This document summarizes a presentation on developing a unified framework for analyzing online and offline learning interactions. The presentation covers the researcher's background and motivation for studying this topic. It then outlines the presentation structure, which includes reviewing the state of the art in learning analytics and interactions, defining relevant concepts and research questions, and discussing the methodology and future directions of developing a framework for analyzing different units of learning interactions across online and offline contexts. The focus is on establishing an appropriate unit of analysis to gain insights into learning patterns from both online and offline data sources.
This document discusses the design of pedagogical scenarios for one-to-one computing in bring your own device (BYOD) classrooms. It aims to develop a methodological framework for designing such scenarios and contribute to defining software requirements. The research involved developing a tool called LePlanner through participatory design with teachers. Feedback was gathered from teachers and the tool was iteratively improved based on their input. A conceptual model for pedagogical scenarios was also validated through further participatory design experiments.
This document summarizes a research project that uses a design-based research methodology to study the co-design of learning scenarios in higher education. The project brings together teachers, students, and researchers from multiple universities to collaboratively design learning scenarios based on inquiry-based learning principles and supported by technology. Over the course of several phases, the participants will engage in iterative co-design cycles to develop learning scenarios for various contexts. They will use design tools and conceptual artifacts to facilitate the process and represent practices. The expected results include guidelines for implementing inquiry-based learning models, a description of the co-design method, innovative learning scenarios, and tools to support design processes and products.
ECTEL 2018 Presentation: Investigating the relationship between online activity, learning strategies and grades to make learning analytics-supported learning designs
This document discusses opportunities and challenges in using learning analytics to inform learning design. It presents an idea to connect learning analytics and learning design by using dashboards during course runtime to analyze student behavior and allow teachers to intervene based on the data. The document outlines a proposed research study using design-based research methods to test this idea. The study would have multiple substudies, beginning with a literature review to identify opportunities and challenges. This would inform the design of a learning analytics dashboard tool to use in a course. Further substudies would test and refine the tool and examine its impact on learning design and student outcomes. The document identifies several opportunities of this approach, such as using data-driven insights to improve learning design and intervene during a course
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Adapting E-Learning Situations for International ReuseRichter Thomas
This document discusses internationalizing e-learning content through adaptation. It presents research comparing survey responses from German and South Korean students on topics related to e-learning contexts. Key differences were found regarding views of lecturers' roles and authority, expectations of feedback, and perceptions of gender roles. The survey showed the method can identify cultural influences to help adapt e-learning for international reuse while maintaining comparability. Further studies in more countries and contexts are planned to refine understanding of cultural factors and develop adaptation recommendations.
This document discusses the design of pedagogical scenarios for one-to-one computing in bring your own device (BYOD) classrooms. It aims to develop a methodological framework for designing such scenarios and contribute to defining software requirements. The research involved developing a tool called LePlanner through participatory design with teachers. Feedback was gathered from teachers and the tool was iteratively improved based on their input. A conceptual model for pedagogical scenarios was also validated through further participatory design experiments.
This document summarizes a research project that uses a design-based research methodology to study the co-design of learning scenarios in higher education. The project brings together teachers, students, and researchers from multiple universities to collaboratively design learning scenarios based on inquiry-based learning principles and supported by technology. Over the course of several phases, the participants will engage in iterative co-design cycles to develop learning scenarios for various contexts. They will use design tools and conceptual artifacts to facilitate the process and represent practices. The expected results include guidelines for implementing inquiry-based learning models, a description of the co-design method, innovative learning scenarios, and tools to support design processes and products.
ECTEL 2018 Presentation: Investigating the relationship between online activity, learning strategies and grades to make learning analytics-supported learning designs
This document discusses opportunities and challenges in using learning analytics to inform learning design. It presents an idea to connect learning analytics and learning design by using dashboards during course runtime to analyze student behavior and allow teachers to intervene based on the data. The document outlines a proposed research study using design-based research methods to test this idea. The study would have multiple substudies, beginning with a literature review to identify opportunities and challenges. This would inform the design of a learning analytics dashboard tool to use in a course. Further substudies would test and refine the tool and examine its impact on learning design and student outcomes. The document identifies several opportunities of this approach, such as using data-driven insights to improve learning design and intervene during a course
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Adapting E-Learning Situations for International ReuseRichter Thomas
This document discusses internationalizing e-learning content through adaptation. It presents research comparing survey responses from German and South Korean students on topics related to e-learning contexts. Key differences were found regarding views of lecturers' roles and authority, expectations of feedback, and perceptions of gender roles. The survey showed the method can identify cultural influences to help adapt e-learning for international reuse while maintaining comparability. Further studies in more countries and contexts are planned to refine understanding of cultural factors and develop adaptation recommendations.
This document summarizes a presentation on a project to implement social media in education at FHNW universities. It discusses focus groups held with students to understand their perspectives on using social media. Key findings were that students had varying definitions of social media depending on experience, wanted to take on new roles in education, and expected professional and usable tools. Students also said they are constantly seeking out new content online. The presentation outlines the project goals, methods, and timeline which include developing scenarios for using social media and piloting them in classes in 2013.
The document discusses a model for analyzing distributed teaching presence (DTP) in online learning environments. It addresses the importance of temporal and organizational analysis. Regarding temporal analysis, DTP is best understood through longitudinal study of student participation patterns and content over time. Organization is also crucial, as meaningful learning depends on managing social interactions and tasks. Awareness tools could help by providing longitudinal representations of individual and group activity to promote DTP.
Self-regulated learning skills matter in dashboard sense-makingIoana Jivet
The document summarizes a study that examined how self-regulated learning (SRL) skills relate to students' sense-making of learning analytics dashboards. The study found that two factors supported sense-making: transparency of dashboard design and support for action. SRL skills, particularly goal setting and help-seeking, predicted how relevant students found these sense-making factors. The study concluded dashboards should recognize different SRL levels, scaffold development of SRL skills, have transparent designs, and enable students to take immediate action.
This document describes a study that aims to monitor biology students' progression in mathematical competencies through engaging modelling tasks. The study will introduce biologically-themed modelling sessions in a freshman mathematics course. It will assess students' competencies before and after using a three-dimensional framework, and analyze any progression over the sessions. The document outlines the research questions, strategies, design, tasks and data collection methods. It also describes frameworks for understanding competence and a coding system to identify competencies demonstrated in students' work. The goal is to determine if modelling can help students develop mathematical competencies.
Offering adaptive support for self-regulated learning with learning analytics...Ioana Jivet
Self-regulated learning is a crucial skill that learners need in order to be successful in an online learning environment. However, existing platforms oer little support for the development of such skills. Learning dashboards are learning analytics tools built with the purpose of making learners aware of their learning performance and behaviour and triggering self-reflection, yet most of the existing dashboards follow a "one size fits all" philosophy disregarding individual differences between learners. Throughout this PhD project, we aim to research and develop learning dashboard designs that cater to the individual needs of learners in their SRL skill development while closing the gap between learning analytics and learning sciences.
