The first requirement for an online mathematics homework engine is to encourage students to practice and reinforce their mathematics skills in ways that are as good or better than traditional paper homework. The use of the computer and the internet should not limit the kind or quality of the mathematics that we teach and if possible it should expand it.
Now that much of the homework practice takes place online we have the potential of a new and much better window into how students learn mathematics but we must continue to ensure that students are studying the mathematics we want to have learned and not just mathematics that is easily gradable. Several of the open source mathematics engines that do this well are represented at this conference.
The WeBWorK mathematics rendering engine started twenty years ago as a stand alone application. Since then homework questions contributed by many, many mathematicians to the OpenProblemLibrary (OPL) have created a collection of over 30,000 Creative Commons licensed problems primarily directed toward calculus but ranging from basic algebra through matrix linear algebra.
I’ll present one of the adaptations of WeBWorK which allows it to render mathematics questions for a standard Moodle quiz in much the same way that STACK functions. Both STACK and WeBWorK vastly increase Moodle’s ability to handle mathematics. Using the Moodle quiz format will make the OPL available to many more educators and allows utilization of Moodle’s facility at collecting student data.
If there is time I’ll show a second adaptation which allows WeBWorK to serve as an assignment type within Moodle. These same mechanisms allow active WeBWorK questions to be embedded in other learning management systems, in interactive textbooks and even HTML pages. This capability fits well with an emerging trend to use smaller, more specialized, inter-operating components for online education.
CHI (Computer Human Interaction) 2019 enhancing online problems through instr...Joseph Jay Williams
Paper at CHI 2019, PDF at tiny.cc/icepdf.
Digital educational resources could enable the use of randomized
experiments to answer pedagogical questions that
instructors care about, taking academic research out of the
laboratory and into the classroom. We take an instructorcentered
approach to designing tools for experimentation that
lower the barriers for instructors to conduct experiments. We
explore this approach through DynamicProblem, a proof-ofconcept
system for experimentation on components of digital
problems, which provides interfaces for authoring of experiments
on explanations, hints, feedback messages, and learning
tips. To rapidly turn data from experiments into practical improvements,
the system uses an interpretable machine learning
algorithm to analyze students’ ratings of which conditions are
helpful, and present conditions to future students in proportion
to the evidence they are higher rated. We evaluated the system
by collaboratively deploying experiments in the courses
of three mathematics instructors. They reported benefits in
reflecting on their pedagogy, and having a new method for
improving online problems for future students.
The first requirement for an online mathematics homework engine is to encourage students to practice and reinforce their mathematics skills in ways that are as good or better than traditional paper homework. The use of the computer and the internet should not limit the kind or quality of the mathematics that we teach and if possible it should expand it.
Now that much of the homework practice takes place online we have the potential of a new and much better window into how students learn mathematics but we must continue to ensure that students are studying the mathematics we want to have learned and not just mathematics that is easily gradable. Several of the open source mathematics engines that do this well are represented at this conference.
The WeBWorK mathematics rendering engine started twenty years ago as a stand alone application. Since then homework questions contributed by many, many mathematicians to the OpenProblemLibrary (OPL) have created a collection of over 30,000 Creative Commons licensed problems primarily directed toward calculus but ranging from basic algebra through matrix linear algebra.
I’ll present one of the adaptations of WeBWorK which allows it to render mathematics questions for a standard Moodle quiz in much the same way that STACK functions. Both STACK and WeBWorK vastly increase Moodle’s ability to handle mathematics. Using the Moodle quiz format will make the OPL available to many more educators and allows utilization of Moodle’s facility at collecting student data.
If there is time I’ll show a second adaptation which allows WeBWorK to serve as an assignment type within Moodle. These same mechanisms allow active WeBWorK questions to be embedded in other learning management systems, in interactive textbooks and even HTML pages. This capability fits well with an emerging trend to use smaller, more specialized, inter-operating components for online education.
CHI (Computer Human Interaction) 2019 enhancing online problems through instr...Joseph Jay Williams
Paper at CHI 2019, PDF at tiny.cc/icepdf.
