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#openmindstalks
Are emotions driving better university courses?
Introduction by Prof Patrick McAndrew, Director IET, OU
Dr Bart Rienties, Reader in Learning Analytics, OU
Dr Ana Aznar, Postdoctoral Research Fellow, University of Surrey
Garron Hillaire, OU PhD student, OU
Hashtag: #openmindstalks
Innovating Pedagogy 2015 report out!!!
http://www.open.ac.uk/blogs/innovating/
● Crossover learning
● Connecting formal and informal learning
● Learning through argumentation
● Developing skills of scientific argumentation
● Incidental learning
● Harnessing unplanned or unintentional learning
● Context-based learning
● How context shapes and is shaped by the process of learning
● Computational thinking
● Solving problems using techniques from computing
● Learning by doing science with remote labs
● Guided experiments on authentic scientific equipment
● Embodied learning
● Making mind and body work together to support learning
● Adaptive teaching
● Adapting computer-based teaching to the learner’s knowledge and action
● Analytics of emotions
● Responding to the emotional states of students
● Stealth assessment
● Unobtrusive assessment of learning processes
Mobile phones in 1999?
3
So what kinds of emotions did you
experience while watching this video?
4
So what kinds of emotions did the
participants experience?
5
So what kinds of emotions did the
participants experience?
6
So what kinds of emotions did the
participants experience?
7
So what kinds of emotions did the
participants experience?
8
Technology to measure emotions is
in your hands
9
Technology to measure emotions is
in your hands
10
11
Rantakari, J., Inget, V., Colley, A., & Hakkila, J. (2016). Charting Design Preferences on Wellness Wearables. Paper presented at the Proceedings of the 7th Augmented Human International Conference 2016,
Geneva, Switzerland.
Constructivist
Learning Design
Assessment
Learning Design
Productive
Learning Design
Socio-construct.
Learning Design
VLE Engagement
Student
Satisfaction
Student
retention
150+ modules
Week 1 Week 2 Week30+
Rienties, B., Toetenel, L., (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across
151 modules. Computers in Human Behavior, 60 (2016), 333-341
Communication
Tremendous opportunities for
improving education
●Understand why students “get lost”
●Allow students to reach their full
potential
●Automatic feedback to students
and teachers
13
What are the largest challenges?
●Ethical implications of continuously measuring
emotions on smart phones, tablets, laptops,
fitbits, wearables?
●How to deal with individual differences (e.g.,
expressiveness, moods)?
●How to deal with cultural differences?
14
And now lets see how children
learn about emotions
15
#openmindstalks
CHILDREN’S DEVELOPMENT
OF EMOTIONAL COMPETENCE
Why is the study of emotions
relevant?
A Ana Aznar, PhD
University of Surrey
Today I am going to talk about…
1. Children’s development of emotional
competence
2. How do children learn about emotions?
3. Why is the study of emotions relevant?
Emotional Competence
Emotion
Expression
Emotion
Regulation
Emotion
Understanding
EMOTION EXPRESSION
The ability to make
others understand how
you are feeling.
EMOTION REGULATION
The ability to manage your
own emotions so that you
function successfully in
any given situation.
EMOTION UNDERSTANDING(Pons et al., 2004)
External
Emotions
(3-5 year olds)
Mentalistic
Emotions
(5-7 year-olds)
Reflective
Emotions
(7-9 year-olds)
EXTERNAL EMOTIONS (3-5)
MENTALISTIC EMOTIONS (5-7)
REFLECTIVE EMOTIONS (7-9)
THE QUESTION THEN IS…
HOW DO CHILDREN LEARN
ABOUT EMOTIONS?
In the context of the
family
Mother-child
conversations
+ mother-child emotion conversations
+ children’s emotion understanding
(Aznar & Tenenbaum, 2013)
+ mothers’ explanations about emotions
+ children’s emotion understanding
(Denham et al., 1994)
WHY ARE EMOTIONS
IMPORTANT?
