Alejandra Martínez-Monés, Christophe Reffay, Gwénaëlle Lécuyer-Cabioch and Vanda Luengo, What information do teachers demand from a computerized classroom? An exploratory analysis, Paper presented at LASI Spain 2017, 4-5 June, Madrid, Spain
VII Jornadas eMadrid "Education in exponential times". What information do te...eMadrid network
VII Jornadas eMadrid "Education in exponential times". What information do teachers demand from a computerized classroom? An exploratory analysis. Alejandra Martínez-Monés Universidad de Valladolid. 04/07/2017.
Education 4.0 and Computer Science: A European perspectiveBart Rienties
This systematic literature review aimed at identifying the pedagogical approaches, aligned with Education 4.0, used to support teaching computer science courses with undergraduate and graduate students in Europe. A three-step coding process was conducted to identify and analyse 20 papers. Quantitative and qualitative analysis of the selected papers revealed a three-cluster solution with common characteristics that could be used to describe those pedagogical approaches. The review also showed that the term Education 4.0 is still relatively new and has not been conceptualised in terms of computer science courses, although the characteristics of Education 4.0 are visible throughout the pedagogical approaches.
Bart Rienties, Rebecca Ferguson, Christothea Herodotou, Francisco Iniesto, Julia Sargent, Igor Balaban, Henry Muccini, Sirje Virkus
Can predictive learning analytics empower teachers to support students at risk? Can they enhance students' performance? A large scale study @TheOpenUniversity, UK.
VII Jornadas eMadrid "Education in exponential times". What information do te...eMadrid network
VII Jornadas eMadrid "Education in exponential times". What information do teachers demand from a computerized classroom? An exploratory analysis. Alejandra Martínez-Monés Universidad de Valladolid. 04/07/2017.
Education 4.0 and Computer Science: A European perspectiveBart Rienties
This systematic literature review aimed at identifying the pedagogical approaches, aligned with Education 4.0, used to support teaching computer science courses with undergraduate and graduate students in Europe. A three-step coding process was conducted to identify and analyse 20 papers. Quantitative and qualitative analysis of the selected papers revealed a three-cluster solution with common characteristics that could be used to describe those pedagogical approaches. The review also showed that the term Education 4.0 is still relatively new and has not been conceptualised in terms of computer science courses, although the characteristics of Education 4.0 are visible throughout the pedagogical approaches.
Bart Rienties, Rebecca Ferguson, Christothea Herodotou, Francisco Iniesto, Julia Sargent, Igor Balaban, Henry Muccini, Sirje Virkus
Can predictive learning analytics empower teachers to support students at risk? Can they enhance students' performance? A large scale study @TheOpenUniversity, UK.
Student-centered learning analytics development in higher education: initial ...Marko Teräs
EdMedia 2019 presentation. This brief paper describes a student-centered approach to the research and development of pedagogical learning analytics solutions. The context of the study is a national Finnish Ministry of Education and Culture funded learning analytics project, in which eleven Finnish HEIs partner in developing a roadmap for the scalable use of learning analytics in universities of applied sciences. The paper outlines the arguments for student-centered development of learning analytics in order to better cater for students’ needs. The project adopted a co-creation methodology combining focus group interviews and rapid prototyping, to perform the needs analysis together with the students. This paper describes the application of this methodology, presents initial observations from the study, and outlines the next steps of the research project.
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
AECT 2004 - Online Learning: Perceptions of Useful and Challenging Characteri...Michael Barbour
Song, L., Singleton, E. S., Hill, J. R., Koh, M. Jones, F. S., & Barbour, M. K. (2004, October). Online learning: Perceptions of useful and challenging characteristics. Paper presented at the annual convention of the Association for Educational Communications and Technology, Chicago, IL.
Using an Online Interactive Textbook to Improve Student OutcomesQuin Parker
Steven Forsey, University of Waterloo: Online textbooks provide an incentive through participation grades to motivate students to read the textbook before coming to class—leading to better grades.