The document discusses analyzing distributed teaching presence (DTP) in online learning environments. It presents a model for DTP analysis and emphasizes the importance of temporal and organizational aspects. Two components of DTP are educational influence and support delivered over time. A multi-method analysis approach includes structural analysis of participation patterns and content analysis of contributions, participation management, and meaning making. Temporal analysis is core to understanding DTP, and organization is linked to constructing shared meanings through social and task management. Awareness tools should provide longitudinal information about individual/group access, participation, connectivity, organization, and meaning making while accounting for context.
Always chasing something – Students‘ Perspective on Social Media in Higher Ed...Eva-Christina Edinger
This document summarizes a student focus group discussion on social media in higher education. The focus group had 7 students from 4 universities. They discussed their understanding and usage of social media, as well as positive and negative experiences. Key findings were that students see value in social media for multimedia learning, collaboration, enriched teaching materials, and networking. However, students also feel they are "always chasing something" online and want social media use in education to be professional, usable, and device-independent. Overall, the document aimed to understand students' perspectives on social media to help develop scenarios for its implementation across the university.
Presentation to Workshop on Design Research held at Umeå Mathemtics Education Research Centre (UMERC), 16 - 17 December 2010.
http://www.ufm.umu.se/english
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
This document discusses the need for an interdisciplinary design science of learning that draws on insights from many fields to improve educational practices. It proposes taking a systematic approach to exploring learning designs through iterative development and evaluation. A global research program could integrate observations, research, and expertise from many countries to address large-scale issues in learning that single nations cannot tackle alone.
Design-based research is an approach that aims to develop solutions to educational problems through iterative design, implementation, analysis, and redesign of interventions in authentic classroom settings. It is collaborative, interventionist, and theory-driven. The researcher conceptualized an academic article using design-based research by analyzing problems in how students learn with technology, developing theoretical frameworks to address these problems, testing redesigned learning activities, and deriving design principles from student reflections to contribute to educational theory.
This document summarizes a proposal for an academic conference session on using student log data to inform the design of dynamic visualizations for science learning. The session aims to explore how analyzing student interactions with visualizations can provide insights to support student understanding. Seven studies will present approaches addressing different difficulties students face in learning with visualizations. The session will include an introduction, individual study presentations, and a discussion among presenters and attendees.
This document discusses interdisciplinarity and challenges of interdisciplinary research. It provides examples of language barriers between disciplines in collaborative projects. It also addresses prerequisites for interdisciplinary collaboration like understanding each other's languages and setting specific goals. Challenges discussed include disciplinary mindsets, evaluating interdisciplinary work, and mismatches between new practices and traditional metrics. The document advocates for approaches like identifying shared mediating artifacts and facilitated dialogue to promote interdisciplinary discussions.
Listening to Teachers’ Needs: Human-centred Design for Mobile Technologies in...Renée Schulz
This is the presentation for my PhD defense given on the 21st March 2018. The full dissertation should be available in AURA soon (University of Agder/ Universitetet i Agder), Norway.
The document discusses the TPACK framework for integrating technology, pedagogy, and content knowledge. It aims to help faculty understand TPACK and develop goals for professional development to improve technology integration. Faculty are encouraged to sketch their individual "bubbles" of content, pedagogy and technology knowledge and identify the overlap between these areas, or the "sweet spot", for enhanced teaching. Setting goals and determining learning groups can help teachers expand their bubbles and teach more within the sweet spot of effectively integrating all three components.
This document discusses new paradigms for learning in light of digital transformation. It begins by noting that technology and human needs co-evolve, with technology shaping human abilities and vice versa. It then examines approaches to understanding current educational practices and tackling both first-order and second-order changes. Several studies and concepts are presented, including trialogical learning, levels of co-authorship, and viewing students as co-authors of digital materials. Future directions discussed include mobile learning, defining criteria for measuring a "digital turn" in higher education, and pursuing collaborations through potential European funding calls and a school partner network.
JUPABUS ofrece diferentes opciones de buses y minibuses con capacidad para 44 pasajeros, incluyendo asientos reclinables, baños y conductores profesionales. Los buses Full Equipo también incluyen DVD, aire acondicionado y una buena calidad de servicio.
O documento apresenta uma tabela comparativa dos principais materiais usados na vida cotidiana e seus impactos ambientais ao longo de seu ciclo de vida, comparando vidro, papel/cartão e plásticos/metais.
This document summarizes a presentation on a project to implement social media in education at FHNW universities. It discusses focus groups held with students to understand their perspectives on using social media. Key findings were that students had varying definitions of social media depending on experience, wanted to take on new roles in education, and expected professional and usable tools. Students also said they are constantly seeking out new content online. The presentation outlines the project goals, methods, and timeline which include developing scenarios for using social media and piloting them in classes in 2013.
The document discusses a model for analyzing distributed teaching presence (DTP) in online learning environments. It addresses the importance of temporal and organizational analysis. Regarding temporal analysis, DTP is best understood through longitudinal study of student participation patterns and content over time. Organization is also crucial, as meaningful learning depends on managing social interactions and tasks. Awareness tools could help by providing longitudinal representations of individual and group activity to promote DTP.
Self-regulated learning skills matter in dashboard sense-makingIoana Jivet
The document summarizes a study that examined how self-regulated learning (SRL) skills relate to students' sense-making of learning analytics dashboards. The study found that two factors supported sense-making: transparency of dashboard design and support for action. SRL skills, particularly goal setting and help-seeking, predicted how relevant students found these sense-making factors. The study concluded dashboards should recognize different SRL levels, scaffold development of SRL skills, have transparent designs, and enable students to take immediate action.
This document describes a study that aims to monitor biology students' progression in mathematical competencies through engaging modelling tasks. The study will introduce biologically-themed modelling sessions in a freshman mathematics course. It will assess students' competencies before and after using a three-dimensional framework, and analyze any progression over the sessions. The document outlines the research questions, strategies, design, tasks and data collection methods. It also describes frameworks for understanding competence and a coding system to identify competencies demonstrated in students' work. The goal is to determine if modelling can help students develop mathematical competencies.
Offering adaptive support for self-regulated learning with learning analytics...Ioana Jivet
Self-regulated learning is a crucial skill that learners need in order to be successful in an online learning environment. However, existing platforms oer little support for the development of such skills. Learning dashboards are learning analytics tools built with the purpose of making learners aware of their learning performance and behaviour and triggering self-reflection, yet most of the existing dashboards follow a "one size fits all" philosophy disregarding individual differences between learners. Throughout this PhD project, we aim to research and develop learning dashboard designs that cater to the individual needs of learners in their SRL skill development while closing the gap between learning analytics and learning sciences.