Digital educational resources could enable the use of randomized
experiments to answer pedagogical questions that
instructors care about, taking academic research out of the
laboratory and into the classroom. We take an instructorcentered
approach to designing tools for experimentation that
lower the barriers for instructors to conduct experiments. We
explore this approach through DynamicProblem, a proof-ofconcept
system for experimentation on components of digital
problems, which provides interfaces for authoring of experiments
on explanations, hints, feedback messages, and learning
tips. To rapidly turn data from experiments into practical improvements,
the system uses an interpretable machine learning
algorithm to analyze students’ ratings of which conditions are
helpful, and present conditions to future students in proportion
to the evidence they are higher rated. We evaluated the system
by collaboratively deploying experiments in the courses
of three mathematics instructors. They reported benefits in
reflecting on their pedagogy, and having a new method for
improving online problems for future students.
Classsourcing: Crowd-Based Validation of Question-Answer Learning Objects @ I...Jakub Šimko
A simple approach for assessing answer validity information from a student crowd in an online learning scenario context. Raises the questions about using of the student crowds for enhancing learning content and online student collaboration.
Presentation on Teaching Quantitative Methods using Excel workbook courseware. -- at the 25th International Conference on Technology in Collegiate Mathematics, Boston, March 21 - 24, 2013. A Pearson Education event.
Investigating learning strategies in a dispositional learning analytics conte...Bart Rienties
This study aims to contribute to recent developments in empirical studies on students’ learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3, 4, 5]. We do so in the context of an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on our previous work which showed marked differences in how students used worked examples as a learning strategy [7, 11], this study compares different profiles of learning strategies with learning approaches, learning outcomes, and learning dispositions. One of our key findings is that deep learners were less dependent on worked examples as a resource for learning, and that students who only sporadically used worked examples achieved higher test scores.
When Student Confidence Clicks - Using Student Response SystemsFabio R. Arico'
In this presentation I illustrate the methodology used to measure the relationship between student attainment, engagement, and self-efficacy beliefs through Student Response Systems.
https://sites.google.com/site/fabioarico
Learner Analytics and the “Big Data” Promise for Course & Program AssessmentJohn Whitmer, Ed.D.
Presentation delivered at the San Diego State University "One Day in May" conference on May 22, 201 by John Whitmer, Hillary Kaplowitz, and Thomas J. Norman
Universities archive massive amounts of data about students and their activities. Students also generate significant amounts of “digital exhaust” as they use academic technologies. How can faculty and administrators use automated analysis of this data to save time and conduct targeted interventions to improve student learning?
The emerging discipline of Learner Analytics conducts analysis of this data to learn about student behaviors, predict students at-risk of failure, and identify potential interventions to help those students. In this presentation, we will discuss the contours of this discipline and review the state of research conducted to date. We will then look at several examples of Learner Analytics services and hear from California State University educators who are using these tools to help their students. Finally, we will suggest some immediate ways that Analytics can be conducted at San Diego State.
Presenters:
John Whitmer, California State University, Chico
Hillary Kaplowitz, California State University, Northridge
Thomas J. Norman, CSU Dominguez Hills
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Assignment Title Conducting Primary ResearchDeveloping the ab.docxssuser562afc1
Assignment Title: Conducting Primary Research
Developing the ability to conduct primary research can be an invaluable asset to add to your business tool belt. In this assignment, you will engage in developing the following professional competencies related to marketing research:
Analyze qualitative data in decision making.
Marketing researchers conduct primary research to gain human perspective on the problem or opportunity being studied, or to identify problems or opportunities for study.
Directions for completing this assignment:
In this assignment, you will analyze the Student Computer Lab (Click Here) case study. To effectively meet the requirements of this assignment, analyze the qualitative data derived from the primary research found in the case study scenario.
To successfully complete this assignment, write a 2-3 page critical essay covering the following topics:
1. Determine overall student satisfaction with the computer lab.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for the student computer lab.
4. What do you see as the benefits and limitations of the focus group findings? Do you think the task force plan for utilizing the focus groups is appropriate?
5. What changes would you make to improve the problems or to capitalize on the opportunities identified in the primary research? Collect and describe student recommendations for improvements.
Directions for Submitting this Assignment:
Review the grading rubric below before beginning this activity. For additional help with your writing and APA citation, please visit the Kaplan University Writing Center. Compose your Assignment as a Microsoft® Word® document and save it as (Example: TAlex-MT355 Assignment-Unit5.docx). Submit your file by selecting the Unit 5: Assignment Dropbox by the end of Unit 5.
Case Scenario
Student Computer Lab
A major university served over 2,000 undergraduate and graduate students majoring in business administration. The large number of students enrolled in the Business School coupled with increasing use of computer technol- ogy by faculty and students created overwhelming demands on the Business School’s computer center. In order to respond, the Business School decided to upgrade its computer facilities.