• Children’s
development of social
competence
• Children’s ability to
learn within the school
environment
EMOTIONS INFLUENCE
CHILDREN’S SOCIAL LIFE
Children who are emotionally competent….
Are more popular among their peers.
Display more prosocial behaviour.
Have lower levels of
psychological problems.
(Fabes et al., 2001; Dunn & Herrera, 1997)
EMOTIONS INFLUENCE
CHILDREN’S SOCIAL LIFE
Children who have low
emotional
competence….
 Have poor social
skills.
 Have higher levels of
psychological
problems.
(Dunn & Brown, 1994, Campos & Barrett, 1984)
EMOTIONS INFLUENCE
CHILDREN’S LEARNING
Children who are emotionally competent…
Are better able to adapt to the transition from
nursery to school.
Show better academic
performance across their
school years.
(Izard et al., 2001)
EMOTIONS INFLUENCE
CHILDREN’S LEARNING
Children who are not
emotionally
competent….
 Have problems in
higher cognitive
processes.
 Have behavioural
problems.
(Al Otaiba & Fuchs, 2002; Blair, 2002)
INTERVENTION PROGRAMS
Skills: Self-management & self-awareness
Activity: Developmental discipline
Skill: Social awareness
Activity: social understanding
Relationship skills
Activity: helping and prosocial tasks
Results:
1. Better attitudes towards
school, self & others
2. Better academic
achievement
3. Less behavioural
problems
Emotion Learning Analytics
Supporting Students & Course Design
34
Garron Hillaire
Institute of Educational Technology
The Open University
Supervisors: Dr Bart Rienties, Zdenek Zdrahal & Mark Fenton-O’Creevy
Four Discrete Emotions
Happy, Calm, Sad, Frustration
35
Four Discrete Emotions
Core affect – Arousal & Valence
36
Researched Emotions
Admiration, Alienation, Aggression, Anger, Annoyance, Antipathy, Anxiety,
Appreciation, Apprehension, Assuredness, Belonging, Boredom, Calm, Challenged,
Comfortable, Communication anxiety, Competent, Confident, Confusion,
Connectedness, Contempt, Contentment, Convenience, Curiosity, Delight,
Depressed, Desire, Devalued, Disappointment, Disconnectedness, Disgust, Dislike,
Elation, Embarrassment, Empathy, Emphatics, Encouraged, Energetic, Engaged,
Enjoy, Enthusiasm, Envy, Excitement, Fear, Flow, Frustration, Gratitude, Guilt,
Happiness, Hate, Helplessness, Hope, Hopelessness, Humiliated, Humour,
Inadequacy, Insecurity, Interested, Intrigue, Irony, Joy, Liberty, Like, Love, Motivated,
Need for connectedness, Nervous, Neutral, Overwhelmed, Panic, Passion, Peace,
Pleasure, Preference, Pressure, Pride, Rejuvenated, Relaxed, Relieved, Restriction,
Sadness, Sarcasm, Satisfaction, Scared, Shame, Stress, Stupidity, Surprise,
Sympathy, Tense, Thankfulness, Thrill, Tired, Uncertainty, Unease, Unhappiness,
Validation, Wonder, Worn out, Worry, Yearning...
Sample of Discrete Emotions
37
Emotions Organized by Core Affect
Valence & Google Scholar
38
Emotions Organized by Core Affect
Valene & Arousal
39
Scoping Study
How Core Affect Influences Design
40
Core Affect in Two Traces
Self-Report & Sentiment Analysis of Comments
41
Scoping Study Results
Valence General Agreement, Arousal Differences
42
Research Studies
Pilot August, RCT October, Scale TBD
43
Scoping
N=353
Pilot
N=16
RCT
N=1200
Scale
N=TBD
Research Questions
Measure, Display, & Support
44
Scoping
N=353
Pilot
N=16
RCT
N=1200
Scale
N=TBD
RQ1- What can dimensional measurement
of emotions tell us about learning?