The document discusses analyzing distributed teaching presence (DTP) in online learning environments. It presents a model for DTP analysis and emphasizes the importance of temporal and organizational aspects. Two components of DTP are educational influence and support delivered over time. A multi-method analysis approach includes structural analysis of participation patterns and content analysis of contributions, participation management, and meaning making. Temporal analysis is core to understanding DTP, and organization is linked to constructing shared meanings through social and task management. Awareness tools should provide longitudinal information about individual/group access, participation, connectivity, organization, and meaning making while accounting for context.
Always chasing something – Students‘ Perspective on Social Media in Higher Ed...Eva-Christina Edinger
This document summarizes a student focus group discussion on social media in higher education. The focus group had 7 students from 4 universities. They discussed their understanding and usage of social media, as well as positive and negative experiences. Key findings were that students see value in social media for multimedia learning, collaboration, enriched teaching materials, and networking. However, students also feel they are "always chasing something" online and want social media use in education to be professional, usable, and device-independent. Overall, the document aimed to understand students' perspectives on social media to help develop scenarios for its implementation across the university.
Presentation to Workshop on Design Research held at Umeå Mathemtics Education Research Centre (UMERC), 16 - 17 December 2010.
http://www.ufm.umu.se/english
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
This document discusses the need for an interdisciplinary design science of learning that draws on insights from many fields to improve educational practices. It proposes taking a systematic approach to exploring learning designs through iterative development and evaluation. A global research program could integrate observations, research, and expertise from many countries to address large-scale issues in learning that single nations cannot tackle alone.
Design-based research is an approach that aims to develop solutions to educational problems through iterative design, implementation, analysis, and redesign of interventions in authentic classroom settings. It is collaborative, interventionist, and theory-driven. The researcher conceptualized an academic article using design-based research by analyzing problems in how students learn with technology, developing theoretical frameworks to address these problems, testing redesigned learning activities, and deriving design principles from student reflections to contribute to educational theory.
This document summarizes a proposal for an academic conference session on using student log data to inform the design of dynamic visualizations for science learning. The session aims to explore how analyzing student interactions with visualizations can provide insights to support student understanding. Seven studies will present approaches addressing different difficulties students face in learning with visualizations. The session will include an introduction, individual study presentations, and a discussion among presenters and attendees.
This document discusses interdisciplinarity and challenges of interdisciplinary research. It provides examples of language barriers between disciplines in collaborative projects. It also addresses prerequisites for interdisciplinary collaboration like understanding each other's languages and setting specific goals. Challenges discussed include disciplinary mindsets, evaluating interdisciplinary work, and mismatches between new practices and traditional metrics. The document advocates for approaches like identifying shared mediating artifacts and facilitated dialogue to promote interdisciplinary discussions.
Listening to Teachers’ Needs: Human-centred Design for Mobile Technologies in...Renée Schulz
This is the presentation for my PhD defense given on the 21st March 2018. The full dissertation should be available in AURA soon (University of Agder/ Universitetet i Agder), Norway.
The document discusses the TPACK framework for integrating technology, pedagogy, and content knowledge. It aims to help faculty understand TPACK and develop goals for professional development to improve technology integration. Faculty are encouraged to sketch their individual "bubbles" of content, pedagogy and technology knowledge and identify the overlap between these areas, or the "sweet spot", for enhanced teaching. Setting goals and determining learning groups can help teachers expand their bubbles and teach more within the sweet spot of effectively integrating all three components.
This document discusses new paradigms for learning in light of digital transformation. It begins by noting that technology and human needs co-evolve, with technology shaping human abilities and vice versa. It then examines approaches to understanding current educational practices and tackling both first-order and second-order changes. Several studies and concepts are presented, including trialogical learning, levels of co-authorship, and viewing students as co-authors of digital materials. Future directions discussed include mobile learning, defining criteria for measuring a "digital turn" in higher education, and pursuing collaborations through potential European funding calls and a school partner network.
JUPABUS ofrece diferentes opciones de buses y minibuses con capacidad para 44 pasajeros, incluyendo asientos reclinables, baños y conductores profesionales. Los buses Full Equipo también incluyen DVD, aire acondicionado y una buena calidad de servicio.
O documento apresenta uma tabela comparativa dos principais materiais usados na vida cotidiana e seus impactos ambientais ao longo de seu ciclo de vida, comparando vidro, papel/cartão e plásticos/metais.
This webinar provided a 401(k) and pension plan accounting and auditing update for plan sponsors, including management, accountants, and Human Resource professionals. In addition, the presentation provided an update on recent Employee Retirement Income Security Act (ERISA) criminal cases, the outcomes of those cases, and the prosecution.
El documento presenta una lista de cursos virtuales ofrecidos por Place to Train en convenio con EAFIT entre julio y noviembre. Los cursos cubren temas como entrenamiento para vendedores, gerencia de marca, presentaciones exitosas, y gerencia de ventas. También presenta una programación gratuita de encuentros con Fenicia sobre temas como gestión de marca, responsabilidad legal del empleador, y cómo otorgar crédito de forma efectiva. Finalmente, ofrece programas de capacitación a la medida para empresas con docentes altamente capacitados
The M'Finda Kalunga community garden was started in the 1980s in Manhattan's Lower East Side to address drug problems and lack of community in the neighborhood. It provides individual garden plots, classes, events, and other activities. The garden is run by its members and volunteers and aims to be an integral part of the community by offering educational and cultural activities. It has continued successfully through support from grants and donations.
Teacher Education, the European Dimension Mart Laanpere
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
El documento presenta un análisis técnico del índice S&P 500 del 14 de octubre de 2011. Según el análisis, mientras el S&P 500 no supere los 1,270 puntos es bajista, y si no recupera los 1,230 puntos el objetivo es 1,100 puntos. Mientras mantenga los 1,170 puntos es posible un movimiento lateral entre 1,170 y 1,230-1,270 puntos durante dos meses antes de volver a 1,100 puntos en diciembre y luego subir. El análisis se basa
Este documento describe el potencial del turismo emprendedor en Ecuador. Resalta que el turismo es un sector económico en crecimiento y una oportunidad para emprendedores. Explica que Ecuador ofrece diversidad de paisajes y culturas en un pequeño espacio, además de destinos únicos como Galápagos. El documento también analiza tendencias del turismo mundial e incluye recomendaciones para emprendedores que deseen iniciar proyectos turísticos sostenibles en Ecuador.
The document discusses the current state of digital learning resources in Estonia and proposes moving towards an "Educational Cloud" to address several issues. It notes that learning resources are currently scattered across different websites and repositories. An Educational Cloud would allow for scaling up use and reuse of resources, improving interoperability, and supporting innovative pedagogical approaches like flipped classrooms and project-based learning. Interviews were conducted to inform requirements for the cloud, which aims to harvest metadata from repositories, create shareable collections of resources, and integrate learning analytics.
ENTEP is a network of European education ministers' representatives that aims to promote cooperation and sharing of best practices regarding teacher education policies. It holds biannual conferences to discuss topics of common interest and works to exchange information, address shared concerns, and develop convergent policies. TEPE is a related group that provides research expertise, and the document discusses four models for increasing collaboration between ENTEP and TEPE, such as holding joint conferences or producing shared publications.