E-Learn 2004 - Online Learning: Perceptions of Useful and Challenging Charact...Michael Barbour
Singleton, E.S., Song, L., Hill, J.R., Koh, M., Jones, F.J., & Barbour, M. K. (2004, November). Online learning: Perceptions of useful and challenging characteristics. Paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Washington, DC.
Fighting level 3: From the LA framework to LA practice on the micro-levelHendrik Drachsler
This presentation explores shortcomings of learning analytics for the wide adoption in educational organisations. It is NOT about ethics and privacy rather than focuses on shortcomings of learning analytics for teachers and students in the classroom (micro-level). We investigated if and to what extend learning analytics dashboards are addressing educational concepts. Map opportunities and challenges for the use of Learning Analytics dashboards for the design of courses, and present an evaluation instrument for the effects of Learning Analytics called EFLA. EFLA can be used to measure the effects of LA tools at the teacher and student side. It is a robust but light (8 items) measurement to quickly investigate the level of adoption of learning analytics in a course (micro-level). The presentation concludes that Learning Analytics is still to much a computer science dicipline that does not fulfill the often claimed position of the middle space between educational and computer science research.
An Intelligent Microworld as an Alternative Way to Learn Algebraic ThinkingCITE
4 March 2010 (Thursday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/4 | Prof. Richard NOSS, Professor of Mathematics Education & Co-director and Director of TLRP-TEL Research Programme, London Knowledge Lab
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
Increasing Grade 9 Students TLE MPS using a Blended Approach with Manychatijtsrd
The study used Blended Learning and the Manychat application to improve the TLE MPS of Sto Nino National High School Grade 9 students. Purposive sampling was used to select two groups of grade nine students with the lowest MPS. The term blended learning refers to instructional models that combine traditional classroom practice with e learning solutions. Manychat, on the other hand, is a service that allows you to build chatbots for Facebook Messenger. These chatbots have a wide range of applications, including marketing and customer service. The study assessed the performance of Grade 9 Dressmaking students in administering the pre test and post test for both the experimental and control groups. The study also determined whether there is a significant difference in the pre test and post test results for both experimental and conventional groups. In the implementation of the Manychat as an instructional tool in T.L.E. 9 or any subjects interested in the intervention used, an action plan was proposed. The study used a experimental design. Mean, standard deviation, dependent and independent t tests were used to assess the performance of students instructed in the intervention program. The study found that using the Blended Method with Manychat is an effective tool for teaching T.L.E. Dressmaking to grade 9 students. Using the Blended Method, their performance and scores in the pre test and post test had greatly improved. As a result, the study concluded that the Blended Method with Manychat can be used as a tool in teaching TLE for the continuous improvement of proficiency level in TLE subject. Jonalyn Corvera Cadavos "Increasing Grade 9 Students' TLE MPS using a Blended Approach with Manychat" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51852.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51852/increasing-grade-9-students-tle-mps-using-a-blended-approach-with-manychat/jonalyn-corvera-cadavos
Student-centered learning analytics development in higher education: initial ...Marko Teräs
EdMedia 2019 presentation. This brief paper describes a student-centered approach to the research and development of pedagogical learning analytics solutions. The context of the study is a national Finnish Ministry of Education and Culture funded learning analytics project, in which eleven Finnish HEIs partner in developing a roadmap for the scalable use of learning analytics in universities of applied sciences. The paper outlines the arguments for student-centered development of learning analytics in order to better cater for students’ needs. The project adopted a co-creation methodology combining focus group interviews and rapid prototyping, to perform the needs analysis together with the students. This paper describes the application of this methodology, presents initial observations from the study, and outlines the next steps of the research project.
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
AECT 2004 - Online Learning: Perceptions of Useful and Challenging Characteri...Michael Barbour
Song, L., Singleton, E. S., Hill, J. R., Koh, M. Jones, F. S., & Barbour, M. K. (2004, October). Online learning: Perceptions of useful and challenging characteristics. Paper presented at the annual convention of the Association for Educational Communications and Technology, Chicago, IL.