RQ2- How can we display this emotion
data directly to students?
RQ3- What do students need to use these
emotion data effectively?
So What?
What are the implications?
45
Researcher
Designer
Teacher
Parent
Student
Students & Course Design
Affect, Cognition & Behavior traces of a Course
46
Course
Design
Reading Quiz
Group
Assignment
Test
Core
Affect
state state state state
Cognition score score score score
Behavior Dwell time Dwell time Dwell time Dwell Time
Student
A Fabricated Example
47
Course
Design
Reading Quiz
Group
Assignment
Test
Core
Affect
Positive
Low Energy
Positive
Low Energy
Negative
High Energy
Positive
Low Energy
Cognition 85% 100% 65% 90%
Behavior 20 min 5 min 60 min 30 min
Want to learn more?
● Childhood and Youth
● MA in Childhood and Youth
● MBA
● MBA (Technology Management)
● MSc in Computing
● MSc in Development Management
● MSc in Technology Management
● Postgraduate Certificate in Computing
● Postgraduate Certificate in Conflict and Development
● Postgraduate Certificate in Development Management
● Postgraduate Certificate in Technology Management
● Postgraduate Diploma in Computing
● Postgraduate Diploma in Development Management
● Postgraduate Diploma in Technology Management
http://www.open.ac.uk/courses/choose/start-in-may
http://www.open.ac.uk/courses/choose/start-in-may
48
#openmindstalks
Are emotions driving better university courses?
Introduction by Prof Patrick McAndrew, Director IET, OU
Dr Bart Rienties, Reader in Learning Analytics, OU
Dr Ana Aznar, Postdoctoral Research Fellow, University of Surrey
Garron Hillaire, OU PhD student, OU
Hashtag: #openmindstalks

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Are emotions driving better university courses?

  • 1. #openmindstalks Are emotions driving better university courses? Introduction by Prof Patrick McAndrew, Director IET, OU Dr Bart Rienties, Reader in Learning Analytics, OU Dr Ana Aznar, Postdoctoral Research Fellow, University of Surrey Garron Hillaire, OU PhD student, OU Hashtag: #openmindstalks
  • 2. Innovating Pedagogy 2015 report out!!! http://www.open.ac.uk/blogs/innovating/ ● Crossover learning ● Connecting formal and informal learning ● Learning through argumentation ● Developing skills of scientific argumentation ● Incidental learning ● Harnessing unplanned or unintentional learning ● Context-based learning ● How context shapes and is shaped by the process of learning ● Computational thinking ● Solving problems using techniques from computing ● Learning by doing science with remote labs ● Guided experiments on authentic scientific equipment ● Embodied learning ● Making mind and body work together to support learning ● Adaptive teaching ● Adapting computer-based teaching to the learner’s knowledge and action ● Analytics of emotions ● Responding to the emotional states of students ● Stealth assessment ● Unobtrusive assessment of learning processes
  • 4. So what kinds of emotions did you experience while watching this video? 4
  • 5. So what kinds of emotions did the participants experience? 5
  • 6. So what kinds of emotions did the participants experience? 6
  • 7. So what kinds of emotions did the participants experience? 7
  • 8. So what kinds of emotions did the participants experience? 8
  • 9. Technology to measure emotions is in your hands 9
  • 10. Technology to measure emotions is in your hands 10
  • 11. 11 Rantakari, J., Inget, V., Colley, A., & Hakkila, J. (2016). Charting Design Preferences on Wellness Wearables. Paper presented at the Proceedings of the 7th Augmented Human International Conference 2016, Geneva, Switzerland.