Posicionamiento en Buscadores Medio (Human Level Communications en Congreso d...Fernando Maciá Domene
Este documento presenta un programa sobre posicionamiento en Google que incluye temas como palabras clave, indexabilidad, relevancia web y popularidad. Se discuten estrategias para enfocarse en palabras clave del long tail, usar gestores de contenido y geolocalizar servidores. También cubre temas como redirects, páginas de error 404, indexabilidad y herramientas para medir la relevancia de páginas web.
Este documento proporciona una introducción a las redes sociales y herramientas de la Web 2.0, incluyendo objetivos, nativos digitales, el consumidor del siglo XXI, redes sociales horizontales y verticales, herramientas como blogs, wikis, Twitter, Facebook y LinkedIn, y consejos para construir una comunidad en línea. El documento también incluye ejercicios prácticos para aprender a utilizar estas herramientas.
Google analytics para inbound marketing. Eli Garcia. Mondragon UnibertsitateaEli Garcia
Este documento describe cómo alinear Google Analytics con una estrategia de inbound marketing. Explica cómo medir el impacto de las diferentes etapas del inbound marketing como el SEO, el email marketing y las redes sociales a través de Google Analytics. También recomienda crear contenidos que atraigan, conviertan, fidelicen y ayuden a los clientes a compartir información para medir el éxito de una estrategia de inbound marketing integral.
H2 RECEPTOR ANTAGONISTS
The H2 receptor antagonists (H2RA) are a class of drugs used to block the action of histamine on parietal cells (specifically the histamine H2 receptors) in the stomach, decreasing the production of acid by these cells.
PROTON - PUMP INHIBITORS
Proton-pump inhibitors (PPIs): are a group of drugs whose main action is a pronounced and long-lasting reduction of gastric acid production.
They are the most potent inhibitors of acid secretion available.
These drugs are among the most widely sold drugs in the world, and are generally considered effective.
The vast majority of these drugs are benzimidazole derivatives, but promising new research indicates the imidazopyridine derivatives may be a more effective means of treatment.
KV712 Intro to Research Methodology Session1kturvey
This document provides an overview of key concepts related to educational research methodology. It discusses paradigms like quantitative and qualitative research and mixed methods approaches. It also covers research designs such as action research, case studies, surveys, and experiments. Additionally, it outlines various data collection tools and issues around the researcher's role and positionality. Throughout, it emphasizes the importance of grounding research within a theoretical framework and developing focused research questions.
The learning styles revelation - research from cognitive scienceJolly Holden
As the learning style debate continues, recent research casts doubt of their efficacy in predicting learning outcomes. This presentation presents the evidence based upon research, as well as introducing the cognitive information procession model and its implications for designing multimedia instruction.
This document summarizes the key aspects of an EdD student's research process. It discusses how the student's ontological and epistemological viewpoints informed the way they asked research questions, collected and analyzed data. Specifically, it explains that the student took a constructivist viewpoint and used a case study approach to understand how social media usage impacted university students' expectations and experiences. The student gathered data through online surveys and interviews, then analyzed the data by identifying themes, coding them, and relating them to existing theory about student integration and preparation.
The document discusses two quotes related to mathematics education. The first quote, from Joel Cohen, states that in mathematics we often do not know what we are talking about or if what we are saying is true. The second quote, from Henry Pollak, states that there are no proofs in mathematics education.
This document discusses four main research paradigms: positivism, interpretivism/constructivism, critical, and pragmatic. It provides an overview of the key aspects of each paradigm, including their ontology (nature of reality), epistemology (nature of knowledge), typical research questions, and common methodologies. The document uses examples from educational technology research to illustrate different studies that fall within each paradigm. Overall, it analyzes the tradeoffs of different paradigms and argues that the choice depends on personal views, the research question, available resources, and supervisory support, with no single best approach.
This document discusses research paradigms in online and distance education research. It begins by defining key terms like research paradigm, ontology, epistemology and methodology. It then outlines four main research paradigms: positivism, interpretivism, critical theory, and pragmatism. For each paradigm, it describes the underlying beliefs about the nature of knowledge and reality, as well as typical research questions and methodologies. Examples of studies using different paradigms are also provided. The document concludes by discussing considerations for choosing a research paradigm and what makes a good research question.
This document discusses research paradigms and provides examples of different types of research paradigms. It begins by defining what a research paradigm is - the underlying beliefs, assumptions, and methodologies that guide research. It then outlines four main research paradigms: positivism/quantitative, interpretivist/qualitative, critical, and pragmatic. For each paradigm, it describes the ontology (view of reality), epistemology (relationship between the researcher and what is being researched), and methodology. It provides examples of research questions and studies for each paradigm. The document discusses the strengths and limitations of different paradigms and whether they meet the needs of practicing educators.
This document discusses different research paradigms. It defines paradigm as a framework of beliefs and theories that guide research within a discipline. Three main paradigms are discussed: positivism, constructivism, and critical research.
Positivism uses quantitative methods to test objective theories and discover generalizable laws. Constructivism takes a qualitative approach to understand perspectives from within different contexts. Critical research investigates power relationships and aims to expose and rectify injustices. Each paradigm makes different assumptions about the nature of knowledge and appropriate research methods. The document provides examples of research questions and studies within each paradigm. It also notes debate around which type of research most influences teaching practice.
This presentation discuss various methods of qualitative data analysis. it further digs various methods used in qualitative data analysis in some Ph.D. thesis i.e. practical part
This document provides the rule book for the Activity Setting Observation System (ASOS), a quantitative observational system developed for classrooms. The ASOS uses seven categories to describe activity settings based on sociocultural theory, including joint productive activity and teacher-student dialogue. The categories allow for the reliable observation and comparison of classroom settings across time, institutions, and outcomes in a way that complements qualitative methods.
This is a presentation about an attempt to use Activity Theory as a programme evaluation methodology. Engagement with this theory shows that it has a language, a framework and a methodology , if used appropriately, could revolutionise programme evaluation.
Qualitative research involves collecting and analyzing non-numerical data to understand opinions, experiences, and meanings. It focuses on exploring issues, generating hypotheses, and understanding phenomena in context rather than testing predetermined hypotheses. This document provides an overview of different qualitative research methods including basic interpretive studies, phenomenological studies, grounded theory studies, case studies, ethnographic studies, narrative analysis, critical qualitative research, and postmodern research. Examples are provided for each method to illustrate how they have been applied. Strengths and weaknesses of qualitative research are also discussed.
1. Participatory action research involves researchers and participants collaborating to address social issues and enact positive change.
2. It is participatory in that community members are actively involved in the research process from start to finish.
3. The goal is not just to study a problem but to address it through a cyclical process of planning, action, and reflection to improve conditions.