Using an Online Interactive Textbook to Improve Student OutcomesQuin Parker
Steven Forsey, University of Waterloo: Online textbooks provide an incentive through participation grades to motivate students to read the textbook before coming to class—leading to better grades.
E-Learn 2004 - Online Learning: Perceptions of Useful and Challenging Charact...Michael Barbour
Singleton, E.S., Song, L., Hill, J.R., Koh, M., Jones, F.J., & Barbour, M. K. (2004, November). Online learning: Perceptions of useful and challenging characteristics. Paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Washington, DC.
Fighting level 3: From the LA framework to LA practice on the micro-levelHendrik Drachsler
This presentation explores shortcomings of learning analytics for the wide adoption in educational organisations. It is NOT about ethics and privacy rather than focuses on shortcomings of learning analytics for teachers and students in the classroom (micro-level). We investigated if and to what extend learning analytics dashboards are addressing educational concepts. Map opportunities and challenges for the use of Learning Analytics dashboards for the design of courses, and present an evaluation instrument for the effects of Learning Analytics called EFLA. EFLA can be used to measure the effects of LA tools at the teacher and student side. It is a robust but light (8 items) measurement to quickly investigate the level of adoption of learning analytics in a course (micro-level). The presentation concludes that Learning Analytics is still to much a computer science dicipline that does not fulfill the often claimed position of the middle space between educational and computer science research.
An Intelligent Microworld as an Alternative Way to Learn Algebraic ThinkingCITE
4 March 2010 (Thursday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/4 | Prof. Richard NOSS, Professor of Mathematics Education & Co-director and Director of TLRP-TEL Research Programme, London Knowledge Lab
Learning analytics adoption in Higher Education: Reviewing six years of exper...Bart Rienties
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process. The talk will specifically focus on the Open University UK (OU) experience of implementing learning analytics to support its 170k students and 5k staff. Its flagship OU Analyse has been hailed as one of the largest applications of predictive learning analytics at scale for the last five years, making OU one of the leading institutions in learning analytics domain. The talk will reflect on the strong connections between research and practice, educational theory and learning design, scholarship and professional development, and working in multi-disciplinary teams to explain why the OU is at the forefront of implementing learning analytics at scale. At the same time, not all innovations and interventions have worked. During this webinar, Prof Rienties will discuss the lessons learned from implementing learning analytics systems, how learning analytics has been adopted at OU and other UK institutions, and what the implications for higher education might be.
Increasing Grade 9 Students TLE MPS using a Blended Approach with Manychatijtsrd
The study used Blended Learning and the Manychat application to improve the TLE MPS of Sto Nino National High School Grade 9 students. Purposive sampling was used to select two groups of grade nine students with the lowest MPS. The term blended learning refers to instructional models that combine traditional classroom practice with e learning solutions. Manychat, on the other hand, is a service that allows you to build chatbots for Facebook Messenger. These chatbots have a wide range of applications, including marketing and customer service. The study assessed the performance of Grade 9 Dressmaking students in administering the pre test and post test for both the experimental and control groups. The study also determined whether there is a significant difference in the pre test and post test results for both experimental and conventional groups. In the implementation of the Manychat as an instructional tool in T.L.E. 9 or any subjects interested in the intervention used, an action plan was proposed. The study used a experimental design. Mean, standard deviation, dependent and independent t tests were used to assess the performance of students instructed in the intervention program. The study found that using the Blended Method with Manychat is an effective tool for teaching T.L.E. Dressmaking to grade 9 students. Using the Blended Method, their performance and scores in the pre test and post test had greatly improved. As a result, the study concluded that the Blended Method with Manychat can be used as a tool in teaching TLE for the continuous improvement of proficiency level in TLE subject. Jonalyn Corvera Cadavos "Increasing Grade 9 Students' TLE MPS using a Blended Approach with Manychat" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51852.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51852/increasing-grade-9-students-tle-mps-using-a-blended-approach-with-manychat/jonalyn-corvera-cadavos
“I would probably find it quite hard if I had to do it in a foreign language” Chrissi Nerantzi
My PhD research work-in-progress... contribution for Sunday the 10 April 2016 for the event of the Global OER Graduate Network in Krakow, Poland as part of the OEGlobal
This poster looks at data from college students in a history class and their perception of MOOC online course materials in the classroom and how it has evolved from 2012 to 2017.