  • 12. Constructivist Learning Design Assessment Learning Design Productive Learning Design Socio-construct. Learning Design VLE Engagement Student Satisfaction Student retention 150+ modules Week 1 Week 2 Week30+ Rienties, B., Toetenel, L., (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151 modules. Computers in Human Behavior, 60 (2016), 333-341 Communication
  • 13. Tremendous opportunities for improving education ●Understand why students “get lost” ●Allow students to reach their full potential ●Automatic feedback to students and teachers 13
  • 14. What are the largest challenges? ●Ethical implications of continuously measuring emotions on smart phones, tablets, laptops, fitbits, wearables? ●How to deal with individual differences (e.g., expressiveness, moods)? ●How to deal with cultural differences? 14
  • 15. And now lets see how children learn about emotions 15 #openmindstalks
  • 16. CHILDREN’S DEVELOPMENT OF EMOTIONAL COMPETENCE Why is the study of emotions relevant? A Ana Aznar, PhD University of Surrey
  • 17. Today I am going to talk about… 1. Children’s development of emotional competence 2. How do children learn about emotions? 3. Why is the study of emotions relevant?
  • 19. EMOTION EXPRESSION The ability to make others understand how you are feeling.
  • 20. EMOTION REGULATION The ability to manage your own emotions so that you function successfully in any given situation.
  • 21. EMOTION UNDERSTANDING(Pons et al., 2004) External Emotions (3-5 year olds) Mentalistic Emotions (5-7 year-olds) Reflective Emotions (7-9 year-olds)
  • 25. THE QUESTION THEN IS… HOW DO CHILDREN LEARN ABOUT EMOTIONS?
  • 26. In the context of the family Mother-child conversations + mother-child emotion conversations + children’s emotion understanding (Aznar & Tenenbaum, 2013) + mothers’ explanations about emotions + children’s emotion understanding (Denham et al., 1994)
  • 27. WHY ARE EMOTIONS IMPORTANT? • Children’s development of social competence • Children’s ability to learn within the school environment
  • 28. EMOTIONS INFLUENCE CHILDREN’S SOCIAL LIFE Children who are emotionally competent…. Are more popular among their peers. Display more prosocial behaviour. Have lower levels of psychological problems. (Fabes et al., 2001; Dunn & Herrera, 1997)
  • 29. EMOTIONS INFLUENCE CHILDREN’S SOCIAL LIFE Children who have low emotional competence….  Have poor social skills.  Have higher levels of psychological problems. (Dunn & Brown, 1994, Campos & Barrett, 1984)
  • 30. EMOTIONS INFLUENCE CHILDREN’S LEARNING Children who are emotionally competent… Are better able to adapt to the transition from nursery to school. Show better academic performance across their school years. (Izard et al., 2001)
  • 31. EMOTIONS INFLUENCE CHILDREN’S LEARNING Children who are not emotionally competent….  Have problems in higher cognitive processes.  Have behavioural problems. (Al Otaiba & Fuchs, 2002; Blair, 2002)
  • 32. INTERVENTION PROGRAMS Skills: Self-management & self-awareness Activity: Developmental discipline Skill: Social awareness Activity: social understanding Relationship skills Activity: helping and prosocial tasks Results: 1. Better attitudes towards school, self & others 2. Better academic achievement 3. Less behavioural problems
  • 33.