This document provides an overview of the actor-oriented transfer (AOT) perspective and how it can be applied to understand students' information literacy processes. AOT examines students' decision-making and reasoning for using certain approaches over others. The presenter discusses how AOT differs from traditional views of transfer in focusing on students' perspectives and performance in authentic contexts. Examples of AOT research methodologies involving interviews and observations are provided. Key AOT terminology like "focusing phenomena" and "personal salience" are explained. The presenter's own AOT-based research exploring students' motivation for developing information literacy skills is summarized. The document concludes by guiding attendees in developing their own AOT-based research questions and methodology.
- Educational research aims to systematically investigate educational problems to improve teaching and learning. It uses both qualitative and quantitative scientific methods to define, analyze, and suggest solutions to educational issues.
- Educational research is conducted to improve educational practice, add to knowledge, address gaps in knowledge, and expand and replicate existing knowledge. It seeks to understand student, teacher, and community behaviors and perspectives to improve educational outcomes.
- Educational research faces some limitations, as results can sometimes be contradictory or vague. Observational studies are common but subject to biases, and experimental studies are difficult to implement at a large scale in education. This can lead to conflicting interpretations among scholars.
Week 2 - What is Social Research & Planning a Research Project.pptxNathan Kerrigan
This document provides an overview of key concepts in social research. It discusses what social research is, why it is conducted, and its various elements and processes. Some key points covered include:
- Social research draws on social sciences and allows the study of everyday life from new perspectives.
- The research process involves developing research questions, reviewing literature, selecting methods, collecting and analyzing data, and writing up results.
- Research can take quantitative, qualitative, or mixed-methods approaches across a range of designs like experiments, surveys, case studies, and comparisons.
- Researchers must consider ontology, epistemology, and theory in designing their approach.
- Developing a clear research question is important for
2016-05-30 Venia Legendi (CEITER): Minna Huotilainenifi8106tlu
This document discusses evidence-based approaches to enhancing 21st century learning skills. It proposes five approaches: 1) Enhanced learning with creativity, especially through music; 2) Enhanced learning by incorporating physical activity; 3) Empowering learners with data about their own learning; 4) Co-creation of knowledge through collaborative projects; and 5) Phenomenon-based learning that engages learners' interests. It argues that cognitive science research supports these approaches and that schools should design experiments to apply findings in practical learning environments from kindergarten through university. The goal is to contribute to evidence-based improvements in teacher education and student outcomes.
This document outlines the author's previous experience and current research interests related to social semantic infrastructures, learning analytics, and workplace learning. It then discusses the envisioned research work for the CEITER project, including developing a learning analytics data infrastructure for Estonia that incorporates stakeholders, integrates datasets from various sources, and scales nationally while ensuring privacy and promoting educational innovation. The infrastructure would be evaluated through design-based research and promote the use of learning analytics at institutional and policy levels.
This document discusses scaling up adaptive education systems and provides 4 examples of research projects on this topic. It notes that adaptive education technology has strong foundations but remains primarily in labs. The examples include projects on adaptive tutorial feedback, adaptive content in virtual reality, adaptive course generation, and linking textbooks to ontologies. Challenges of modern education around knowledge, content and student explosions are also discussed.
2016-05-30 Venia Legendi (CEITER): Luis Pablo Prietoifi8106tlu
This document provides an overview of orchestration and learning analytics research by Luis P. Prieto. It discusses orchestration as coordinating supportive interventions across learning activities. Orchestration research has modeled teacher practices through observational studies and eye-tracking. Learning analytics aims to aid educators by analyzing teaching and learning processes. The combination of orchestration and learning analytics is called teaching analytics. Prieto envisions applying this research at the CEITER research center through developing tools to support evidence-based teacher practices and orchestration-aware learning designs. Challenges include ensuring trust, privacy, added value and adoption at scale.
2016-05-30 Venia Legendi (CEITER): Maria Jesus Rodriguez Trianaifi8106tlu
This document outlines Venia Lengendi's background and research interests in linking learning design and learning analytics. It discusses trends in education, challenges in technology-enhanced learning, and the vision and goals of the CEITER project to develop an infrastructure that aligns learning design and learning analytics. The proposal involves pedagogical, technological, and methodological approaches, including developing orchestration tools, standards, and conducting iterative design-based research.
2016-05-27 Venia Legendi (CEITER): Paul Seitlingerifi8106tlu
This document outlines research on modeling socio-cognitive learning processes in collaborative environments. It discusses:
- The interplay between primary memory (attention control) and secondary memory (long-term memory) during reflection on resources.
- Three studies examining how semantic stabilization evolves through this interplay and affects individual learning. Stabilization was found to support learning by priming memory searches.
- A computational model called CMR that formalizes these memory dynamics and allows modeling how people's reflections lead to intersubjective understandings and semantic stabilization in collaborative tagging systems.
2016-04-27 research seminar, 2nd presenterifi8106tlu
This document summarizes a presentation by Avar Pentel on connecting user emotions to mouse movements. Pentel collected mouse movement data from users playing an online game. Users also provided think-aloud feedback on their emotions during tasks. Pentel analyzed features of mouse movements like speed, direction, and angles to predict if users were confused or content. Classification algorithms like logistic regression and random forests showed mouse movements can reveal emotional states. However, Pentel notes the emotions studied may differ from more cognitively demanding tasks.
The document discusses research interests in IT project portfolio management, IT project management, knowledge and process management, and context analysis. Specifically, it focuses on using social network analysis to understand team performance and information flows. It outlines approaches for collecting social network data from digital and observational sources and analyzing that data using metrics and tools to gain insights. The goal is to optimize project selection, team formation, and knowledge sharing to improve outcomes.
This document summarizes a survey on teachers' use of digital games in the classroom. The key findings are:
1) Most teachers learn about and start using games on their own or from other teachers, rather than through formal training. This shows that adopting digital tools remains teacher-led rather than institutionally supported.
2) There is a lack of common resources for teachers to find best practices for using games. Developers and teachers want better ways to discover appropriate games.
3) The author captured best practices on teachers' game use through interviews. Twelve patterns were identified, such as using roleplaying in literature class. The patterns are meant to be a starting point for an online community where teachers can share experiences.
This document discusses various semantic dimensions that can be used to describe interactions, including precision vs ambiguity, modern vs old fashioned, dynamic vs static, appropriate vs inappropriate, natural vs unnatural, and predictability vs unpredictability. It also examines haptic and tactile dimensions such as continuous vs stepwise movements, close physical proximity vs distance, smooth vs rough surfaces, as well as dimensions of complexity, playfulness vs boredom, control and dimensionality. The goal is to have concise descriptors that capture the key aspects of interactions across different semantic and haptic factors.