Project findings about Comenius project using ICT as an independent Learning Tool.
Using Moodle and SPSS as a tool for analysis.
Digital resources used with ICT methods as a way to improve independent Learning.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
On the Usage of Databases of Educational Materials in Macedonian EducationIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from
country to country. The Republic of Macedonia has invested with a lot in installment of hardware and
software in education and in teacher training. This research was aiming to determine the situation of usage of
databases of digital educational materials and to define recommendation for future improvements. Teachers
from urban schools were interviewed with a questionnaire. The findings are several: only part of the
interviewed teachers had experience with databases of educational materials; all teachers still need capacity
building activities focusing exactly on the use and benefits from databases of educational materials;
preferably capacity building materials to be in Macedonian language; technical support and upgrading of
software and materials should be performed on a regular basis. Most of the findings can be applied at both
national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact.
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
Enhancing Learning In Psychology Online Course Management System: Tool for En...paperpublications3
Abstract: The study aimed to find out the efficiency of a MOODLE supported teaching environment for enhancing learning in General Psychology. MOODLE is a free online course management system. Four classes were matched based on the result of a diagnostic test. Two classes were assigned to a MOODLE environment teaching on selected topics for the duration of a semester while the other two went to the classroom environment group without access to resources in MOODLE. Both groups yielded very significant difference between their pretest and posttest scores. In the MOODLE enviroment group, a mean difference of 3 points was consistent for the three grading periods with the highest confidence interval of 2 to 4 points. In the classroom environment group, the highest mean difference was 4 points with a confidence interval of 3 to 5 points. Comparing the posttest scores of the MOODLE and the classroom groups, a significant difference was noted in the last grading period with the MOODLE group scoring 2 points higher. These indicate that learning in the classroom with interaction between teacher and other learners resulted to higher scores in a quiz compared to learning the topic by plain access to MOODLE uploaded resources. However, efficacy and confidence in using the computer to access resources in MOODLE that happened over time gives students better chance in getting a high score in a quiz of knowledge and comprehension.
Keywords: MOODLE uploaded resources, General Psychology.
Title: Enhancing Learning In Psychology Online Course Management System: Tool for Enhancing Learning in General Psychology
Author: Dr. Dorothea C. Dela Cruz, Ms. Edna T. Costuna, Ms. Eva E. Pacayra, Ms. Josephine F. Santonia
ISSN 2350-1049
International Journal of Recent Research in Interdisciplinary Sciences (IJRRIS)
Paper Publications
The Use of an Online Learning Management System to Assess the Performance of ...ijtsrd
Learning Management Systems were widely used in education, and studies have demonstrated that they boost student achievement. This studys goal was to confirm the findings of the related studies in the context of the schools online learning program. Piaget’s Constructivism Learning Theory, Siemens’ Connectivism Theory, and Engestrom’s Activity Theory backups the process of the group of students who used the LMS and students who were exposed to modular learning. The study examined the effectiveness of incorporating a learning management system in assessing students’ performance. Fifty students from a private institution in Cebu, Philippines, were the subjects of a pretest posttest explanatory sequential mixed method. The mean, median, standard deviation, t test for independent samples, paired t test, and Spearman rho were used to test the null hypothesis at 0.05 level of significance. The studys findings show that the respondents did not perform well on the pretest, but they did exceptionally well on the posttest. Additionally, the study discovered that while there is no significant difference between group 1 pretest and posttest results and those of group 2, there is a significant difference between group 1’s pretest and posttest results but there was no significant difference in the mean improvement of the student’s scores. Respondents attitudes toward the use of learning management systems in the classrooms were positive but there was no significant relationship between