Rod Stevenson, director of the Student Computer Center (SCC), opened a new computer lab in the fall of 2007. The new lab offered specialized software required by student courses and the latest technology in hardware and software.
Computer Lab Project
After operating for six months, Stevenson recognized some potential problems with the new computer lab. Although the number of computers had doubled, student suggestions and complaints indicated that the demand for computers at times exceeded the available resources. To address this problem, Stevenson established a task force to investigate the ...
This paper presents a model of Questions & Answers (Q&A) learning where students are the ones that ask and also answer questions, as a method to increase and reinforce knowledge.
Defining Adaptive Learning Technology: What it is, how it works, and why it’s...DreamBox Learning
As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student.
Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
Wir sind dabei, die in den vergangenen Jahrhunderten erworbenen Bürgerrechte zu verspielen. In der Gewaltenteilung dominiert die Exekutive und diese ist unterwandert von der globalisierten Wirtschaft. Deren Experten mit ihrer Lobbyarbeit aber auch ihrem Einfluss bei den laufenden Beratungen ist völlig intransparent. So hat das EU-Parlament kein Vorschlagsrecht bei Gesetzesinitiativen. Anderseits sind jetzt schon 80% der deutschen Gesetze Anpassungen an EU-Vorgaben. Mit den Freihandelsabkommen und Investitonsschutzabkommen TTIP, CETA und TISA soll der Sack wohl zugemacht werden! Treten sie in Kraft, bedeutet das einen Rückfall in feudale Verhältnisse.
More Related Content
Similar to micro testing teaching learning analytics
Classsourcing: Crowd-Based Validation of Question-Answer Learning Objects @ I...Jakub Šimko
A simple approach for assessing answer validity information from a student crowd in an online learning scenario context. Raises the questions about using of the student crowds for enhancing learning content and online student collaboration.
Presentation on Teaching Quantitative Methods using Excel workbook courseware. -- at the 25th International Conference on Technology in Collegiate Mathematics, Boston, March 21 - 24, 2013. A Pearson Education event.
Investigating learning strategies in a dispositional learning analytics conte...Bart Rienties
This study aims to contribute to recent developments in empirical studies on students’ learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3, 4, 5]. We do so in the context of an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on our previous work which showed marked differences in how students used worked examples as a learning strategy [7, 11], this study compares different profiles of learning strategies with learning approaches, learning outcomes, and learning dispositions. One of our key findings is that deep learners were less dependent on worked examples as a resource for learning, and that students who only sporadically used worked examples achieved higher test scores.
When Student Confidence Clicks - Using Student Response SystemsFabio R. Arico'
In this presentation I illustrate the methodology used to measure the relationship between student attainment, engagement, and self-efficacy beliefs through Student Response Systems.
https://sites.google.com/site/fabioarico
Learner Analytics and the “Big Data” Promise for Course & Program AssessmentJohn Whitmer, Ed.D.
Presentation delivered at the San Diego State University "One Day in May" conference on May 22, 201 by John Whitmer, Hillary Kaplowitz, and Thomas J. Norman
Universities archive massive amounts of data about students and their activities. Students also generate significant amounts of “digital exhaust” as they use academic technologies. How can faculty and administrators use automated analysis of this data to save time and conduct targeted interventions to improve student learning?
The emerging discipline of Learner Analytics conducts analysis of this data to learn about student behaviors, predict students at-risk of failure, and identify potential interventions to help those students. In this presentation, we will discuss the contours of this discipline and review the state of research conducted to date. We will then look at several examples of Learner Analytics services and hear from California State University educators who are using these tools to help their students. Finally, we will suggest some immediate ways that Analytics can be conducted at San Diego State.
Presenters:
John Whitmer, California State University, Chico
Hillary Kaplowitz, California State University, Northridge
Thomas J. Norman, CSU Dominguez Hills
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Assignment Title Conducting Primary ResearchDeveloping the ab.docxssuser562afc1
Assignment Title: Conducting Primary Research
Developing the ability to conduct primary research can be an invaluable asset to add to your business tool belt. In this assignment, you will engage in developing the following professional competencies related to marketing research:
Analyze qualitative data in decision making.
Marketing researchers conduct primary research to gain human perspective on the problem or opportunity being studied, or to identify problems or opportunities for study.
Directions for completing this assignment:
In this assignment, you will analyze the Student Computer Lab (Click Here) case study. To effectively meet the requirements of this assignment, analyze the qualitative data derived from the primary research found in the case study scenario.