2016-04-13 research seminar presentationifi8106tlu
This document summarizes research on evaluating the aesthetics of interaction through touch devices. The researcher conducted a study using the Repertory Grid Technique to elicit constructs related to interaction aesthetics from 21 participants interacting with 9 different touch interactions. 134 constructs were elicited and grouped into attributes like "smooth" vs "jagged". Quantitative data from aesthetic ratings of the interactions was analyzed with multidimensional scaling and factor analysis to map relationships between interactions and attributes. The results provide a set of attributes that can be used to evaluate interaction aesthetics in questionnaires for further research.
This document discusses new learning practices and learning analytics for educational innovation. It provides an overview of CEITER, a research center focusing on learning analytics and educational innovation. Some key points:
- CEITER aims to measure and support new collaborative, creative, and problem-based learning practices through learning analytics and educational research.
- Examples of projects include measuring technology use in schools, tools for collaborative learning, and tracing learning in digital environments.
- Research looks at the coupling of individual and collective learning, with cognition seen as mediated by social and material environments.
- CEITER aims to build research infrastructure to increase funding opportunities, recruit students, and boost visibility through a more systematic, collaborative approach.
This document outlines a framework for designing and deploying e-health systems in developing countries. It discusses the author's research problem, goals, and questions. The current study examines challenges and opportunities for e-health in Afghanistan through interviews at several hospitals. The biggest challenges identified are lack of internet, unreliable power, high costs, and paper-based record systems. Future opportunities include computerizing records to reduce costs and improve access, and using e-health for patient education. The author aims to improve Afghanistan's healthcare through information technology and electronic health records.
This document summarizes a research seminar presentation on designing a reference architecture for a national e-learning infrastructure. The presentation discusses: existing e-learning architectures and their limitations; the motivation and goals of designing a new architecture using model-driven engineering; research questions around requirements, conceptual knowledge, and validation; the proposed use of MDE and ATAM for design and evaluation; key components of the architecture like exchanges and brokers; and affiliated patterns. The architecture separates concerns into internal, conceptual, and external layers that could map to cloud computing layers.
This document summarizes the research of a PhD student on developing a distributed business intelligence system using a multi-agent approach. It outlines the student's research objectives, questions, and methodology. The methodology involves applying agent-oriented modeling and design science principles. Domain and goal models are developed to analyze the problem. An architecture is proposed that uses various agent types like facilitator, miner, and aggregator agents. Communication protocols and exception handling are also discussed. Future work involves further developing the design and implementing an experimental system.
2016-02-10 research seminar, second partifi8106tlu
This document discusses establishing learning goals as boundary objects for knowledge organization systems. It notes that knowledge management platforms often fail to contribute to business goals. Through case studies, it was found that systems need to be more user-friendly and deliver contextual, just-in-time information. The document proposes establishing learning goals and connecting internal/external knowledge bases as boundary objects to better integrate personal, organizational, and industry-wide perspectives in knowledge management systems. Participatory design is presented as a way to involve users and balance routine/unstructured knowledge processes.
The document summarizes the current state of research on Voice over IP (VoIP) quality of service (QoS) in wireless mesh networks (WMNs). It provides background on the challenges of supporting VoIP in dynamic WMNs. The author's research plan involves evaluating VoIP performance under different QoS feature modifications, including adding fixed mesh routers and using IPv6. Simulations will measure delay, jitter and packet loss under scenarios with varying mobility and traffic conditions. Progress so far includes a published paper and near completion of a second paper for submission.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
2016-05-11 research seminar
1. UNIFIED FRAMEWORK FOR
ONLINE AND OFFLINE
LEARNING ANALYTICS
MAKA ERADZE
PHD STUDENT, SCHOOL OF DIGITAL TECHNOLOGIES,
RESEARCH FELLOW AT UNIVERSITA NAPOLI
FEDERICO II
RESEARCH SEMINAR, 11.05.2016
2. PRESENTER
• Educational background – humanities (teacher of
languages and literatures) - from modern and ancient
Greek to interdisciplinary TEL research
• Experience – 2005 to 2012 – software localizer—>teacher
network coordinator (Deer Leap Foundation, MoES of
Georgia), eLearning coordinator –(Tbilisi State University,
Georgia)
• Current job – Università di Napoli Federico II, EMMA
project, research fellow
• Research - Unified framework for online and offline
learning analytics
3. MOTIVATION FOR THE
RESEARCH
Personal
• Personal experience through participation into online fora
(yes, Latin plural for forum - fora J )
• Personal ethnographic observations on my informal learning
patterns led me to Learning Analytics research
• How? Ask Mart!
Professional:
• Interactions and social dimension of learning leading to big
questions like:
• what exactly are we analysing
• What is my research question?
• How are we going to break the concepts down to analyzable
units?
4. STRUCTURE OF THE
PRESENTATION
• Background and statement of the problem
• State of the art
• General methodological framework of the research
• Literature review
• Work already done
• Towards a framework - Mind map and diagram
• Future research - validation phase
• Applicability
• Discussion part
5. BACKGROUND AND
STATEMENT OF THE
PROBLEM
• The need for this kind of research emerges from the
idea that
• When dealing with data (especially big), we have to
think about our questions first and search for patterns
in learning data with specific questions and
frameworks in mind. For this, we need to shape our
philosophical and methodological standing.
• We need to think also about the real world
interactions and think about the ways to facilitate and
connect learning interaction analytics.
• This research aims at the development of a unified
model for offline and online analytics with a purpose
of gaining insight into learning interactions.
6. BACKGROUND AND
STATEMENT OF THE
PROBLEM
• It is focused on the development of a methodological
framework for the analysis of offline and online interaction
patterns and open learning environments.
• Centered on the idea of the unit of analysis and its
appropriateness for learning analytics research and practice,
it can be applicable to any kind of interaction analysis
(learning analytics).
• How is the issue of the units of analysis presented in different
disciplines (and learning analytics?)
• What are the philosophical concepts and considerations
behind the issue of the unit of analysis?
• How can we make use of xAPI statements and frame this
discourse in a philosophically and methodologically
appropriate way?
7. RESEARCH
QUESTIONS
• How can we analyze learning interactions using different
frameworks, theories, philosophies (and pedagogic
scenarios)?
• What is the appropriate unit of analysis for learning
interaction analytics in online and offline settings?
8. GENERAL THEORETICAL AND
METHODOLOGICAL FRAMEWORK
OF THE RESEARCH
Theoretically
• Constructivist approach
• This research does not use particular theoretical framework. It
rather reviews interdisciplinary approaches and creates a
meta language to redescribe the methodological framework
for learning analytics research
Methodologically
• Design based research
• Mainly based on the extensive literature review and inquiry
stage
• Based on the literature review artifacts will be created that
redescribe and place the issue of the unit of analysis within
the LA research
• This will serve to create a detailed ontology and validate it
9. STATE OF THE ART -
INTERACTIONS
• In order to actually define how can we make use of interaction
traces and data and locate its analytical framework, it is
necessary to define the concept of interaction as it is to
educational sciences - TEL.
• Interaction functions in a different way in virtual learning
environments where its must convey, mimic or recreate the
traditional communication patterns or build a new type of
learning ambience.