the attitude of the students towards LMS and their performance. Based on these findings, it is recommended that schools develop programs in upgrading their teachers’ skills in manipulating the features of the LMS among others, teachers should intensify efforts in the use of LMS tools in teaching Trigonometry and that students should be provided with avenue wherein they can enhance their skills in technology and be engaged in the learning process. Michael L. Novero "The Use of an Online Learning Management System to Assess the Performance of the Students in Trigonometry" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59946.pdf Paper Url: https://www.ijtsrd.com/mathemetics/other/59946/the-use-of-an-online-learning-management-system-to-assess-the-performance-of-the-students-in-trigonometry/michael-l-novero
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. What information do teachers
demand from a computerized
classroom? An exploratory
analysis
Alejandra Martínez-Monés, Christophe
Reffay, Gwénaëlle Lécuyer-Cabioch and
Vanda Luengo
ÉSPÉ Besançon, Université Franche-Comté
GSIC – EMIC, Universidad de Valladolid
amartine@infor.uva.es
3. Teachers do not use LA
Lack of uptake of LA tools by teachers in primary and
secondary schools
In last LAK, 1 out of 65 papers reported on a case of
adoption of a tool by a teacher in a primary school
Likely reasons
LA is leaned towards the supply side (LA researchers)
(Fergusson et al., 2016)
There is a mistmatch between what it is offered and what
teachers need (Holdstein, 2017)
4 July, 2017LASI Spain 2017
3
Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari,
R.: Research Evidence on the Use of Learning Analytics: Implications for Education Policy. (2016).
Holstein, K., McLaren, B.M., Aleven, V.: Intelligent tutors as teachers’ aides: exploring teacher needs for real-
time analytics in blended classrooms. In: Proceedings of the Seventh International Learning Analytics &
Knowledge Conference. pp. 257–266. ACM (2017).
4. Context – The project Epa’T
French pilot project on the use of digital tools at the
school (Project Epa’T - Espace Protégé pour
l’Apprentissage en ses Traces).
Overall goal
Providing teachers with efficient ICT support to fill the
current distance between learning analytics and current
classroom practices
The envisioned technological setup:
Google Chromebooks with Google Classroom & Hapara
(a learning analytics tool)
4 July, 2017LASI Spain 2017
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5. The study
Exploratory phase of the project (DBR methodology)
The technological setup had not been deployed yet
The goal was to understand teachers’ points of view
before deployment
Qualitative approach - Exploring & Understanding
The research question:
What kind of support do teachers expect
from a computerized classroom?
4 July, 2017LASI Spain 2017
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6. Method –
Contextual Interviews
Interview structure:
Part 1: Closed questions (teachers’ profile)
Part 2: Open questions to elicit current practices
Part 3: Open questions about what information teachers’ would
demand from a digital system
Protocol followed (only in one of the two groups)
Teachers should propose a situation of personalization with an
application devoted to the design of lesson plans for the development
of competences
4 July, 2017LASI Spain 2017
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7. Method
Participants
4 July, 2017LASI Spain 2017
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Teachers’ group 1:
11 teachers for the same secondary school (11-y)
Teachers’ group 2:
8 teachers of different primary schools (10-y)
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
8. Results
Expectations
4 July, 2017LASI Spain 2017
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What the teacher expect from the technological support:
EXPECTATIONS 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Adapt the difficulty of the activities to the leaners' profile
Adapt the type of activity to the learners' profile
Monitor the activities (success, failure, assessment, and behaviour)
Intervene directly by sending personalized messages
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
9. Results – Information
demanded (1/4)
Exercises carried out & Time spent doing them
4 July, 2017LASI Spain 2017
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Intervene directly by sending personalized messages
SUPERVISION OF THE ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Number of exercises made (or not)
Number of attempts to make an exercise
Time spent in an exercise
Visualization and remedation of mistakes
Main errors in the class & number of pupils concerned
Need to carry out the supervision off-line (evenings)
TIME
Time spent working on task
Time elapsed until the activity is submitted
