class: improve orchestration Activate the class: students’ engagement
    39. 39. classON
    40. 40. classON Formativeassessment and quick feedback
    41. 41. classON Formative HTML5 &assessment web and quick technologies feedback
    42. 42. classON Formative HTML5 & Attention &assessment web notification and quick technologies system feedback
    43. 43. classON Formative HTML5 & Attention &assessment web notification and quick technologies system feedback Learning analytics
    44. 44. classON Formative HTML5 & Attention &assessment web notification and quick technologies system feedback Orchestrating Learning learning at analytics enactment
    45. 45. classON Formative HTML5 & Attention &assessment web notification and quick technologies system feedback Orchestrating Learning Data learning at analytics visualization enactment
    46. 46. Formative assessment and feedback
    47. 47. Formative assessment and feedbackQuick &efficient
    48. 48. Formative assessment and feedback 21st Century skillsQuick &efficient
    49. 49. HTML5 & web technologies
    50. 50. HTML5 & web technologies• Web notifications for forefront messages
    51. 51. HTML5 & web technologies• Web notifications for forefront messages• Web sockets for fast/real-time communication (datavis in real time)
    52. 52. HTML5 & web technologies• Web notifications for forefront messages• Web sockets for fast/real-time communication (datavis in real time)• Key-value databases for a fast and efficient backend: MongoDB
    53. 53. HTML5 & web technologies• Web notifications for forefront messages• Web sockets for fast/real-time communication (datavis in real time)• Key-value databases for a fast and efficient backend: MongoDB• JavaScript libraries for datavis: d3, protovis...
    54. 54. Attention & notification system
    55. 55. Attention & notification system• Web notifications in order to make info available without changing attention (supported by websockets)
    56. 56. Attention & notification system• Web notifications in order to make info available without changing attention (supported by websockets)• One-click subscription to the notifications channel from the wording of the session
    57. 57. Attention & notification system• Web notifications in order to make info available without changing attention (supported by websockets)• One-click subscription to the notifications channel from the wording of the session• Simple interface for the teacher to send notifications to all the connected students
    58. 58. Experience
    59. 59. Experience• AMM 2011
    60. 60. Experience• AMM 2011• 2 sessions
    61. 61. Experience• AMM 2011• 2 sessions• Increasing complexity
    62. 62. Experience• AMM 2011• 2 sessions• Increasing complexity• Increasing interest
    63. 63. Experience• AMM 2011• 2 sessions• Increasing complexity• Increasing interest
    64. 64. Future works
    65. 65. Future works• Attention improvement delaying notification delivery
    66. 66. Future works• Attention improvement delaying notification delivery• Intelligent Tutoring System based on common problems (notifications log)
    67. 67. Future works• Attention improvement delaying notification delivery• Intelligent Tutoring System based on common problems (notifications log)• Collection of more student events and create real time visualizations
    68. 68. Keywords of the ECTEL’11 short paper
    69. 69. Learning analytics
    70. 70. Learning analyticsLearning analytics is the measurement, collection,analysis and reporting of data about learners andtheir contexts, for purposes of understanding andoptimising learning and the environments inwhich it occurs. CfP of Conference on Learning Analytics and Knowledge 2011
    71. 71. What toinstrumentalize?
    72. 72. What to instrumentalize?• Lab session wording containing event collection in JavaScript
    73. 73. What to instrumentalize?• Lab session wording containing event collection in JavaScript• Login info from LMS in order to associate events to a student id
    74. 74. Event collection interface !
    75. 75. Event collection interface ! Buttons to start, finalize andindicate a problem in an activity
    76. 76. Event collection interface ! Buttons to start, finalize and Todo listindicate a problem in an activity of tasks
    77. 77. Recorded Events
    78. 78. Recorded Events• Access to the wording
    79. 79. Recorded Events• Access to the wording• Start working on a section
    80. 80. Recorded Events• Access to the wording• Start working on a section• Finish working in a section
    81. 81. Recorded Events• Access to the wording• Start working on a section• Finish working in a section• I have a problem / I solved the problem
    82. 82. Recorded Events• Access to the wording• Start working on a section• Finish working in a section• I have a problem / I solved the problem• How the problem was solved: individual effort, peer interaction or teacher feedback
    83. 83. Recorded Events • Access to the wording • Start working on a section • Finish working in a section • I have a problem / I solved the problem • How the problem was solved: individual effort, peer interaction or teacher feedbackHow to translate that into learning outcomes achievement?
    84. 84. Contextual data• Physical distribution of the labs
    85. 85. Contextual data• Physical distribution of the labs !
    86. 86. Orchestrating learning at enactment
    87. 87. Orchestrating learning at enactmentThe metaphor of “orchestrating learning” hasbeen frequently used to address the challengesof coordinating the complexity of conductinglearning activities. Stellar D1.1
    88. 88. Teacher interface !