To successfully complete this assignment, write a 2-3 page critical essay covering the following topics:
1. Determine overall student satisfaction with the computer lab.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for the student computer lab.
4. What do you see as the benefits and limitations of the focus group findings? Do you think the task force plan for utilizing the focus groups is appropriate?
5. What changes would you make to improve the problems or to capitalize on the opportunities identified in the primary research? Collect and describe student recommendations for improvements.
Directions for Submitting this Assignment:
Review the grading rubric below before beginning this activity. For additional help with your writing and APA citation, please visit the Kaplan University Writing Center. Compose your Assignment as a Microsoft® Word® document and save it as (Example: TAlex-MT355 Assignment-Unit5.docx). Submit your file by selecting the Unit 5: Assignment Dropbox by the end of Unit 5.
Case Scenario
Student Computer Lab
A major university served over 2,000 undergraduate and graduate students majoring in business administration. The large number of students enrolled in the Business School coupled with increasing use of computer technol- ogy by faculty and students created overwhelming demands on the Business School’s computer center. In order to respond, the Business School decided to upgrade its computer facilities.
Rod Stevenson, director of the Student Computer Center (SCC), opened a new computer lab in the fall of 2007. The new lab offered specialized software required by student courses and the latest technology in hardware and software.
Computer Lab Project
After operating for six months, Stevenson recognized some potential problems with the new computer lab. Although the number of computers had doubled, student suggestions and complaints indicated that the demand for computers at times exceeded the available resources. To address this problem, Stevenson established a task force to investigate the ...
This paper presents a model of Questions & Answers (Q&A) learning where students are the ones that ask and also answer questions, as a method to increase and reinforce knowledge.
Defining Adaptive Learning Technology: What it is, how it works, and why it’s...DreamBox Learning
As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student.
Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
Wir sind dabei, die in den vergangenen Jahrhunderten erworbenen Bürgerrechte zu verspielen. In der Gewaltenteilung dominiert die Exekutive und diese ist unterwandert von der globalisierten Wirtschaft. Deren Experten mit ihrer Lobbyarbeit aber auch ihrem Einfluss bei den laufenden Beratungen ist völlig intransparent. So hat das EU-Parlament kein Vorschlagsrecht bei Gesetzesinitiativen. Anderseits sind jetzt schon 80% der deutschen Gesetze Anpassungen an EU-Vorgaben. Mit den Freihandelsabkommen und Investitonsschutzabkommen TTIP, CETA und TISA soll der Sack wohl zugemacht werden! Treten sie in Kraft, bedeutet das einen Rückfall in feudale Verhältnisse.
Martin Schön: Google Kalender - Überblick TutorialMartin Schön
Seminarunterlage, Anleitung, Tutorial: Google-Kalender für Internettmäuse der Meisterfrauen Südostoberbayern im Bildungszentrum der Handwerkskammer BZ Traunstein - Autor: Martin Schön, BIMS e.V.
Martin Schön: Produktive Googlemail-Features: Labels Chat Kontakte Todo Termi...Martin Schön
Seminarunterlage, Anleitung, Tutorial: Produktiver Einsatz von Googlemail - für Internettmäuse der Meisterfrauen Südostoberbayern im Bildungszentrum der Handwerkskammer BZ Traunstein - Autor: Martin Schön, BIMS e.V. - Hinweise zu Labels (GTD), Filter, Terminlanung, Kontakte, ToDO-Aufgabenliste, LABS-Erweiterungen
Martin Schön: Googlemail Basis KompaktMartin Schön
Seminarunterlage, Anleitung, Tutorial Einführung in Googlemail für Internettmäuse der Meisterfrauen Südostoberbayern im Bildungszentrum der Handwerkskammer BZ Traunstein - Autor: Martin Schön, BIMS e.V. - Verwaltung des E-Mail-Account, Schreiben von Mails
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. Martin Schön Martin Ebner
Life Long Learning Social Learning
Graz University of Technology Graz University of Technology
Mandellstraße 13, A-8010 Graz Münzgrabenstraße 35A/I, A-8010 Graz
+433168734931 +433168738540
martin.schoen@tugraz.at martin.ebner@tugraz.at
Why micro testing is a necessity for teaching
and learning.
Learning analytics as teacher’s assistant.