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
10. Results – Information
demanded (2/4)
Usage of the computers inside and outside the class
4 July, 2017LASI Spain 2017
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Time elapsed until the activity is submitted
USE OF COMPUTERS AT THE CLASSROOM 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Supervising the screens
Visualize whether the students are connected and working
Direct interaction by means of messages
USE OF COMPUTERS OUT THE CLASSROOM
which activities had been carried out
lenght of connection from home
access to the classroom blog
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
11. Results – Information
demanded (3/4)
Information related to the assessment of competences:
4 July, 2017LASI Spain 2017
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access to the classroom blog
COMPETENCE ASSESSMENT
Visualize the progress for the competence assessment
Visualize the level of acquistion compared to the class or the school
Use a color code to assess the level of acquisition
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
12. Results – Information
demanded (4/4)
4 July, 2017LASI Spain 2017
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More specific requirements
Use a color code to assess the level of acquisition
MORE SPECIFIC 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Cardiac Rythm
Record oral exercises
Quality of written productions
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
13. 4 July, 2017LASI Spain 2017
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SUPERVISION OF THE ACTIVITIES 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Number of exercises made (or not)
Number of attempts to make an exercise
Time spent in an exercise
Visualization and remedation of mistakes
Main errors in the class & number of pupils concerned
Need to carry out the supervision off-line (evenings)
TIME
Time spent working on task
Time elapsed until the activity is submitted
USE OF COMPUTERS AT THE CLASSROOM 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Supervising the screens
Visualize whether the students are connected and working
Direct interaction by means of messages
USE OF COMPUTERS OUT THE CLASSROOM
which activities had been carried out
lenght of connection from home
access to the classroom blog
COMPETENCE ASSESSMENT
Visualize the progress for the competence assessment
Visualize the level of acquistion compared to the class or the school
Use a color code to assess the level of acquisition
MORE SPECIFIC 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8
Cardiac Rythm
Record oral exercises
Quality of written productions
TEACHERS' GROUP 2
(PRIMARY SCHOOLS)
TEACHERS' GROUP 1
(SECONDARY SCHOOL)
14. Discussion
Teachers demand information related to what they perceive as
their duty (supervision of students’ tasks, classroom management
…).
They suggest visualizations connected to their practices
Codes green – yellow – red
Some of them envision more advanced tools specific to their
needs
These demands point out to requirements for the design of
ICT enriched with learning analytics, but even if some of
they apper to be simple, it has not been explored yet if all this
information can be handled online
The request to use the indicators in the evening points out to
the fact that it may be difficult
4 July, 2017LASI Spain 2017
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15. Conclusions
There is a need to understand teachers’ needs and
restrictions if LA comunity wants to reach a further impact in
schools (primary and early secondary)
This study provides initial findings and complements previous
studies (Holdstein, 2017; Rodriguez-Triana, 2015)
LA has to work on more holistic approaches to the
implementation of ICT at these elementary levels, taking also
into account the specific data privacy issues that appear
when working with minors (Rodríguez-Triana et al., 2016)
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Rodríguez-Triana, M.J., Martínez-Monés, A., Villagrá-Sobrino, S.: Learning analytics in small-scale teacher-led innovations:
Ethical and data privacy issues. J. Learn. Anal. 3, 43–65 (2016).
Rodríguez-Triana, M.J., Holzer, A., Vozniuk, A., Gillet, D.: Orchestrating inquiry-based learning spaces: An analysis of
teacher needs. In: International Conference on Web-Based Learning. pp. 131–142. Springer (2015).
16. Future work
Next DBR iterations
Define indicators and work with teachers to validate them
Implement them and test if they help fulfil the objectives
(which are also to be defined in each case or group of
cases)
Continue the cycles and test whether the adapted tools
help teachers envision more advanced ways of
appropriation and move from modification to redefinition of
their practices (in terms of the SAMR model).
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