  • 34. Emotion Learning Analytics Supporting Students & Course Design 34 Garron Hillaire Institute of Educational Technology The Open University Supervisors: Dr Bart Rienties, Zdenek Zdrahal & Mark Fenton-O’Creevy
  • 35. Four Discrete Emotions Happy, Calm, Sad, Frustration 35
  • 36. Four Discrete Emotions Core affect – Arousal & Valence 36
  • 37. Researched Emotions Admiration, Alienation, Aggression, Anger, Annoyance, Antipathy, Anxiety, Appreciation, Apprehension, Assuredness, Belonging, Boredom, Calm, Challenged, Comfortable, Communication anxiety, Competent, Confident, Confusion, Connectedness, Contempt, Contentment, Convenience, Curiosity, Delight, Depressed, Desire, Devalued, Disappointment, Disconnectedness, Disgust, Dislike, Elation, Embarrassment, Empathy, Emphatics, Encouraged, Energetic, Engaged, Enjoy, Enthusiasm, Envy, Excitement, Fear, Flow, Frustration, Gratitude, Guilt, Happiness, Hate, Helplessness, Hope, Hopelessness, Humiliated, Humour, Inadequacy, Insecurity, Interested, Intrigue, Irony, Joy, Liberty, Like, Love, Motivated, Need for connectedness, Nervous, Neutral, Overwhelmed, Panic, Passion, Peace, Pleasure, Preference, Pressure, Pride, Rejuvenated, Relaxed, Relieved, Restriction, Sadness, Sarcasm, Satisfaction, Scared, Shame, Stress, Stupidity, Surprise, Sympathy, Tense, Thankfulness, Thrill, Tired, Uncertainty, Unease, Unhappiness, Validation, Wonder, Worn out, Worry, Yearning... Sample of Discrete Emotions 37
  • 38. Emotions Organized by Core Affect Valence & Google Scholar 38
  • 39. Emotions Organized by Core Affect Valene & Arousal 39
  • 40. Scoping Study How Core Affect Influences Design 40
  • 41. Core Affect in Two Traces Self-Report & Sentiment Analysis of Comments 41
  • 42. Scoping Study Results Valence General Agreement, Arousal Differences 42
  • 43. Research Studies Pilot August, RCT October, Scale TBD 43 Scoping N=353 Pilot N=16 RCT N=1200 Scale N=TBD
  • 44. Research Questions Measure, Display, & Support 44 Scoping N=353 Pilot N=16 RCT N=1200 Scale N=TBD RQ1- What can dimensional measurement of emotions tell us about learning? RQ2- How can we display this emotion data directly to students? RQ3- What do students need to use these emotion data effectively?
  • 45. So What? What are the implications? 45 Researcher Designer Teacher Parent Student
  • 46. Students & Course Design Affect, Cognition & Behavior traces of a Course 46 Course Design Reading Quiz Group Assignment Test Core Affect state state state state Cognition score score score score Behavior Dwell time Dwell time Dwell time Dwell Time
  • 47. Student A Fabricated Example 47 Course Design Reading Quiz Group Assignment Test Core Affect Positive Low Energy Positive Low Energy Negative High Energy Positive Low Energy Cognition 85% 100% 65% 90% Behavior 20 min 5 min 60 min 30 min
  • 48. Want to learn more? ● Childhood and Youth ● MA in Childhood and Youth ● MBA ● MBA (Technology Management) ● MSc in Computing ● MSc in Development Management ● MSc in Technology Management ● Postgraduate Certificate in Computing ● Postgraduate Certificate in Conflict and Development ● Postgraduate Certificate in Development Management ● Postgraduate Certificate in Technology Management ● Postgraduate Diploma in Computing ● Postgraduate Diploma in Development Management ● Postgraduate Diploma in Technology Management http://www.open.ac.uk/courses/choose/start-in-may http://www.open.ac.uk/courses/choose/start-in-may 48
  • 49. #openmindstalks Are emotions driving better university courses? Introduction by Prof Patrick McAndrew, Director IET, OU Dr Bart Rienties, Reader in Learning Analytics, OU Dr Ana Aznar, Postdoctoral Research Fellow, University of Surrey Garron Hillaire, OU PhD student, OU Hashtag: #openmindstalks

Editor's Notes

  1. Plug for IP and the reasons why we are here 
  2. Triggering people’s imagination that perceptions of technology can change really quickly.
  3. Problematise that emotions can be measured even when not all information is present; at the same time what people are saying and how they behave might be different
  4. Problematise that emotions can be measured even when not all information is present; at the same time what people are saying and how they behave might be different
  5. Problematise that emotions can be measured even when not all information is present; at the same time what people are saying and how they behave might be different
  6. Problematise that emotions can be measured even when not all information is present; at the same time what people are saying and how they behave might be different
  7. Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).
  8. Books to improve emotional competence Use your words
  9. Triggering people’s imagination that perceptions of technology can change really quickly.