• Underlining the term - learning interaction. I share Wagner’
definition of interaction as follows “reciprocal events that
require at least two objects and two actions. Interactions occur
when these objects and events mutually influence each
other” (Wagner, 1994).
10. STATE OF THE ART -
INTERACTIONS
• According to Anderson (Anderson 2003), interaction online
(or offline) can happen human and inanimate actors.
• Moore’s theory of Three Types of Interaction
• To Moor learner-instructor interaction is a four-stage support
of the learner:
1. Designing the content, maintaining motivation, self-direction
2. Making presentations (student/teacher)
3. Practicing and applying acquired competences.
4. Counseling and encouragement of learners according their
levels of progress. The third type of interaction – learner-
learner for Moor is a new dimension in distance education
11. STATE OF THE ART-
DEFINITIONS
• Learning analytics is the measurement, collection,
analysis and reporting of data about learners and
their contexts, for purposes of understanding and
optimizing learning and the environments in which it
occurs.
• LA as a technology-enhanced learning (TEL)
research area that focuses on the development of
methods for analyzing and detecting patterns within
data collected from educational settings, and
leverages those methods to support the learning
experience. (Chatti et al 2015)
12. STATE OF THE ART- LA, ITS
CHALLENGES AND FUTURE
DIRECTIONS
Learning analytics is inherently
interdisciplinary
• Operates on the verge of many different
fields
Still in its infancy
• It still has to establish itself as field with its
own traditions and theoretical frameworks
13. • Two systematic literature reviews found:
• Nistor et al(2015): The main issue with LA research is
the frequent lack of an explicit theoretical framework
from educational perspective. The authors call on the
educational and psychological theories for significant
progress of upcoming LA research
• Gasevic et al(2015): researchers from educational
sciences tend to publish more mature research and
show more rigor
• Fortunately, the field is evolving quickly and one measure
of this growth is the increasing breadth of methodologies
being applied to learning‐related data sources (Pardo et al,
2014)
14. • Big learning analytics
t h a t c o m e f r o m
heterogeneous sources
• o p e n l e a r n i n g
environments (MOOCs),
with data coming from
outside of platform.
• Mobile learning analytics
• Context modeling
• Privacy-aware analytics.
• Personalized learning analytics.
• Life-long learner modeling
• Learning analytics for open
assessment.
• Embedded Learning analytics
• Learning analytics design
patterns.
• Learning analytics evaluation.
Chatti, M. A., Lukarov, V., Thüs, H., Muslim, A., Yousef, A. M. F., Wahid, U., ... &
Schroeder, U. (2014). Learning Analytics: Challenges and Future Research Directions.
17. LIT.REVIEW -UNIT OF
ANALYSIS
• Interdisciplinary approach:
• When choosing what to analyze, how to analysis, what to take
into account, how to operationalize questions, what
methodology to use, what discourse to take in in any field, unit
of analysis is at the same time a problematic but also an
important decision to make.
• Learning Interaction Analysis needs its own unit of analysis
too.
• influenced by the work of Matusov who has given an
extensive account on this issue from different perspectives.
• Building on his understanding on the unit of analysis we will
also bring arguments from:
• Socio-cultural research, education, human-computer
interaction, computer science, sociology, technology-
enhanced learning, psychology and other fields.
18. LIT.REVIEW -UNIT OF
ANALYSIS
• This is not a methodological decision only, but also a
political, and of course, philosophical.
• Mostly, two types of approaches are used for the
discussion on the unit of analysis: holistic and
reductionist.
• Holistic approach believes that the unit has to express a
whole phenomenon, while reductionist approach breaks the
unit of analysis down to its most fine grain unit.
• Matusov thinks, that the unit of analysis changes with the
aim of the research.
• To Vigotsky it is a “self-contained” “unified smallest
whole”.
19. UNIT OF ANALYSIS
• Matusov takes the socio-cultural approach to the issue
and bases his discussion mainly on psychologist
tradition.
• According to Matusov one must be careful when
searching for a general, universal unit of analysis,
because it always is shaped by the purpose of the
researcher and the subject of study.
• The construct “unit of analysis” is mainly used for the
methodological critique of others’ research
20. UNIT OF ANALYSIS
The discussion about the unit of analysis is also a
paradigmatic discussion – exact sciences vs social sciences
with
• “The exact sciences constitute a monologic form of
knowledge: the intellect contemplates a thing and expounds
upon it. There is only one subject here-cognizing
(contemplating) and speaking (expounding). In opposition to
the subject there is only a voiceless thing. Any object of
knowledge (including man) can be perceived and cognized as
a thing. But a subject as such cannot be perceived and
studied as a thing, for as a subject it cannot, while remaining
a subject, become voiceless, and, consequently, cognition of it
can only be dialogic.” (Bakhtin in Matusov)
21.
22. UNIT OF ANALYSIS
• According to Lefstein, while replacing the reductive units of
analysis with more holistic ones, the issue of manageability
arises.
• Sometimes it can be hard to draw the boundaries, what is the
exact phenomenon to be expressed holistically.
He argues, that “interactional structures of three or more turns
is a methodologically expedient and theoretically sound unit for
the analysis of classroom discourse”.
• To him, unit of analysis is a “discourse move” and dialogical.
Though, Lefstein also suggests that aside from the appropriate
phenomenon, the unit of analysis has to be expanded to
sequence.
23. UNIT OF ANALYSIS
Stahl from his side discusses the issue of unit of analysis in cognition –
• concepts (Plato),
• mental and material objects (Descartes) (and relationship between them)
• observable physical objects (empiricism),
• mind’s structuring categorization efforts (Kant).
All of the approaches dealt with the inner functions of an individual mind.
• Hegel entered the discussion with a larger unit of analysis – historically, socially and
culturally determined.
• Marx views the main unit of analysis as social movements, class conflicts and
transformations of economic systems.
• Hegel’s philosophy shaped three mainstream schools of thought – Marx (critical
social theory), Heidegger (existential phenomenology) and Wittgenstein (linguistic
analysis).
• To Stahl, these three main directions influence how the CSCL units of analysis are
formed: For Heidegger the unit of analysis was the man with unified experience of
being-in-the-world.
• Wingenstein’s shifted unit of analysis from mental meanings to interpersonal
communications in the context of getting something done together. (Stahl)
24. UNIT OF ANALYSIS -
LATOUR
• Latour thinks the issue brings us to
• what phenomenon is worth studying and ‘worth’ for what.
According to a sociocultural framework, this question cannot
be addressed within purely methodological considerations as
it both involves conceptual (paradigmatic) debates within the
academic field and is shaped by practical needs and financial
(and political and institutional) pressure outside of the field
and science in general (Latour, 1987 in Matusov).
• For Latour and his Action-Network Theory, the main unit of
analysis is embedded in the relationship between the
actions.