Microlearning 6.0 6th International Conference 2012, July 9th & 10th
2. Content
Or: this is a story,
b) how we began to think about an educational
problem (multiplication tables)
c) how we tried to solve it with a small
application
d) and how this leaded us to Learning
Analytics & Educational Data Mining
3. Idea
At the Graz University of Technology some students of Martin Ebner had
to develop applications during their studies of information technology
(Master of Science).
Task: Simulate a diagnostic situation: A student is introduced to a teacher.
He/she tries to gain an overview of the tasks which the students can do
reliable well. This should be done in an optimal way.
4. Task
• The application should test the competence in practicing
the multiplication tables
• The system should provide appropriate tasks according to
the competence grade of the learner.
• The system should ensure that already well-done exercises
are repeated and practiced. After succeeding a problem the
probability for a repeated display should decrease (similar
to a Leitner System )
5. Checklist cont. 2
• Nevertheless the tasks should tend to be challenging.
• In general the system should be motivating and show that
learning can be fun.
• The system should record and safe fine-grained data of all done
exercises, test results and the current competence grade of the
learner in order to prepare the next sessions in an adequate way.
• It should relieve the teachers from the unsolvable task of
remembering all data from every child – it should be user as an
information processing tool
• That means the teachers should get help and no additional time
consuming tasks
6. Checklist – cont. 3
• during this spring we defined another goal:
We wanted to give teachers the opportunity to set up and watch
a whole class - Today we are able to present a database for
organizing schools, classes and individuals – with an interface
for the conventional desktop browsers and also for Android or
iOS operating mobile devices.
• the web-application is written in php/mysql –
• the apps in objectiveC (iPhone/iPad) & JAVA (Android).
7. Measurement
• the goal is to generate a complete table to inform learners
as well as teachers in a deterministic way about the
competences in every single task, in every single
multiplication fact
This is opposite to our experience in interviews:
• Teachers talk about quantity:
“I have 4 pupils who …. And 6 who … ….
8. Algorithm
The presentation of the tasks is not only
randomly generated..
At the very first contact a moderate
problem is presented. According to the
results more or less difficult tasks are
following.
The competence level of the test subject
is afterwards estimated and after every
task recalculated. This determines the
difficulty of the next tasks.
9. Competence level
1. estimate the competence level:
2. After every new solved or unsolved problem we choose a
smooth way for adopting this first estimation of competence
to the experience during the sessions
10. Difficulty
• Without any empirical data we decided to use the ranking for
the tables as follows (You´ll find this hierarchy in most
didactical concepts):
easy …. 1, 2, 4, 3, 5, 8, 6, 7, 9 … difficult
• we transformed these ranking in difficulty levels between
1 and 0.
• We discussed to integrate a statistical founded ranking, but at
this point we fear, the teachers would be somewhere confused
about the results. I’ll speak about this problem later.
11. Stored Data
• The answers of the learners are marked with 0,1 or 2:
• 1 shows that the user knew the correct answer once
• 2 indicates that the student had two consecutive correct answers
(we say a question is “well known”)
• 0 indicates, the last answer was incorrect (or this item was
presented never before)
Additional stored: a time line with needed time, results, task no., ever
presented,
12. Selecting the next item
We use a random number between 0 and 1 to decide, which
category is activated to generate the next multiplication
problem: Therefore three cases are defined:
• Case 1: If the random number is 0<x<0.05 than a well-known
question (marked with 2) is chosen.
• Case 2: The random number is 0.05 > x >= 0.15 than a known
question marked with 1 is chosen.
• Case 3: The random number is x > 0.15 than an unknown
question out of the extended and actual learning area is chosen.
These parameters can be changed for the total system, not for
Indivuduals
13. Extended Area
• Extended area means the idea, that we
choose items not only in the learning area,
that means under the level of competence.
• To produce some dynamic and the chance
to get a higher level, we add now 0.15 to
the actual estimation of the degree of
competence (0 …1) of the student
15. Study
• first research study was carried out at a primary school in Austria.
• Begin: summer semester 2011
• 43 pupils of the primary school Laubegg (age: 9-10).
• at least 4 weeks. Some of the learners ignored this time restriction and
played the game again and again over months.
• Learners learned on computers at the school as well as on their
personal computers at home.
• 12.926 answers where given which means that on average each learner
answered 308 questions- they did 3.4 times the whole multiplication
table.
• Bearing in mind that there was no real pressure from teacher’s side
using the program it is a considerable pleasant high number.
• Furthermore it can be stated that pupils seemed to enjoy using the
application or at least get not bored.