    89. 89. Teacher information
    90. 90. Teacher information• Progress
    91. 91. Teacher information• Progress• Stuck in a problem
    92. 92. Teacher information• Progress• Stuck in a problem• Slow progress
    93. 93. Teacher information• Progress• Stuck in a problem• Slow progress• Consumed tutoring time
    94. 94. Teacher information• Progress• Stuck in a problem• Slow progress• Consumed tutoring time• Teacher location
    95. 95. Teacher information• Progress• Stuck in a problem• Slow progress• Consumed tutoring time• Teacher location• Next step
    96. 96. Teacher information• Progress 3• Stuck in a problem• Slow progress• Consumed tutoring time• Teacher location• Next step
    97. 97. Teacher information• Progress 3• Stuck in a problem 3• Slow progress• Consumed tutoring time• Teacher location• Next step
    98. 98. Teacher information• Progress 3• Stuck in a problem 3• Slow progress• Consumed tutoring time• Teacher location• Next step
    99. 99. Teacher information• Progress 3• Stuck in a problem 3• Slow progress• Consumed tutoring time 2’• Teacher location• Next step
    100. 100. Teacher information• Progress 3• Stuck in a problem 3• Slow progress• Consumed tutoring time 2’• Teacher location• Next step
    101. 101. Teacher information• Progress 3• Stuck in a problem 3• Slow progress• Consumed tutoring time 2’• Teacher location• Next step
    102. 102. Teacher interface !
    103. 103. Workflow
    104. 104. Workflow• Use classON app to monitor student problems and state in real time
    105. 105. Workflow• Use classON app to monitor student problems and state in real time• In a normal situation teacher decides to
    106. 106. Workflow• Use classON app to monitor student problems and state in real time• In a normal situation teacher decides to • Directly help one of the teams
    107. 107. Workflow• Use classON app to monitor student problems and state in real time• In a normal situation teacher decides to • Directly help one of the teams • Make one team help another one
    108. 108. Workflow• Use classON app to monitor student problems and state in real time• In a normal situation teacher decides to • Directly help one of the teams • Make one team help another one • Send a notification (since it’s a common problem)
    109. 109. Data visualization
    110. 110. Data visualizationInformation visualization is the interdisciplinarystudy of the visual representation of large-scale collections of information. Michael Friendly (2008). "Milestones in the history of thematic cartography, statistical graphics, and data visualization"
    111. 111. IntelligenceAmplification(W. Ross Ashby, 1956) Visualization Amplifies Cognition (@infosthetics, last Monday)
    112. 112. IntelligenceAmplification(W. Ross Ashby, 1956) rs ! h e a c r te l fo Visualization o o t Amplifies Cognition A (@infosthetics, last Monday)
    113. 113. Critiques to datavis
    114. 114. Critiques to datavis• Lack of usability and usefulness
    115. 115. Critiques to datavis• Lack of usability and usefulness• Not created for the average people
    116. 116. Critiques to datavis• Lack of usability and usefulness• Not created for the average people• Noise
    117. 117. Datavis for students
    118. 118. Datavis for students• Aesthetically attractive
    119. 119. Datavis for students• Aesthetically attractive• Fluent (straightforward and simple interaction)
    120. 120. Datavis for students• Aesthetically attractive• Fluent (straightforward and simple interaction)• Make them reflect (in and out of class)
    121. 121. Datavis for students• Aesthetically attractive• Fluent (straightforward and simple interaction)• Make them reflect (in and out of class) • Awareness of their knowledge and relate it to the average
    122. 122. Datavis for students• Aesthetically attractive• Fluent (straightforward and simple interaction)• Make them reflect (in and out of class) • Awareness of their knowledge and relate it to the average • React with an designed (re)action
    123. 123. Summing up: classONOne-way websocket notifications Improve attention and effectiveness of general feedbackRecord student interactions and use learning analytics Improve orchestration in enactment and provision of efficient feedback Improve orchestration design for the following session and acquiring evidences for summative assessment Engagement in lab sessions (also other artifacts) Awareness, reflection and reaction Impact for Impact for Measures students teachers
    124. 124. Next steps
    125. 125. Next steps• Define datavis for teachers’ and students’ interactions
    126. 126. Next steps• Define datavis for teachers’ and students’ interactions• Development of a classON prototype
    127. 127. Next steps• Define datavis for teachers’ and students’ interactions• Development of a classON prototype • Save events for every interaction with the system (even events manually annotated)
    128. 128. Next steps• Define datavis for teachers’ and students’ interactions• Development of a classON prototype • Save events for every interaction with the system (even events manually annotated)• Use dataset to test the prototype
    129. 129. Evaluation
    130. 130. Evaluation• AMM 2012
    131. 131. Evaluation• AMM 2012• Control and experiment groups OR competition between groups
    132. 132. Evaluation• AMM 2012• Control and experiment groups OR competition between groups• How can we measure engagement
    133. 133. Evaluation• AMM 2012• Control and experiment groups OR competition between groups• How can we measure engagement • Qualitative feedback
    134. 134. Thank you very much! Any questions?

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