25. UNIT OF ANALYSIS
• Stahl believes that Engestrom is the one taking the unit of analysis to the whole
activity system.
• Engeström in his “Learning By Expanding” writes that the insertion of cultural
artifacts into human actions was revolutionary in that the basic unit of analysis now
overcame the split between the Cartesian individual and the untouchable societal
structure.” After this the understanding of an individual could no longer happen
without his or her cultural means; and the understanding of a society was bound to
individuals who use and produce artifacts. He believes that the limitation of the first
generation was that the unit of analysis remained individually focused. The object-
oriented and artifact-mediated collective activity system is the prime unit of analysis
in cultural-historical studies of human conduct;
• But to Stahl’s understanding Engestrom’s theory is not interested in group
knowledge building but rather with organizational management of the group,
Influenced by Marx, theory tries to see societal issues in the making.
26. UNIT OF ANALYSIS
• Stahl believes that even in distributed cognition, which
deals with group-cognitive phenomena, mostly socio-
technical systems and highly developed artifacts are
analyzed.
• Suthers (2010) with his uptake framework proposes that
the event is the core if we want analyze data and
understand which interactions lead to learning. The
uptake framework suggests that interaction is relational
by its nature, so the most important unit of analysis is not
isolated acts, but rather relationships (based, again, on
Latour 2005) between acts.
27. UNIT OF ANALYSIS -
KAPTELININ
In activity-theory
• activity, in a broad sense, is an interaction of the actor (e.g., a
human being) with the world. The interaction, according to
activity theory terminology, is described as a process relating
the subject (S) and the object (O). A common way to
represent activity is “S ⇔ O.
• According to Kaptelinin, activity is different from other types of
interaction by two key aspects: (a) subjects of activities have
needs, which should be met through an interaction with the
world, and (b) activities and their subjects mutually determine
one another; or, more generally, activities are generative
forces that transform both subjects and objects. Subjects
have needs.
28. KAPTELININ –
ACTIVITY THEORY
• Kaptelinin presents the Activity as
• a “unit of life” of a material subject existing in the
objective world.
• Subjects have their own needs and to survive, have to
engage in activities, that is, interact with the worldy
objects fulfill their needs
• assumptions of the social nature of human mind and
inseparability of human mind and activity. (Kaptelinin, Activity
theory).
• Activity is of fundamental importance to psychology
because of its special function.
• It places the Subject into the objective reality and transforms
the reality into a form of subjectivity (Leontiev, 1978)
29. PAAVOLA AND
HAIKAINEN
• According to Paavola and Haikaninen, in trialogues, the
interaction through “shared objects” that are in the
process of being developed is emphasized.
• The objects of inquiry can be respresented by the
knowledge artefacts, practices, ideas, models,
representations, etc. but perceived as something to be
collaboratively developed.
• These objects are important in the interaction and it is an
interaction between subjects, other subjects and
“objects” but not between the subjects.
• This means that the things are being developed
collaboratively and they do not repeat the existing
knowledge
31. REVIEW: XAPI
● The Experience API is a service that allows for statements of
experience (typically learning experiences, but could be any
experience) to be delivered to and stored securely in a Learning
Record Store
● The Experience API is dependent on Learning Activity Providers
to create and track learning.
● Learning Activity Provider is a software object that
communicates with the LRS to record information about the
learning experience.
● Learning activity is a unit of instruction, experience or
performance that has to be tracked.
● A Statement consists of <Actor (learner)> <verb> <object>, with
<result>, in <context> to track an aspect of a learning
experience.
32. REVIEW: XAPI
● It repeats the structure of the sentence in practically any
language and is human readable
• Actor data is a unique information that describes a
specific subject, such as a student or group of students.
• Verb data classifies the type of activity the actor
participated in and often links to a human readable
description of the event.
• Object data will link to an artifact that is typically a
byproduct of or related to the activity
33. XAPI
● It is much more, than just a simple sentence-like structure. The
context is very important and it makes possible to relate one
activity to another*
• Quoting Verbert, Suthers and Rosen, Kevan and Ryan believe that
the issue of variety of educational data taxonomies and also the
distributed learning events collection challenges can be solved by
xAPI*
● Some researchers believe that it is aligned with constructivist
approach and activity theory
● xAPI has a lot of potential for The xAPI offers a renewed
opportunity to research, develop, and explore theories involving
learning beyond academia’s digital environments.
Kevan, J. M., & Ryan, P. R. Experience API: Flexible, Decentralized and Activity-Centric Data Collection.Technology,
Knowledge and Learning, 1-7.
34. WORK ALREADY
DONE/PUBLICATIONS
• Eradze, M. Kai, P., Laanpere, M.: (2013) Analysing Learning Flows in
Digital Learning Ecosystems, KMEL 2013, ICWL2013, Taiwan,
Springer (LNCS), October 2013
• The first paper that opens the discussion on the unit of analysis, with
detailed background on the interactions, literature review
• Eradze M., Laanpere M.: (2014) Interrelation Between Pedagogical
Design and Learning Interaction Patterns in Different Virtual
Learning Environments, HCII 2014, Greece, Springer (LNCS) June
2014
• Three different platforms studied with CoI framework and coding template
(Two MOOC platforms, Moodle and Edufeedr)
• Eradze, M., Valjataga, T., Laanpere M.: (2014) Observing the use of e-
textbooks in the classroom: towards “Offline” Learning Analytics,
FeT workshop, ICWL 2014, Tallinn, Estonia, Springer (LNCS)
• Observations in the classroom, tried to document offline interactions with
an mobile app and xAPI type of statements.
35. PUBLICATION IN
PROGRESS
Unit of Analysis in Learning Analytics, Maka Eradze, Mart
Laanpere
• The article overviews the state of the art of unit of analysis
issue in educational research, learning analytics and
offers a conceptual framework based on the idea of an
appropriate unit of analysis for learning interaction
analysis.
• Aiming for - Journal of Computing in Higher Education -
Special Issue on Advancing Research on Open
Education.
38. FUTURE RESEARCH -
VALIDATION PHASE
• Based on the inquiry stage and the artefacts, a detailed
ontology will be developed
• A single semantic structure that can map teacher
intentions – what they are planning to do and what
actually is taking place
• The ontology will be mapped to specific scenarios
• Together with teachers validate the ontology with
participatory approach
39. APPLICABILITY
• This ontology will be applicable to any context and to any
data
• It will be flexible and can be applied to different
pedagogic scenarios, philosophies, methodologies
• With this ontology we will be able to grasp the whole
structures of interactions and analyse it holistically
40. I know this is not yet a defense and am not yet on Ithaca and I am no
Odysseus (rather Penelope), but this is a journey I am enjoying so:
41. EXPRESSION OF
GRATITUDE
• To all in the School of Digital Technologies for
understanding my absent presence or rather present
absence
• To Mart for being a challenging supervisor and….for
scaffolding/challenging/believing in me J
• To Kai for giving valuable, critical and helpful feedback