17. Demotivated learner
One learner with a weak performance
attracted our attention because of a
very high number of trials (513). A
detailed inspection showed that he did
not work very intensively. In the first
two tasks he/she failed, then eleven
tasks were ok, his performance rose
abruptly. However, afterwards, he
continued approximately 400 times to
wait the whole answering time
without doing anything but asking for
a new assignment.
18. Motivated captain
The most diligent learner.
In the beginning, the
assignments were solved
correctly, then some mistakes
occurred, afterwards a
learning process can be
recognized and finally with
some occasional mistakes the
learner works on a high
performance level.
Obviously, the learner was
highly motivated to deal with
the assignments given by the
program.
19. Medium learner
In the beginning, the learner made
mistakes in every second
assignment (0.5), followed by 7
mistakes consecutively. This is the
reason for the big decrease (0.15).
Afterwards, the learner gave a
number of right answers and the
rate of correct answers increased
back to 0.5. In the following phase
an up and down can be seen till a
number of right consecutive
answers helps to reach a level of
0.7. But then the number of
mistakes rose again and the rate
went down to about 0.5.
22. We don‘t know (now):
More than half of the learners did not reach the 100 percent level (= 90
items are well-known). Therefore we have to think about this group of
learners: Perhaps they
• didn´t get used to / have problems with the interface
• do not know the necessary operations; are not able to solve
the learning problem correctly
• misinterpret an assignment
•are distracted by the environment, are badly concentrated for several
reasons.
-> Could we gather more information with additional devices to know
more?
23. Educational Data Mining
• At this point, after all the preparations and programming, with
the first incoming data we began to realize that we had taken a
step into a whole new age.
• We had begun to program and improve a simple cybernetic
loop. At the beginning we saw just the necessity to store the
performance data. Now we find us in the situation, that we
want to collect “everything” – We want to store all tracks left
by a learner. And we want even to produce more data, even
in that we use additional instruments and sensors.
• We realized that this idea of collecting more and more data
implies completely new perspectives to perceive and to
reconstruct some learning processes (not any!)
24. Learning Analytics
Learning analytics is an educational approach
aimed to improve education and facilitate learning
by the systematic analysis and interpretation of digital tracks.
Through the use of more and more intelligent ubiquitous
information technology for communication and organization,
more and more events are created for leaving digital traces.
With the increasing data floods also the importance of this
paradigm increases.
25. Interim conclusions
• It is as easy as never before in history to collect data
• We perceive much more details about the learners – the learning
process – as never before!!
• Teachers get precise information
• This application was designed for diagnostic purposes, to get an
overview on problems with multiplication facts. Now we see, it
can be effectively used for training and facilitate learning
27. Informationprocessing
• The matrix at the left shows the history: The beige colour
indicates “well known” results, the brown is “one right
answer”. The rabbit comes from left to right to the carrot
and catches one - if the pupil produces consecutive right
answers.
28. Details
If you point over with the mouse on
the matrix, you see the
multiplication fact behind the
symbol.
29. Register (it`s simple!)
If you want to test this application you can use “no
school” for an individual registration.
If you want to administer a whole school and a
couple of class lists … contact
martin.ebner@tugraz.at to send you an
administration-account.
30. Analysis
I´ll show here some graphs of the collected statstical data.
We made the experience, that the teachers in our interviews
are interested in very short compact information, overviews.
Therefore the following graphs are only for scientifc purposes
We know, that if we would produce too much information many
teachers will ignore the entire system ….
33. Well - known
Perhaps someone is interested to get more information on the
difference of signing the tasks with „known“ and well known:
34. Results for teachers
If the analysis shows more than 12 correct answers during the last 20
tasks the traffic light will show green, with less than 5 correct answers it
is indicated red, otherwise the student and of course also teachers will see
yellow. In retrospection to the current situation this would lead only to
5% red and yellow alerts.5% red and yellow alerts.
35. Future Work
• closer look at the learners: perhaps more
intelligent analyses of the data? – more data
– more concepts? Hints for Learners?
• Mathe-Multi-Trainer (multi digit
multiplication)
• Cooperative Learning
• Test and Training in Reading
36. Acknowledgements
We express our gratitude to the teachers of the
primary school in Laubegg (Styria, Austria) as well
as all participating school children.
We are equally indebted to our funding agency
“Internet Foundation Austria (IPA)” for supporting
our ideas and helping us with netidee to work on
the future of education.